For all his Byronic

â€Å"For all his Byronic / Gothic excesses, Heathcliff exists and steps out of the confines of fiction†¦easily† (Evans 1982) â€Å"He stands unredeemed never once swerving in his arrow straight course to perdition† (CBronte, 1847) With reference to these and other readings of the character of Heathcliff, explore your own interpretation of this character. In your essay you should: * Consider the role and function of Heathcliff within the novel * Explore the characterisation * Consider the various interpretations of his character by A) Characters within the novel B) Critics * Make a personal response to the character. Teacher's Name: Mrs Gowdy Date: When Emily Bronte wrote Wuthering Heights, she received much criticism for the character of Heathcliff. Heathcliff was believed to be the complete opposite to what a Victorian Gentleman should be: â€Å"It is almost definition of a gentleman to say he is one who never inflicts pain† (Cardinal Newman, 1852) Her sister, Charlotte, could not understand why Emily had a character of such evil in her book: â€Å"Whether it is right or advisable to create beings like Heathcliff, I do not know: I scarcely think it is.† (1) Considering Emily's background, it is logical to see why Charlotte might feel like this. Emily was born July 30th 1818 at Thornton, near Bradford, Yorkshire, and was the fifth of six children born to Patrick Bronte and his wife Maria Branwell. When she was two the family moved to Haworth, where Mr Bronte had been appointed the vicar. Except for short periods away as a student and later as a teacher, Haworth would remain her home for all her life. By the time she was seven, Emily had experienced three deaths in her family- her mother and her two older sisters, Maria and Elizabeth. Because of her reclusive life, she therefore might not be expected to know of such people to base the character of Heathcliff on. A suggestion for the way Heathcliff behaved is her brother Branwell, who was an alcoholic and dabbled with drugs: † It would have been impossible for Emily to render Hindley's alcoholic degradation and Heathcliff's ranting misery without the protracted spectacle of Branwell's breakdown before her eyes day in and day out.† (Katherine Frank, 1990) However, Heathcliff is a character who stirs emotions in the reader, and our sympathy returns to him again and again throughout the novel, despite his many violent deeds. But why? Why do we feel pity for a man who is presented as an embodiment of dark powers? We are introduced to Heathcliff right at the opening of the first chapter by Mr. Lockwood, (who ironically could be a type of the Victorian Gentleman,) who is delighted to discover that he is somewhat of a misanthropist like himself: â€Å"Mr. Heathcliff and I are such a suitable pair to divide the desolation between us†(2) However, Mr Lockwood soon discovers that Heathcliff is not all that he seems to be. Heathcliff winces at the mention of Thrushcross Grange, when Mr Lockwood inquires about it: † ‘Thrushcross Grange is my own, sir' he interrupted, wincing. ‘I should not allow any one to inconvenience me, if I could hinder it – walk in!' † (3) This suggests to the reader that this comment touches on a delicate part of Heathcliff's history, and is something in which he would rather keep secret. Lockwood in chapter two makes a vain attempt to be sociable with the tenants of Wuthering Heights, only to be laughed at by Heathcliff: â€Å"My amiable lady' he interrupted with an almost diabolical sneer on his face† (4) Heathcliff is quite rude to Lockwood, and we can come to the conclusion that he was one who was not brought up with any manners. (This proves to be true later on in the book). Heathcliff clearly shows no sympathy toward him, and wishes for Lockwood to mind his own business. â€Å"Mr Heathcliff may have entirely dissimilar reasons for keeping his hand out of the way when he meets a would-be acquaintance, to those which actuate me† (5) Bronte has chosen to keep this side in the dark, instead choosing to present him as a cold hearted recluse, only at first and then we are quickly shown his passionate side in chapter three. Mr Lockwood's character is naturally inquisitive, and therefore this episode with the landowner only makes Mr. Lockwood more interested in Heathcliff and his background. Catherine's diary shows insight into Heathcliff's past and the way he was treated. â€Å"Hindley is a detestable substitute- his conduct to Heathcliff is atrocious† (6) From this, we can establish that Heathcliff was subject to hostility and was surrounded by harsh treatment. Hindley always saw Heathcliff as a threat to him, especially as he is the ‘outsider' in the family. Nelly reports to Mr. Lockwood: â€Å"He bred bad feeling in the house; and at Mrs. Earnshaw's death†¦ the young master had learned to regard his father as an oppressor rather than a friend, and Heathcliff as a usurper of his parent's affections and his privileges; and he grew bitter with brooding over these injuries.† (7) Hindley, when they were boys, would thrash Heathcliff, and call him names such as † Imp of Satan†. Later on as young men, Hindley degrades him in front of Catherine, as he soon picks up on the fondness between the two, and makes him a servant. Naturally, this treatment he received had an effect on Heathcliff. Being this cold-hearted character is normal to him, having no other example of morals, except in Catherine. He rejects conventional Christian morality at an early age, (no thanks to Joseph whose methods of teaching the young children the Bible in a repressive and forbidding way could be questioned!) and also fails to pick it up as an adult. This rejection of faith could be possibly the reason why he is always referred to in a diabolical way. He has chosen not to be Christian, and therefore the powers of darkness are now ‘controlling' him. Characters such as Mr Earnshaw's comment on the impression of darkness he gives in the novel and of his tyrannical sadistic actions. â€Å"It's as dark as if it came from the devil† (8) It is almost as if he enjoys this evil impression he gives, and he learns he can attack people's weaknesses, such as Hindley and his enjoyment of gambling, which he uses to his advantage to gain ownership of Wuthering Heights. â€Å"You would imagine I was the devil himself- to excite such horror† (9) Heathcliff is such a contrast to what men where like in the Victorian era, which as Cardinal Newman suggests: † Is mainly occupied in merely removing the obstacles which hinder the free and unembarrassed action of those about him†¦carefully avoids †¦all clashing of opinion, or collision of felling, all restraint, or suspicion, or gloom or resentment; his great concern being to make everyone at ease and at home.† It wouldn't be surprising that the character was criticised, but Bronte did accomplish a much-debated character. Heathcliff does have emotions, and passionate ones at that, and this spurs him on in life. If Catherine was not at Wuthering Heights at the beginning, Heathcliff would not have stayed very long and bore all the physical and emotional torment he was given. Catherine seemed to keep him there, and when he fled, it was only because she had deserted him for a gentleman. We see how much he truly loves Catherine when Lockwood has his dream: â€Å"He got on to the bed, and wrenched open the lattice, bursting, as he pulled at it, into an uncontrollable passion of tears. ‘Come in! Come in!' he sobbed. ‘Cathy do come. Oh, do- once more! Oh! My hearts darling! Hear me this time, Catherine at last!† (10) Lockwood is startled at this and comments that â€Å"he seemed so powerfully affected† and â€Å"struggled to vanquish an excess of violent emotion†. The desperation in Heathcliff's voice shows us how he grieves for a lost one. We are now shown that he is not so evil as he displays himself to be, but still carries some violent tendencies with him, even though that is not expected when you are grieving. However knowing the love he carries for Catherine and his pain for her deserting him when they were young, we can understand why he reacts this way. The way Bronte uses this language to describe Heathcliff, makes him believable to the reader. Our sympathy lies with him, and Lockwood has now changed his perspective on Heathcliff, as has the reader. Nelly, like the reader, changes her opinion of Heathcliff according to the actions he does. When Nelly first met Heathcliff, she referred to him as ‘it', she did not regard Heathcliff as a person due to his physical appearance. † I had a peep at a dirty ragged child†¦yet when it was set on its feet, it's face looked older than Catherine's† (11) Nelly was a child when Heathcliff arrived, and childishly was jealous, along with Catherine and Hindley of having someone which did not look like them being part of the family. However as they both grow up together both have some kind of respect for each other, though it may be small at some times. Nelly fells sympathy towards Heathcliff during the time of Hindley's harsh treatment, and was genuinely surprised that he seemed so immune to it, as if it didn't affect him. However the reader knows that treatment like that does affect a person emotionally, and this cultivated a great resentment towards his tormentors. â€Å"He seemed a sullen, patient child, hardened, perhaps to ill treatment† (12) Her loyalties were torn between Heathcliff and Hindley, and we see her compassion for Heathcliff when he confides in her about Catherine. We learn that Heathcliff is completely devoted to Catherine. † The nation of envying Catherine was incomprehensible to him but the notion of grieving her he understood completely† So much in fact she helps him clean himself up, due to Heathcliff not caring about her appearance since Cathy left. Nelly is also Heathcliff's confidant. She tells him how Cathy is, and what her feelings are towards him. Nelly clearly understands how deep his love is for Cathy. Catherine plays an enormous part in Heathcliff's life, and his love for her seems to be a redeeming feature. Catherine and Heathcliff become very â€Å"thick† when they are young, as Nelly comments to Mr Lockwood, and this weakness that Heathcliff has, this love for Cathy, is manipulated by Hindley as a means of punishment, and is also the reason in my mind why Heathcliff is so determined to seek revenge. As Pinkmonkey, a literature Internet guide, points out in its character analysis of Heathcliff: â€Å"During adolescence, Heathcliff simply assumes that they will always be together† This assumption proves to be wrong. Edgar Linton proposed to Catherine, and she agreed, because she thought that Heathcliff was in fact, too uncivilised and uneducated to be her husband. Although this may sound selfish to Heathcliff when he eavesdropped on the conversation between Nelly and Cathy, we find out soon that after her own interests, she intends to help him in the future. † It would degrade me to marry Heathcliff now; so he shall never know how much I love him†¦ My love for Linton is like the foliage in the woods: time will change it, I'm well aware, as winter changes the trees. My love for Heathcliff resembles the eternal rocks beneath, a source of little visible delight, but necessary† (13) Cathy uses nature to contrast the two young men, and chooses a tree's foliage for Linton. Foliage can be trimmed and blooms, which is what Cathy is feeling for Linton now, but she knows when the harsh weather and the seasons change, all the foliage will die. She knows that she won't love Linton eternally, and problems facing the two will speed up the process. Heathcliff however is symbolised as rocks and are not affected by the weather. Rocks are wild and jagged, which matches Heathcliff's personality, and when the bad weather comes, the rocks are not affected because they are strong. The last comment she says, † a little visible delight but necessary.† could mean she knows that Heathcliff is not likeable but she needs him, as he provides sturdy foundations for her. Unfortunately for Heathcliff, he never gets to hear this part of the conversation, and flees Wuthering Heights. This moment in Heathcliff's history symbolises his turning point, as a character. He now feels a great sense of loss and betrayal, and Heathcliff never forgives Cathy for what she does, but nevertheless still loves her as passionately as before. When he returns after three years, he finds that she has married Edgar Linton and is now mistress of Thrushcross Grange. His plans at first were to seek revenge on Hindley and merely check up on Cathy to see if she is happy. However his suffering at seeing her again overwhelms him and he starts to torment the others, especially Isabella. Isabella is instantly attracted to Heathcliff, possibly because he has returned with an air of mystery around him, and seems dark and brooding. Linton is unhappy because he knew that his property could possibly fall into Heathcliff's hands if they should marry. Heathcliff at first, has no interest in her whatsoever, and is completely unaware of her affection towards him, until Catherine spitefully makes it known, embarrassing Isabella in the process. Heathcliff has no interest in Isabella, simply because he is still infatuated with Catherine. However the appeal of getting one over on Edgar is too great for him, and starts to woo Isabella. This infuriates Catherine and her husband, but Heathcliff only wanted to affect the latter. It seems that he blames Edgar for not being with Cathy, that if he had never been there as a child, Cathy and he would be together. There is also the possibility that Heathcliff, when he was younger was jealous of the social acceptance that others had. Heathcliff was picked on because he wasn't ‘one of them'- not actually be blood related to the Earnshaws; he was found on the streets of Liverpool. Now he has returned, gentleman in appearance, but still the same emotionally affected person, willing to wreak havoc on the people who mocked him. Isabella was warned about Heathcliff- but she chose to ignore it. She knows that by marrying Heathcliff it will anger Cathy who has a ‘if I don't have him no-one can ‘ attitude, and will gain her revenge for embarrassing her. She truly believes that Heathcliff does love her. Catherine on the other hand knows deep inside that Heathcliff only loves her and cannot understand why he would like Isabella. † Oh, the evil is that I am not jealous, is it? Well, I won't repeat my offer of a wife: it is as bad as offering Satan a lost soul. Your bliss lies, like his, in inflicting misery. You prove it†¦ I begin to be at secure and tranquil; and you, restless to know us at peace, appear resolved on exciting a quarrel. Quarrel with Edgar if you please, Heathcliff, and deceive his sister: you'll hit on exactly the most efficient method of revenging yourself on me.† (14) Heathcliff and Isabella run away together, but not before Heathcliff shows us his sadistic side – † Miss Isabella's Springer, Fanny, (was) suspended to a handkerchief, and nearly at its last gasp† (15) Soon enough, the ‘honeymoon' is over, and Isabella realises just who her husband really is. He is cruel and violent, and Isabella questions Nelly in a letter about her husband: † Is Mr. Heathcliff a man? If so, is he mad? And if not is he the devil?† (16) Abraham Lincoln once said † If you want to test a man's character, give him power† and this could be said for Heathcliff. Heathcliff gains power of Wuthering Heights by manipulating Hindley. Hindley at this point is an alcoholic and likes to bet. He loses his money through betting and is attracted to Heathcliff's newly found wealth, thinking he could win it. However, in the need Hindley dies deep in debt, and Heathcliff loaned him so much money that now he owns Wuthering Heights. Hindley still detested Heathcliff, even though he allowed him to stay there, and on many occasions as told to Isabella, has tried to kill him. We as the reader, however still think of Heathcliff with sympathy, even though we disapprove of his actions, especially towards Hindley and Isabella. We still remember his treatment as a child from Hindley, and so when he seeks out his revenge, we find it extremely difficult not to wish him success. By gaining this power, he is able now to control the future, by arranging marriages and so on. Catherine before she died, gave birth to young Cathy, and Isabella gave birth to young Linton in London. When she died, Edgar wanted to have custody of the child. However, Heathcliff has seen the possibilities and demands that he should come to live with him. After all, he is the father. Linton is quite the opposite of his father; he is pale, weak and quite spoilt in his ways. When Heathcliff finally meets him, he does not even pretend to love him, he calls his mother a slut, and mistreats him. † I'm jealous of monopolising his affection†¦yes Nell, †¦my son is the prospective owner of this place, and I should not wish him to die till I was certain of being his successor. Besides, he's mine, and I want the triumph of seeing my descendant fairly lord of their estates: my child hiring their children to till their father's lands for wages. That is the sole consideration, which can make me endure the whelp: I despise him for himself, and I hate him for the memories he revives!†(17) Heathcliff arranges meetings between young Cathy and Linton because he knows that if they were married, his son could own Thrushcross Grange. Heathcliff then has to find some way to claim it himself, and he was delighted to find out the Linton was in ill health without his interference. Heathcliff used emotional torment on Linton, who has a weak disposition anyway, to make him worse. He forces young Cathy to marry Linton for his benefit, which the young girl is not happy about, especially since her father is dying and Heathcliff won't let her see him. When Cathy shouts at him, through Nelly's words we can see how Heathcliff is affected by Cathy's words: † Heathcliff you are a cruel man, but you're not a fiend; and you won't, from mere malice, destroy irrevocably all my happiness†¦I've given over crying: but I'm going to kneel here, at your knee; and I'll not get up, and I'll not take my eyes from your face till you look back at me! No, don't turn away! Do look! Have you never loved anybody in all your life, uncle? Never? Ah! You must look once.† (18) Heathcliff can see his Catherine in her daughter's eyes, which is heart breaking for him, as he can't even bear to look at her. Heathcliff is not hated by Cathy, which also affects him emotionally. † He shrigged his sholders; shook himself, indeed, as if his flesh crept with aversion;† (19) I do not think he should inflict his revenge on the younger generation, simply because they were not to blame for the pain that Heathcliff bore in the past, especially Hareton, who is Hindley's son. Hindley was brought up badly by his father, who was always drunk and violent to him. Heathcliff wished to bring him up after his father's death. Heathcliff treats Hareton in a way, which reflects the way Hindley treated him, except that Hareton is completely oblivious to the fact that this is happening to him, because he wasn't educated. So, Hareton, who should have been the finest gentleman in the area, is reduced to living at Wuthering Heights as a common, uneducated servant, friendless and without hope, and surprisingly he likes Heathcliff. As Heathcliff comes closer and closer to realising his final revenge, he seems more preoccupied with his memory of Catherine. The horrible image of Heathcliff uncovering her grave just to see her face shows us his depth of passion for her. † I got the sexton to remove the earth off her coffin-lid, and I opened it. I thought, once I would have stayed there: when I saw her face again- it is hers yet- he had hard work to stir me; but he said it would change if the air blew on it, and so I struck one side of the coffin loose, and covered it up: not Linton's side, damn him! I wish he'd been soldered in lead†¦when I'm laid there, and slide mine out too; I'll have it made so: and then, by the time Linton gets to us, he'll not know which is which!† (20) The thought of Edgar and Catherine's bodies decomposing together is too much for him. He states that he wants to be buried next to Catherine, and even punches a hole in her casket and asks that the same would be done to him so that their dust can mingle. Near the time of his death, he becomes more and more isolated from everyone and increasingly obsessed with his dead love, imagining that she is haunting him, and Heathcliff becomes more cheerful, and feels happy that when he dies he will be reunited with Catherine. † I have neither a fear, nor a presentiment, nor a hope of death. Why should I? †¦ It is a long fight; I wish it were over!† (21) It is only at this time he feels reconciled to her spirit that he abandons his cruelty towards Catherine and Hareton. Heathcliff is a truly interesting character and our sympathy lies with him, because we understand why he is so determined to seek his revenge on the people who opposed him in the first place. With regards to the quotations at the start of my essay, Heathcliff is a character who seems vivid. The manner in which he speaks and the emotion that he carries with him throughout the book makes him † step out of the confines of fiction†. We never really hate him for what he does, simply because we know why he does it. He was badly treated when he was younger, and this developed into revenge. Still, our sympathy lies with him. Charlotte Bronte may not have liked his † arrow straight course to perdition† but modern readers who read Wuthering Heights justify why, without prejudice.

A Letter to My Teacher – 15 Things About Me

Northern Caribbean University School of Religion and Theology Research Paper Presented in Partial Fulfillment of the Course RELB113: God and Human Life By: Akeem Favorite – 18100633 To: Dr. Earl Cameron December 8th, 2011 One stark similarity existing between the Christian and Islamic faith is the plan of salvation. Both agree that the plan of salvation must be attained through the acceptance of â€Å"Godâ€Å". There are hundreds of different religions in the world; essentially all religions teach that there is some form of salvation. Christianity and Islam are two religions that have much in common, when it comes to the topic of salvation. A common view shared by both is expressed through their belief that it is by God they are saved through the plan of salvation. Careful research reveals that there is a commonality between Christians and Muslims in the following areas: the Afterlife, God, Heaven, Hell and Judgement Day. Therefore, this research will explore the aforementioned existential similarities between Christianity and Islam. Christianity started about two thousand years ago in Judea with Jesus and his disciples. Jesus was a Jew and observed the Jewish law as well as associated Himself with the Jews. In his early years, Jesus travelled from village to village teaching and preaching in the synagogues as well as healing those who were suffering. Jesus authorized many sinners to repent from their self-righteous and hypocritical ways, allowing them to realize that God is rooted in service and love. The ministry of Jesus touched the lives and hearts of many people. Jesus taught his disciples about the will of God and the will of the new covenant. The new covenant is that Jesus himself would pay for the sins of all humanity by being crucified unjustly on a cross. Three days later, he would be resurrected, having conquered death to give hope to a hopeless world. The purpose of this new covenant is to restore those who accept it into a renewed fellowship of forgiveness and love with God. Just as Jesus taught, it all happened and his disciples witnessed an amazing miracle. Their teacher, Jesus of Nazareth died and rose again in three days to become their Messiah. Bound by a great charge to share the love that the God of the universe had imparted upon them, the disciples began to proclaim this great gospel of hope throughout the territory. From a small group of ordinary men that lived in a small village in Judea, the history of the Christian church began, and the Christian faith since then has spread to the rest of the world. Jesus disciples preached a simple message: ‘‘For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal lifeâ€Å". John 3:16) According to the Christian belief, salvation is found in the life, death and resurrection of Jesus Christ. Salvation comes only by the grace of God; there is nothing a Christian can do to guarantee their own salvation, they cannot save themselves or determine their fate after death. Salvation is a process that begins when a person completely accepts Jesus Christ in their life, and it continues through that personâ€℠¢s life and is completed when they stand before God on judgement day. Jesus the son of God is the bridge to the Father. If Christians obey and believe in Him, as well as chose his way, Jesus cleanses them from their sins by His blood. â€Å"But if we walk in the light as He is in the light, we have fellowship with one another, and the blood of Jesus Christ His Son cleanses us from all sin. † (1 John 1:7) Islam is a monotheistic religion of law that is primarily concerned with right practices. It was developed in the Middle East in the 7th century C. E. The word Islam means â€Å"surrender† or â€Å"submission†, this religion was founded on the teaching of the prophet Muhammad. Imam Ibn Katheer who was a historian and commentator writes in the Tafseer of the verse 17: 94-95 which is the Arabic word for Exegesis or Commentary, usually of the Qur’an said â€Å"Allah says pointing out His Kindness and Mercy towards His servants, that He sends to them Messengers of their own kind so that they will understand what he says and will be able to speak to him directly. If He were to send to umanity a Messenger from among the angels, they would not be able to deal with him face to face and learn from him, as Allah says, ‘Indeed, Allah conferred a great favour on the believers when He sent among them a Messenger (Muhammad) from among themselves. † During the age of 40, Muhammad began to receive visions and revelations from a higher power and Muhammad began to tell people about these visions and revelations and gained many followers. These visions and revelations lasted for 23years and became the Qur’an. Islam has several branches and much variety within those branches. The two divisions within the religion are the Sunni and Shi’a, each of these divisions has different means of maintaining religious authority. One of the combining characteristics of Islam is the five pillars, the fundamental practices of Islam. These five practices include: 1. Reciting the two-fold Creed (shahada) (profession of faith) – There is no God but Allah and Muhammad is his prophet (or Muhammad is the messenger of God). 2. Prayer (salat) – At five set-times a day while facing towards the city of Mecca. 3. Alms – giving (sakat) (zakat- means â€Å"purification†, an act of worship_ – Both obligatory and voluntary giving to the poor. 4. Fasting (saum) – Especially during the holy month of Ramadan. 5. Pilgrimage (hajj) – At least once in a lifetime – to Mecca, Saudi Arabia if at all possible, known as the Hajj. Even though Muslims may observe each of these pillars there is still no guarantee of salvation. Islam is based on a religion of self-righteousness. According to the Islam belief, salvation is found in Allah. In order to receive this salvation as a Muslim one must first submit themself to the teaching of Islam and the will of Allah. Islam is a religion of salvation by works and Islam teaches that forgiveness is conditioned upon good works and Allah’s choice of mercy. In other word, Muslims believe by pleasing Allah and doing good works, they are gaining an entrance through personal merit. The Qur’an teaches that salvation is received on the basis of good works. According to Islam on the day of judgement a person’s good and evil deeds will be weighed on a scale; good works are heavy and evil deeds are light. The person who shows forth with more good deeds then evil, will go to heaven compared to the person whose evil deeds out way the good. Muslims believe that their chances for heaven are good if he 1: accepts the Muslim God Allah and his apostle Mohammed, 2: does good works and all that is required of him by Allah, and 3: is predestined to Allah’s favour. â€Å"If anyone desires a religion other than Islam (Submission to Allah), Never will it be accepted of him; and in the Hereafter he will be in the ranks of those who have lost. † (Qur’an 3:85; cp. 5:10; 25:68) In order to know the different views of Islam and Christianity we have to go back to the very beginning of time, the time of Adam and Eve. The holy books of Islam and Christianity recount the story of Adam and Eve in the garden, and how they were told by God not to eat of a certain tree, but they disobeyed God. When linking the belief of salvation with Islam and Christianity the differences begin. Christianity calls Adam and Eve’s sin â€Å"the fall of man†, when Adam and Eve fell from the grace of God because of their sin. Christians believe that due to Adam and Eve’s sin, all of mankind will die according to Romans 5:12. This is because Christianity teaches that all the descendants of Adam and Eve have inherited the ability to sin. Thus Christians believe in the doctrine of original sin, according to Romans 3:23 we are all born as sinners. Islam on the other hand does not teach original sin but original forgiveness, Islam also makes mention of the story of Adam and Eve. In Islam Adam is the first prophet. Islam does state that Adam and Eve did sin in the garden, but unlike Christianity, that makes no mention of the repentance of Adam and Eve, Islam teaches that they did repent and ask God/ Allah for forgiveness and were fully forgiven, so that their sin had no consequences for the rest of human race according to the Qur’an. Qur’an 2:27) thus Islam teaches original forgiveness and not original sin. Seeing that Christianity teaches original sin and Islam teaches original forgiveness this then brings us to the difference of Salvation. Due to the original sin of Adam and Eve, mankind lost its relationship with God. In order to communicate with his children again, God did the best thing possible, God b ecame flesh, and he became one of the creatures he made, man. Jesus came to earth because he loves his children; he came to deliver truth in a world of false beliefs. But the main reason he came to earth was to be the final sacrifice for their sins. The simple reason was because they were not good enough compared to God’s standard Jesus Christ. Jesus then came into a sinful world to teach the love of God and tell of the new covenant that was put in place to gain that connection with God. This new covenant was that Jesus Christ himself would pay the penalty for the sins of all humanity and be crucified on a cross, but would rise again in three days to live, having conquered death, to give hope to a hopeless world. By the life, death, and resurrection of Jesus Christ, salvation is then given to mankind. His love prompted Him to become man to accomplish what only He could, to rescue mankind. Due to the fact that humanity is sinful, in a spiritually wrecked condition they are in need of redemption, but could not redeem themselves. No other person, but the Creator could accomplish that; no man with sin could qualify to redeem them with his life. God came to earth as man to cleanse the effect of the disease of sin inherited to all humanity. God loves his children and he who is perfect, righteous and holy lived among his creatures that are unholy, unrighteous, even those who were enemies of him. While on the other hand Muslims believe that God forgave Adam for what he did and because of that no one should be made to bear the burden of someone else’s sin or mistake because it is unfair. This God that the Muslims refer to as Allah is the God and creator of Jesus, and is the same God that Jesus refers to as father to whom he used to pray to. Muslims contradicts the idea that Jesus Christ was crucified on the cross. They believe Allah spared his messengers life from such an embarrassing death and placed Judas on the cross, which God made to look like Jesus so that he would suffer his rightful penalty for betrayal. Through this teaching Muslims see themselves protecting the prophetic integrity of Jesus, since a true prophet, according to Islam, could not suffer the humiliation that Jesus did. Muslims affirm that Jesus ascended to heaven but deny that he died on the cross. Muslims do not feel that it was necessary for Jesus to pay for our sins. They believe that every man must bear and pay his or her own sins; for Jesus to be punished and responsible for our sins would be unjust in their eyes. Since Muslims do not recognize the universal and corruptive power of sin, released as a result of original sin, they see no need for salvation. If there is no sin that has a hold on you, you do not need to be saved from it. This is why they do not hold any assurance of salvation. According to their view it is best to live a good life, pleasing God in all that you do. Submit to God and follow his commands. Religion, to the Muslim, does not mean salvation from sin; it means following the right path, or the shari’a, mapped out by Islamic law. That is why salvation is exclusively based on works, or what man can do to exalt himself in the eyes of Allah. Although Christians and Muslims don’t agree on many things, there are still some things that they both have in common. The first thing they have in common is their view of God. They both believe that there is one God and there is nothing or anyone else like him. There is no other entity in the entire universe worthy of worship besides him. He was born of a virgin and is the creator of man and this universe and is not created. He is also a sovereign God in the lives of men. He is first, last and everlasting; he was when nothing was, and will be when nothing else remains. Despite being called Allah in Islam, this is the same God that Christians believe in. Both view God as all powerful, all knowing, all present, and all merciful. They both believe that only God can grant life to anything and he sent his messenger to guide all of mankind. They believe that God is a just God, but is also a God of principles and finally they both have a holy book that is the only true revealed book in the world that has been kept without change. The second thing that these two religions have in common is death and the afterlife. They believe that this present life that they live is a trial in preparation for the next realm of existence. When a Christian or a Muslim dies the families of both of these religions have a funeral service to remember the loved ones time on earth, as well as their own existence here on earth is brief. Once this funeral service is done both religions place their loves ones back in the earth till the day of judgement where they will be taken up to heaven and judged and other make it to heaven or go to hell. The third and final thing that Christians and Muslims have in common is their holy books and creation. Although they have different names for it and it is written differently, there are still has some similarities, such as the persons, events and the books. In both books you will find that they make mention of, Paul, David, Mary and Jesus. Both books contain some of the same events such as the story of Adam and Eve, Cain and Abel, Noah and the flood, Abraham promised a son, Lot and Sodom and Gomorrah and other stories as well make mention of the same people and places. They also have some of the same books such as Genesis, Exodus, Leviticus, Numbers, and Deuteronomy. The Qur’an and the Holy Bible both teach a six day creation. Adam and Eve were created in innocent perfection and placed in a beautiful garden. There Satan tempted them to rebel against God by eating the forbidden fruit, experiencing God’s wrath and judgement, and dismissal from the garden. In conclusion I have learned that even though these are two different religions, they both hold significant information. This information that is given to all of humanity is the plan of salvation. Although Christians believe that salvation is based on the grace of God and Muslims believe that salvation is based on good works both teach that this salvation will lead them to judgement were they will either make it to heaven or hell. Even though Christianity was around six hundred years before Islam both believe in one God and his sovereigns to all of mankind and cannot wait till that day when they shall me their God. References http://www. religionfacts. com/christianity/beliefs/salvation. htm http://www. comparativereligion. com/salvation. html#14 http://www. ankerberg. com/Articles/_PDFArchives/islam/IS3W0605. df http://www. arabicbible. com/islam/sinsalv. htm http://www. religioustolerance. org/chr_savb. htm http://www. youtube. com/watch? v=mh4_86xxlpA http://carm. org/religious-movements/islam/comparison-grid-between-christianity-and-islamic-doctrine http://www. christchurchcentral. co. uk/toughquestions/islam http://www. allaboutreligion. org/history-of-christianity. htm h ttp://www. truechristianity. com/christian/salvation. htm http://www. religionfacts. com/islam/beliefs/salvation. htm http://www. 30-days. net/islam/basics/beliefs/ http://answering-islam. org/Intro/comparison. html

How Has Texting Affected Teenagers

How has texting affected teen literacy? This is one question asked by many, and not always answered. After doing much research, I have come up with an answer to this question. There are pros as well as cons to texting when it comes to teens. The pros of texting are that texting allows teens to communicate with each other more often. Another pro is that they have the capability to call a parent when in a situation where alcohol or drugs are involved. While texting can have some pros, it also comes with it's own set of cons.One con is that texting is leading to anxiety, stress, distraction in school, and sleep deprivation. All of this added together can cause teens to have falling grades in school. Another, con is that texting can distract teens while they are driving. Texting and driving has become one of the most common causes of car accidents. One common thing you can see in schools is texting in class. One other thing you will see is cheating during tests. Some schools have banned cellphones during tests but this has not helped at all.These rules only affect the teens that are willing to break rules. The amount of teens who own a cell phone in the world is enormous. In 2011, 77% of the teenage population owned a cell phone, which is very similar to the 75% presented in 2009. Due to the unlimited texting plans presented by various mobile carriers texting has increased substantially in popularity. According to the Nielson Company, American Teenagers sent and received and average of 2,272 text messages per month in the fourth quarter of 2008.This totals to about 80 messages a day. In 2010, this amount of 2,272 text messages in the fourth quarter of 2008, grew to an amount of 6. 1 trillion text messages in 2010. This goes to show how much texting has grown in popularity and is a growing issue that effects teens everywhere. As texting becomes more popular, more and more teens begin to have falling grades in school and also putting themselves in danger while drivin g.If parents started to be more watchful of how much their children text, they could help them keep control of their texting. Works Cited Baker,Lisa. â€Å"Cell Phones and Their Positive Effects on Youth† eHow 15. April. 2012 Starovoit,Veronica. â€Å"How Does Text Messaging Affect the Ability to Write & Speak in English? † eHow 16. April. 2012 Lenhart,Amanda. â€Å"Overall cell ownership steady since 2009† PewInternet 19. Mar. 2012 Hafner,Katie. â€Å"Texting May Be Taking a Toll on Teenagers† The New York Times 25. May. 2009

Cultural Competency Research Paper Example | Topics and Well Written Essays - 500 words

Cultural Competency - Research Paper Example The paper would primarily discuss the ways and means the school can help adapt the new students in the new environment. The school starts in two weeks time. Thus, creating a cultural proficiency within the school environment must become the priority of the educational leadership within the school. Sederberg (1984) claims that in organization the power belongs to those who can define or describe circumstances in ways that convince others that things are as they say they are. Educational leaders, who are endowed with effective communication skill and cultural understanding, have the capability to influence the cultural identity of the group within the institute thus facilitating changes in the institutional culture to adapt to the changing environment. Thus, the role of specialist teachers or teachers who are proficient in the language of the immigrant population becomes highly crucial. Learning the language and culture of the host country facilitates rapid adjustment. Hence, school administration and the teachers must take initiative in encouraging networking with immigrant population and their children so as to create awareness regarding the need to adapt to changes vis-Ã  -vis language barrier and cross cultural understanding. As a specialist teacher, I would facilitate their adjustment by organizing interactive session to familiarize them with new language and culture. The primary aim would be to teach them important words of English so that they are able to communicate with the rest of the students. Another aspect would be to create cross cultural understanding. This is a very important aspect of teachers as leaders. They are able to motivate the students coming from diverse background to understand each others culture and develop mutual respect. Indeed, educational leadership helps in the process of acculturation. Initial loss of

Medication Profile Assignment Example | Topics and Well Written Essays - 750 words

Medication Profile - Assignment Example Subsequently, in interferes with the ability to clear environmental chemicals and therapeutic drugs. It is this factor besides reduced capacity for renal clearance that causes the patient develops drawn out preservation of several drugs in individuals with advanced age such as the patient in question. The profile uses the developed geriatric pharmacokinetic database to study changes in the capacity of the body to clear drugs considering the advanced age of 73 years. From the database, more than half of the drugs that hepatic cytochrome P450 enzyme processes and even through elimination in the renal averages 70 percent in the 73-year old patient. The percentage would be lower if the patient was younger preferably below 65 years. The high percentage explains why the patient is susceptible to kidney and liver diseases (Power 49). Development of these diseases complicates the clearance function of the liver and kidney further. Prescribing more drugs to the patient also referred to as polypharmacy, increases the chances of drugs interacting in the body of the patient. It comes with negative consequences. Considering the age of the patient, her nervous system has several modifications among others changed neurotransmitter, neuronal loss, altered receptor levels, and reduced capacity to change caused by xenobiotics. Changes in the central nervous of the patient increase her vulnerability to neurologic dysfunction with the threat from unitary pharmacologic agents. Other dangerous agents are environmental toxicants and polypharmacy (Priglinger 1408). The several factors affecting the patient’s ability to respond to neuroactive causal agents transforms the assessment of environmental risks in the patient a special apprehension because it presents the toughest challenge. Causal agents include pesticides, heavy metals, and general neurotoxicants. They have the potential to affect the nervous system of an individual in the end. It was the

International Mangement of Ethics and Values Assignment

International Mangement of Ethics and Values - Assignment Example Across the Tasman Sea, in New Zealand, he owns nearly half. Further, he is the owner of two fifths of the Australian Associated Press. (Knowlton & Parsons, 1995, p. 200) These holdings are notwithstanding his considerable market share in Britain and the United States. These statistics bear testimony to the Murdoch’s media monopoly. Between the lines one can read the dangers posed by monopoly in an industry that is crucial to socio-cultural discourse. This report will evaluate how News Corporation holds up to the scrutiny of their stated Code of Ethics as well as against the triple bottom line criteria for ethical evaluation. Official Standards of Business Conduct proclaimed by News Corp News Corp’s official Standards of Business Conduct (SBC) document makes some bold claims. In the area of building trust with business partners and customers, it claims that trust and integrity are of utmost importance. The SBC goes on to outline generic principles that â€Å"underlie th e culture of trust that is at the heart of News....While it is impossible to formulate rules to govern every possible situation, these Standards seek to assist us in continuing to avoid misconduct and the appearance of misconduct.† (Standards, 2013) Further, under the heading ‘Ensuring integrity and transparency of conduct’, the SBC defines what constitutes a conflicting situation and how the News Corp Management will resolve it: â€Å"A conflict of interest arises when personal interests or divided loyalties interfere with our ability to make sound, objective business decisions on behalf of the Company. We are committed to a work force that is clearly and obviously motivated by the best business interests of our Company.† (Standards, 2013) Under the heading ‘Maintaining Credibility’, the SBC lays out three commandments for ethical management of news gathering and reportage. These rules were also meant to apply to its relationship with other bu siness partners, government contacts and the readership. These are: â€Å"We do not make deliberately false or misleading statements about our businesses, or about other companies....We obtain competitive information legally. We do not obtain information about competitors through theft, blackmail, wiretapping, trespassing or other methods prohibited by law.† (Standards, 2013) The Triple Bottom Line (TBL) Standard At the core of the TBL standard is the principle of sustainability. Equally applicable to nonprofits, governments as well as businesses, the TBL measures the â€Å"degree to which an organization is being sustainable or pursuing sustainable growth can be difficult.† (Slaper & Hall, 2013) Scholars like John Elkington were instrumental in devising quantitative measurement scales for TBL. Under the system, conventional focus on profits is excluded. It its place, new parameters such as environmental and social effects of business actions were added to the usual me asures of return on investment and shareholder value. By focusing on comprehensive investment results— â€Å"that is, with respect to performance along the interrelated dimensions of profits, people and the planet—triple bottom line reporting can be an important tool to support sustainability goals. Many businesses and non-profit organizations have adopted the TBL sustainability framework to evaluate their performance, and a similar approach has gained currency with governments at the federal, state and local

Business Ethics and Virtue Ethics Assignment Example | Topics and Well Written Essays - 500 words

Business Ethics and Virtue Ethics - Assignment Example First, only name of the writer is mentioned below the topic; no credentials about the author are provided. In addition to that, glossy and colorful advertisements are appearing with the article, authenticating the work has not undergone the process of peer-reviewed articles. In addition to that, the content of the article is based on the facts and some opinions as well. This article is a piece of non-scholarly material. Although the author name, Jona Than Dee, is provided. But, no other important pieces of information such as his qualification, experience, expertise, affiliation and academic background, are provided. In addition to that, to qualify for a scholarly article, a well-known publisher must be there to authenticate the content nature and quality of the article. This article looks less logical and more subjective, showing the personal understanding of the author. Moreover, the author has not provided the sources of information; he has filled the entire article of at least more than 2000 words without quoting any secondary source! 4) â€Å"75 years of lessons learned: chief executive officer values and corporate social responsibility.† Carol-Ann Tetrault Sirsly. Journal of Management History. Bradford: 2009. Vol. 15, Iss. 1; p. 78 This article represents a depiction of scholarly material. Journal of Management History is an authentic journal in the field of management and processes every article under the peer-review mechanism. And, Emerald Group Publishing Limited is an authentic publisher. This piece is revised material of the paper presented at the 2007 Academy of Management meeting in Philadelphia. A list of references has been attached at the end of the article, showing the validity and reliability of the article. And, the content is balanced with appropriate facts and opinions. 5) â€Å"Corporation communication, ethics, and operational identity: a case study of Benetton.† Janet L Borgerson,

Hurricanes Geography Research Paper Example | Topics and Well Written Essays - 1750 words

Hurricanes Geography - Research Paper Example As wind speed exceeds 74 miles per hour a hurricane is born. Hurricanes usually formed from warm water in the tropical region. Water is usually 800F (270C) in this part of the earth. In a year, four hurricanes develop in the Atlantic region and an approximate of sixty hurricanes rise from tropical seas and swirls through the globe. Coastal areas are the most prone to danger because hurricanes are formed in the sea. Hurricanes in the United States mostly come from the tropical and subtropical waters of the Pacific Ocean, the Gulf of Mexico, the CaribbeanSea and the Atlantic Ocean. Some are small and others are large. But whatever the case, hurricanes are the mightiest of all storms. Hurricanes are natural phenomena that can be dangerous and destructive but is perfectly designed by nature to serve a purpose. It is essential to maintain the optimal warm temperature of the earth. Hurricanes suck up warm water from the sea surface to its eye wall and when it rise up it condenses forming r ains showers. These rain waters arid lands and alleviates drought in some hot locations. Anatomy of a Hurricane Hurricanes do not occur everywhere in the world. You can never find hurricanes in cold locations like the Antarctic and Arctic regions of the earth. Hurricanes start from storm seeds mainly from the west coast of tropical areas like the Pacific Ocean, Caribbean Sea, Gulf of Mexico and the Atlantic Ocean. Small atmospheric disturbance occur that creates low pressure area. Air is pushed through this low pressure area by the surrounding high pressure environment. Warm tropical sea water transfer heat to air so it rises as it nears the center. It speeds up the acceleration of rising air thus providing energy for the developing storm. Hot air then comes into contact with cold air aloft and results into thunderstorms. If the conditions are favorable like locations with high humidity and hot weather, a hurricane is most likely being formed. Low pressure systems with accompanying thunderstorms are called tropical cyclones. These tropical cyclones rotate counter clockwise in the northern hemisphere and clockwise in the southern hemisphere. This cyclonic behavior is due to the earths Coriolis Effect. Tropical disturbance is reported for a group of thunderstorms in the tropics that are present for at least 24 hours. It is then escalated to tropical wave status when it reaches winds with 25mph moving in all direction. The time it develops circulation, that’s the time it is called a tropical cyclone. Tropical depression is a tropical cyclone with wind speeds of at least 38 mph. When the tropical cyclone’s wind reaches 39 to 73 mph, it is then labeled tropical storm. Tropical storm has showers and thunderstorms that are moving closer to circulation. Hurricane is termed for the most severe category of tropical cyclone with maximum sustained winds of 74 mph. At this level, an eye is developed at the center of the cyclone. The coverage of the thundersto rms varies depending on the intensity and wind speed of the hurricane. Source: http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hurr/stages/home.rxml Hurricanes have area that is relatively cloudless and calm. This area is called the eye of the hurricane and it is located at the center of the tropical cyclone. The eye is usually 20 to 30 m wide for a storm that has diameter of 400 miles across. The area immediate to the eye is called the eye

News paper production Article Example | Topics and Well Written Essays - 750 words

News paper production - Article Example This article will take you to a one-day tour of the London city that although sounds ridiculous, but perfect guide for students studying in the city. In addition, this article will attempt to illustrate cultural, political, historical, and social aspects of London that will enable you to explore the city in your own way according to your interests. Westminster Abbey will be the most appropriate starter for touring London, a monumental place that depicts its historical importance involving crowning of various kings and queens of the United Kingdom. Westminster Abbey is ‘Shrine of the Nation’ as well due to burial ceremonies of kings and crowns. The place opens in the early morning at 9:30am, so you should reach earlier to avoid huge crowds, especially on weekends. Some of the significant features responsible for its monumental importance are shrine of Edward that has tombs of various kings and queens of England, and Chapel of Henry VII that is an extraordinary masterpiece of architecture. Westminster Abbey has a ‘Poets Corner’ as well where you will be able to visit burial places of various famous poets. From Westminster Abbey, your next stop will be at the House of Parliament, and the symbol of London city: Big Ben. The House of Parliament has played a significant role since 11th century by providing shelter to the House of Lords, as well as the House of Commons, and thus, will be an interesting place to visit during the tour. Although it takes time to enter the debating chambers; however, you can try your luck, and even without admission, the House of Parliament will allow you to enjoy its architectural significance. Besides, if you are a history lover, do not forget to visit the Jewel Tower that illustrates history of the Parliament, and in recent decades, the Jewel Tower has installed facilities of virtual tower of the House of Parliament that will be an informative feature during your tour. After emerging from

DIGITAL DIVIDE Essay Example | Topics and Well Written Essays - 500 words

DIGITAL DIVIDE - Essay Example Based on the attributes, scores were developed and the scores became the basis for building an overall score on digitization with a scale of zero to 100 with 100 representing as the measure with the highest level of digitization. The Global Technology Report 2012 defined digitization as â€Å"the mass adoption of connected digital technologies and applications by consumers, enterprises, and governments† (Dutta & Bilbao-Osorio, 121). However, the way that The Global Information Technology Report of 2012 defined the economies appears to indicates that no other finding would be possible except the finding that as an economy move from a constrained economy into an emerging economy and then ultimately into a transitional economy and eventually into an advanced economy, digitization would increase. â€Å"Constrained economies† were defined as economies with digitization scores below 25, â€Å"emerging economies† with digitization scores of 25 to 30, â€Å"transitional economies† with digitization scores of between 30 to 40, and â€Å"advanced economies† with digitization scores of greater than 40 (Dutta & Bilbao-Osorio, 122). Expectedly, The Global Information Technology Report of 2012 obtained Figure 1 on the relation between economy type and digitization for 150 economies of the world. Based on The Global Information Technology Report of 2012 , the constrained and emerging economies include Ethiopia, Morocco, India, Egypt, China, Algeria, Thailand, Indonesia, Kenya, Angola, Lao PDR, Cuba, Iraq, Bangladesh, Uganda, Peru, Mongolia, Georgia, and Guatemala. The transitional economies include Turkey, Mexico, Saudi Arabia, Mauritius, and Chile. Finally, the advanced economies include the United States, Canada, Switzerland, South Korea, Austria, and Australia. The countries enumerated are representative countries only. The association between GNP per capita and digitization

In Spite Of the Gods the Rise of Modern India Book Review Essay Example for Free

In Spite Of the Gods the Rise of Modern India Book Review Essay In â€Å"Spite of the Gods the Rise of Modern India† was written by author Edward Luce. Edward Luce is a British reporter who reported for the Financial Times from 2001 to 2006 for South Asian countries. He is married to an Indian woman, Priya Basu. Edward Luce went to school in London so he has a British education that is compared to the education received in India. The book â€Å"In Spite of the Gods the Rise of Modern India† is a very elaborate book that shows all the sides of Indian culture and life. The book shows in detail the economic system and status and the caste system that is used in India. He writes about India in great depth exposing corruption in the government system. He also shows that India is a rival to the United States. Edward Luce states that India is the largest democracy and has real elections in the country. Even though India is a democracy and has real elections there is an also a lot of corruption in India. The corruption is a stress that holds India back greatly from becoming a dominant world power. The economy of India still thrives enough to be an economic rival to the United States and china. Even though India is thriving Luce writes that India’s 1.1 billion people only 35 million have formal jobs that are enough to pay taxes. Even with this burden India still has a successful economy and can compete with other large countries. Luce states â€Å"India has a highly complex economy. Its complex steel plants are helping put their Japanese and American counterparts out of business† (pg. 55). In the book Edward Luce discusses the castes systems and explains the differences and conflicts of this system. Edward Luce discusses how the caste systems are separated by the â€Å"dharma† or duty.† But it is the Dharma of caste that perhaps gives us the best insight into how India’s traditional society saw itself† (pg. 105). In India like most other countries the upper classes are the wealthy and educated people. On difference in India than most other countries is the literacy rate all caste have a high literacy rate. Edward Luce covers all of the aspects of life in India in great detail. He has a very neutral view on all issues in his writing and only covers the truth about India. Edward Luce did such a good job by interviewing the people of India all classes from the upper class and the more common people of India. Luce then states that India is a growing country and will become very successful if it overcomes corruption and poverty. I feel like I have such a better understanding of this complex country after reviewing his book.

Place like home Essay Example for Free

Place like home Essay They say that there is no place like home. I could not agree more. Simplicity and respectfulness towards others are the key characteristics that I believe I have acquired in my home. Although at this point in my life I have been living long enough in the United States for it not to be foreign for me, I know deep inside my heart my home is still with Tibet. My parents have built a home that is affectionate, cozy, and has faith. We moved here in the United State when I was three years old, but to me it did not seem like I moved away from my motherland. My parents made it a point that I still develop and possess Tibetan characteristics that will make me stronger and impenetrable to unwanted experiences. My parents taught me that even though life is hard, as they were immigrants trying to adapt the American way of life, they will get by if they have the support of family. They never kept anything from me. I learned of their hardships and I kept these experiences with me. I wanted to learn how to adapt to the new environment myself and with my parent’s experiences as my guide. Seeing how my parents flourished in spite and despite of the challenges they faced everyday made me believe that nothing is impossible with faith and determination. Just like my parents, I am determined to be successful and to overcome any obstacles that I face. I kept the religious side of me because it has been one of my pillars ever since time immemorial. Faith has kept me going and this is another one of the most valuable lesson that I learned from my family, I know that my thoughts and my beliefs are much more conservative than others, but this I do not regret. It is with these characteristics that I learned to respect other people’s beliefs and I learned to understand this too. In the same way that they respect me and my own religion I also respect theirs. All of these I learned from my parent’s humble ways. Never did I hear from them any complaints about our ethnicity or about how hard they worked. Only do I hear about their success and their determination to give me a beautiful life. A simple yet fulfilling and beautiful life is what I did get from them. The environment that my family made for me taught me everything that I needed to know to survive in this day and age. I believe that one does not have to be present in the country where he or she was born into to carry on traits and characteristics native to them. I deem that even in the presence of a foreign land with foreign people, key traits can still preserved through the guidance and support of family, most especially the parents. I have learned to interact with my school peers and I learned how to respect our differences and realized that it’s alright to be different. The United States is a place where individuality governs the most and is something that most people are not afraid to show. My experience is something that I believe cannot be taught in the school and is a lifelong experience that I would like to teach my children in the years to come. This is something that they can learn from and incorporate in their daily lives.

Ion Drive Propulsion: An Overview

Ion Drive Propulsion: An Overview TANG,YOUHENG Ion Drive propulsion, also called ion engine, which is a technology that involves gas ionization and can be used instead of standard chemicals. Give an electrical charge or ionize the gas xenon, which is like neon or helium, but heavier, the ionized gas can be electrically accelerated a speed of about 30km/s by the electric field force. When xenon ions are emitted at such high speed as exhaust from a spaceship, the spacecraft can be pushed in the opposite direction. The ion engine was firstly demonstrated by Emst Stuhliger, the German-born NASA scientist. Then at NASA Lewis Research Center (now called Glenn research center) from 1957 to the early 1960s IDP was developed in form by Harold R.Kaufman. Moreover, the ion drive propulsion was first demonstrated in space in â€Å"Space Electric Rocket Test (SERT)† I and II by NASA Lewis Research Center. The SERT-1, which is the first test was launched in July 20, 1964, proved the technology operated as predicted in space successfully. Furthermore, the second test SERT-II, which was launched on February 3rd 1970, verified the thousands of running hours operation of two mercury ion drive propulsions, though IDP were seldom used before the late 1990s. â€Å"Electric propulsion works by using electrical energy to accelerate a propellant to much higher velocities than is possible using chemical reactions. The most common propellant used in ion engines is xenon. Early ion engines used mercury and cesium, but they proved hard to work with. At room temperature, mercury is liquid and cesium is solid; they both must be heated to turn them into gases. Also, as mercury or cesium exhaust cooled, many of their atoms would condense on the exterior of the spacecraft, contaminating solar cells and instruments. Eventually researchers turned to xenon as a cleaner, simpler fuel for ion engines.† (De Felice, 1999). For IDP’s operation system, it uses an electric field to accelerate charged atoms or molecules to a high velocity. Ion thrusters generally use a cathode to generate a stream of electrons, which form an electric circuit with a positively charged ring the anode. A small magnetic field is used to aid this process (electrons spiral around the magnetic field lines, increasing the chance of electron-atom collisions). The ionized gas is accelerated out of the thruster and drifts towards an extraction grid system, so it can produce thrust. A neutraliser similar to the cathode is used to generate free electrons and balance the overall space charge of the outgoing beam so that the spacecraft does not charge itself up. To deal with this problem NASAs Deep Space 1 probe is testing a new type of ion thruster. The following description of DS-1s ion thrusters is from the official DS-1 Website: â€Å"Its ion propulsion system (IPS) utilizes a hollow cathode to produce electrons, used to ionize xenon. The Xe+ is electrostatically accelerated through a potential of up to 1280 V and emitted from the 30-cm thruster through a molybdenum grid. A separate electron beam is emitted to produce a neutral plasma beam. The power-processing unit (PPU) of the IPS can accept as much as 2.5 kW, corresponding to a peak thruster operating power of 2.3 kW and a thrust of 92 m N. Throttling is achieved by balancing thruster and Xe feed system parameters at lower power levels, and at the lowest thruster power, 500 W, the thrust is 20 m N. The specific impulse decreases from 3100 s at high power to 1900 s at the minimum throttle level. (De Felice, 1999)† Mostly, IDP is being used in aerospace application. Here are a couple of simple examples. Deep Space 1 which is a spacecraft of the NASA New Millennium Program dedicated to testing a payload of advanced, high risk technologies.Also it is the first spacecraft which used ion drive propulsion. Hayabusa which is an unmanned spacecraft developed by the Japan Aerospace Exploration Agency (JAXA) to return a sample of material from a small near-Earth asteroid named 25143 Itokawa to Earth for further analysis and used xenon ion engines Dawm which is a space probe launched by NASA on September 27, 2007, to study the two most massive objects of the asteroid belt–the protoplanet Vesta and the dwarf planet Ceres. It is the first NASA exploratory mission to use ion propulsion to enter orbits. There are three advantages of Ion Drive Propulsion which can probably explain why IDP is being used. First, it uses much less propellant than chemical rocketry so it may promise better reliability and simplicity than chemical rocketry or, from another perspective, it gets much more mileage out of a given quantity of propellant. Third, it could use 100% lunar or asteroid derived propellant. IDP can push a spacecraft up to about ten times as fast as chemical propulsion comparing IDP with chemical propulsion under the circumstances which ion propulsion is appropriate for. To sum up, the ion propulsion systems efficient use of electrical power and fuel enables modern spacecraft to travel farther, and it is cheaper than any other propulsion technology currently available. Ion drive propulsion is currently used for main propulsion on deep space probes and for station keeping on communication satellites. Ion thrusters expel ions to create thrust and can provide higher spacecraft top speeds than any other rocket which is available currently. In addition, the top speed of ion drive propulsion is startling. By using the principle of relativity, a physical situation could be analyzed from any reference frame as long as it moves with some constant speed relative to a known inertial frame. As a function of the proper time Ï„ experienced on the rocket, the acceleration of the rocket is a (Ï„),in Newtonian mechanics there is a quantity which increases the way velocity called the rapidity of the rocket . The rapidity ÃŽ ¸ will be ÃŽ ¸(Ï„)=∠« Ï„ 0 a(Ï„)dÏ„ The velocity is then v(Ï„)=tanhÃŽ ¸ . If a=g ,v(Ï„)=tanh(gÏ„) So if one year has passed on the rocket, the time on Earth will be tanh(1.05)=0.78C which means 78% of light. Since the limit of tanh is one as τ→∞, so the velocity of rocket will never get light speed. A more important limiting factor is the fuel. Fusion isnt a way around this because of E=mc^2 there is a limited energy can be calculate from a given mass of fuel. If a fraction (f) of the rocket is fuel, if all the fuel are burned, the momentum of the rocket will be ÃŽ ³m(1−f)ÃŽ ², with m the original mass. The conservation of momentum and energy give m=ÃŽ ³m(1−f)+E fuel 0=ÃŽ ³mÃŽ ²(1−f)+p fuel ÃŽ ²=−p fuel m−E fuel According the formulas and result shows that the fuel and rocket go opposite directions. To maximize ÃŽ ², make p fuel as large as possible and subject to a fixed E fuel so assume the fuel is massless with ÃŽ ² fuel =1 p fuel =−E fuel . ÃŽ ²=1−(1−f) 2 1+(1−f) 2 à £Ã¢â€š ¬Ã¢â€š ¬Ãƒ £Ã¢â€š ¬Ã¢â€š ¬ To sum up, even the fuel has 50% of the rockets original mass it just can get 3/5C. Researching in the area of ion propulsion is pushing the envelope of propulsion technology. To achieve higher power levels and speeds, longer durations advancements are being made. As new power sources become available, higher power thrusters will be developed that provide greater speed and more thrust. Nowadays, PPU and PMS technologies are being developed that will allow NASA to build lighter and more compact systems while increasing reliability. These technologies will allow humankind to explore the farthest reaches of our solar system also it will allow humankind to explore the farthest reaches which is out of our solar system. Work Cited List NASA:â€Å"New Millennium Program† http://nmp.jpl.nasa.gov/ds1/tech/ionpropfaq.html Lucian Dorneanu : â€Å"How Does Ion Drive Propulsion Work?† May 10th, 2007, 21:06 GMT http://news.softpedia.com/news/How-Does-Ion-Drive-Propulsion-Work-54439.shtml Permanent.com: â€Å"Electric Propulsion for Inter-Orbital Vehicles†Ã‚  http://www.permanent.com/space-transportation-electric.html Dennis Ward:â€Å"Electric(Ion)Propulsion†Ã‚  http://eo.ucar.edu/staff/dward/sao/fit/electric.htm

Different Ideas Of What Is True :: essays research papers

As a child I repeatedly stood in line with my mother at the supermarket waiting to pay for our groceries. I often grew bored and found cheap entertainment in reading the thick, dark print of the supermarket tabloids. I would gaze my eyes and drop my jaw in shock at their stories; but, the one thing I never did doubt was the drama of their plots. As I grew older, I would watch television news magazine programs and think how different the facts, and pictures, as presented on television were from those of the supermarket tabloids. Now I have learned that in order to be constantly informed I must become a media critic, and I must judge for myself the facts which stories are correct. For some time I have found myself straining away from the supermarket tabloids and towards magazines I think I can trust. Upon examination of two periodicals, Time and Globe, it is easy to see the distinction between reputable and irreputable media, with regard to the JonBenet Ramsey case. Through the use of facts, photographs, and aim towards a certain audience a discrimination between drama and information is clear. It is disturbing that the Globe magazine uses melodrama and tension to sell a story in which the drama lies not in the pages of a magazine, but in the heart of all the victims.   Ã‚  Ã‚  Ã‚  Ã‚  The facts discussed in both magazines contradict one another, and further the confusion of the reader. Time magazine challenges its readers to weigh the evidence and decide upon the guilt or innocence of John and Patsy Ramsey. Time magazine concludes that the investigation of the parents has come to a halt, due to the fact that no new evidence has been brought forward for months. This information does nothing to clear the Ramseys of murder, but does nothing to encourage their punishment. In the Globe magazine, a mention of a nylon cord is made to imply that the Ramseys will be arrested and charged with the murder of their daughter. There is no discussion of this report in Time magazine, and Globe magazine does not mention a source leading one to believe that this report is false, or concocted. By linking the Ramseys to the murder of their daughter by the use of fabricated evidence, the Globe encourages the readers to prosecute the Ramseys while destroying their na me.   Ã‚  Ã‚  Ã‚  Ã‚  Photographs spread across the pages of Time magazine do nothing to add drama to the JonBenet Ramsey case, whereas Globe photographs add emotional illustrations to a excessive story.

Global Look at Internet Censorship Essay -- Internet Censoring Censors

Global Look at Internet Censorship Introduction Many Americans take for granted the freedom that living in the United States allows us. As we go through our days, we whine about our bosses, the governor’s latest political agenda, or read commentary about how the war in Iraq is morally wrong. Whether we are sending e-mail, posting on message boards, or reading the news online, we are guaranteed the same freedom of self expression that we enjoy offline. In other countries, the mere act of accessing websites that criticize the government is an offense that can land you in prison. Within this paper, we will explore Internet Censorship as a global issue as well as an ethical issue. The Internet The Internet, while relatively young, has made its way into the everyday life many in the United States. It allows for instantaneous communication with others around the world and not just person to person communication but mass communication. The Internet has become a popular medium since it incorporates characteristics of several other media and communication systems, i.e. print, broadcast, and postal systems.[1] Despite being such a powerful tool, the Internet is now affordable for most of the world’s population. Internet cafes have sprung up in nations around the world, providing people with a quick, easy and cheap way to interact with the Internet. â€Å"The Internet has the potential to be a tremendous force for development by providing quick and inexpensive information, by encouraging discussion rather than violence, and by empowering citizens †¦Ã¢â‚¬ [2] It has facilitated the flow of information, has no national boundaries. While the Internet as a whole can not be controlled by any one country, or even a group of countries, nation... ...ralia, Internet Censorship: Law & policy around the world [7] Sorensen, 16 [8] Electronic Frontiers Australia, Internet Censorship: Law & policy around the world [9] Bowman, Lisa M., â€Å"Report seeks U.N. help in Net case,† CNET News.com(2003), 17 April 2004, [10] Human Rights Watch, â€Å"Freedom of Expression and the Internet in China: A Human Rights Watch Backgrounder,† www.hrw.org (2001), 17 April 2004 [11] Human Rights Watch, â€Å"The Internet in the Mideast and North Africa: Free Expression and Censorship,† www.hrw.org (1999), 17 April 2004 [12] Electronic Frontiers Australia, Internet Censorship: Law & policy around the world [13] International Freedom of Expression eXchange, â€Å"Saudi Arabia: Ban on Gay websites Lifted,† www.ifex.org (2004), 17 April 2004 [14] International Freedom of Expression eXchange, â€Å"Saudi Arabia: Ban on Gay websites Lifted†

Curriculum Integration :: Teaching Education Integration Essays

Curriculum Integration Contrary to popular belief, curriculum integration entails more than simply linking lessons together along a common theme. It is more than just "rearranging existing lesson plans", it is an attempt to organize "curriculum around significant problems and issues†¦without regard for subject-area boundaries" (Beane, 1997). The goal of curriculum integration is to have students gain a deeper level of understanding across subject areas through interrelated thematic study. Themes are drawn from life "as it is being lived and experienced" with knowledge based around problem solving rather than rote skill acquisition (Beane, 1997). Rather than seeing curriculum integration as this unified and connected series of higher order thinking skills, many people (including teachers) confuse integration with a multidisciplinary approach. Multidisciplinary attempts at teaching thematic units relate individual subjects to singular topic without making connections. For example, during a unit on fish, a teacher could have his or her students read literature about fish and do fish word problems; however, unless the connections of synthesis, analysis, and evaluation are made, true integration is not being achieved. The students are learning a great deal about fish, math, and literature separately, but are not encouraged to see the relationships between each of these subject areas. In order to help foster an understanding across curriculum areas, integration needs to unify the subject matter in the students’ minds through making connections between subject areas and exploring how these relate to their everyday lives. Integration of content is important and potentially very effective because the brain processes information through connections. If teachers help their students create connections between subject-area material, then they will potentially increase the amount of long-term knowledge retained by the students (Beane, 1997). Integration is also important due to the fact that there is a growing emphasis on application of knowledge rather than rote memorization and due to the fact that knowledge is not fixed (Beane, 1997). Integration allows students to look at things from different angles and to explore the grey areas that may be a part of the various concepts. Evidence from both educational journals and personal interviews suggest several different possible approaches to successful science integration. Many of the lesson plans dealt with integrating science with technology or with mathematics. For example, a fifth-grade teacher had his class record weather observations for an entire year and then used their data to teach graphing concepts including bar graphs, line graphs, pie charts, as well as concepts such as mean and mode (Chia, 1998).

Gwendolen and Cecily in the Importance of Being Earnest Essay

The Victorian age is considered to be one of the most prudent ages throughout of history. It is mainly based on your appearance. This means that the most important thing back then was to present as much as perfect as you can. It is crucial for them to be very appreciated by other people. This age can be described as very hypocrite because no one is perfect so lying and pretending in order to present as a â€Å"saint† is absurd but in that age it meant everything. This essay will discuss the role of women in that age compared with this age. It will also show the vanity and insecurity of women and try to explain if that really remained even for today. Miss Gwendolen Fairfax is a member of upper class society and a perfect example of a beautiful, rich lady who is most likely bored by her life but she will try to make her best to look good in front of everyone. She needs to stay in fashion â€Å"Sugar? No, thank you. Sugar is not fashionable any more. † She is in love with Jack but in the beginning she is mostly concerned around his name because the name Earnest itself shows great honesty and decency. When she finds out that he is really named Jack she has some doubts around him which is absurd because name has nothing to do with the person itself and the love you show to each other. Yet, it is another meaningless but in the Victorian age very important fact. Cecily Cardew, also a beautiful, young lady who is a guardian of Jack is a contrast to Gwendolen. She lives at the country and she is not that obsessed with appearance. She has good manners but when compared to Gwendolen the conclusion can be that she has a bit of the wild side. She was very cheeky toward Gwendolen but it was all played in a polite way. Cecily thinks that she is in love with Jack’s brother, so called Earnest because she heard lots of stories about him which gave her an opinion that he is a very passionate and â€Å"wicked† person. This wickedness is what really attracts her which actually makes a distinction between her and Gwendolen – she is not that obsessed with finding a virtuous husband. She thinks that Earnest’s recklessness is very attractive and high spirited. The most important thing above all is the name Earnest which is also in her case essential for starting a marriage. This is the main link between her and Gwendolen. There is song called It’s a man’s world, and it was written and composed in 1966. It has been a long time since the Victorian era and it has also been a long time since this song was composed. The point is, although lots of things changed during the history one remained even for today – women are still not equal with men but men will always desire women. Men truly rule the world but only woman can give birth of even a better man. Maybe the men were afraid of the women so they were condemned on having a boring life (the lucky ones; the aristocrats). Things started to change just after the Hastings in 1870s and petition for women’s right to vote. Maybe it was not such a critical age for women when it is previewed from a different angle. Indeed, they had no rights, honesty and appearance, which was already mentioned as a crucial thing in the Victorian age, were important but they had also no high expectations of them. Women were treated as ladies. This term â€Å"lady† is much different than today. First, it has a title and aristocrat meaning but it also has a different meaning and it is – women are fragile creatures which should be supplied with all goods and they deserve a decent provider (husband) who will take care of them. Their only job is to be pure, always by their husband’s side and to take care of their children. Women today are expected to be pure but also to provide money, take care of the children and there is that constant pressure of competing with men and trying to find their place in a â€Å"man’s world†. How absurd to talk of the equality of the sexes! Where questions of self-sacrifice are concerned, men are infinitely beyond us. † The tensions between Cecily and Gwendolen are typical. Whenever woman feels threatened by another woman’s presence and beauty she attacks. The argument between the two of them is displayed on a polite way because they are after all ladies and ladies do not start a fight like men do. It would maybe be settled in a different way today because fashion in sugar, bread and butter seems trivial now but the concept is same. Women are either very friendly or they call each other every name in the book. â€Å"(†¦ ) they will be calling each other sister. Women only do that when they have called each other a lot of other things first. † The conclusion of this essay is that women were not satisfied when they had no rights back then and they are also not satisfied in this age. It will never change. Also, it is in woman’s nature to judge other women just so she could feel safe. This remained until today.

Educational Psychology and Special Education Essay

What is the definition of a learning disability and who should qualify to be special education? What assessments should be made to be able to know what child belongs where? This is what we are going to explore in this paper. We want to see exactly who qualifies and how to go about assessing what needs can be met by choosing to place a child in special education or leaving in general education and making some modifications. The main point to remember for any child is doing the best we can for their success. Learning disabilities are a bit tough to diagnose, the reason for this is because learning disabilities affects everyone differently. While one person may have difficulty with reading or writing another person may have trouble with math or following through with directions. â€Å"Researchers think that learning disabilities are caused by differences in how a person’s brain works and how it processes information† (Medicinenet, 2013) Usually the people with learning disabilities, such as Aspbergers, are highly intelligent and only have problems with how the brain sends the information, not being non-intelligent. IDEA states that â€Å"A learning disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia†. This encompasses a wide range of children and we have to figure out how to best assess whether these children should be put into special education, or if they could function better with modifications to the general education classroom. Because learning disabilities are so multidimensional the assessments must also be in order to properly diagnose what steps to take. One of the most important parts of assessment is to always keep everyone involved in the child’s life in the loop. Keeping open communication and checking often to see what is working and what is not is a vital key to the assessment process. Checking first who needs to be involved within the team and then going from there with making the plan and seeing if it works or what needs to be changed. It is important to find out first if the child truly has a learning disability, second the nature, specificity, and the severity of the learning disability to know how to proceed with it. If you do not know the extent you cannot do very well at teaching for their abilities when you do not know what is lacking. â€Å"schools are required to implement a system of interventions before evaluating a child for a disability† (Logsdon, 2013) This is important because we do not want to put any child into a special education classroom without reason, this would not benefit that child at all. It is so important to know exactly what needs the child has and modify to try to benefit them before you place them. We must not simply send children to special education because the teacher does not want to deal with them. People tend to want to box people into certain categories and this just cannot happen with learning disabilities. A child who may have difficulty reading may be dyslexic, or they may simply not be being read to and worked with enough. They also may have moved into the country fairly recently and may be lacking because of a language barrier. There are 9 ways that are great for adapting instruction to be more easily understood by children with learning disabilities as stated by Teachers First. The first is adapting the size of what they are to read or do, then adapt the time for assignments and testing. Next, increase personal assistance by peer teaching, pairing students who are less adept with more advanced students. Fourth, is input, allow for more hands on types of teaching. Fifth, Adapt the skill level or the amount of problems that they must accomplish and change the output, how they respond to what was taught, such as drawing pictures, writing a story, or working with a computer program related to the lesson. Allow the child to participate in the lesson either mentally or physically to keep them on task. Alternate is the next one, adapt the goals and outcomes with the same  materials, tailor the lesson to the child’s needs and what they can handle, and lastly change curriculum if necessary. If the lesson is on the Vietnam war, you might be able to have them interview a person from the Vietnam war instead of having a discussion about it as they might get more out of that. It is all about our children and making the lessons understandable to them. An example of making adaptations to a lesson would be a child with vision impairment. For this child it is very difficult towards the end of the day to be able to read because her eyes are fatigued and cannot take much more strain. For this reason her parent is allowed to read to her and she can write her answers to questions because the child simply cannot do that for herself at the end of the day like the other children. She also has adaptations in her regular education classroom with magnifiers, a monitor by her desk to blow up what is on the board, all her books and papers are blown up, and she always sits in the front of the classroom. These are modifications for a visually impaired person who is very bright, but lacks some because of her vision impairment which creates the learning disability. â€Å"The world is full of examples of accommodations that permit people with disabilities to perform specific tasks they might not otherwise be able to. Drivers with poor vision wear glasses or contacts, elevators mark the buttons in Braille, and voters with disabilities may be given assistance by the person of their choice . † (Luke, Schwartz. 2010) We must do the same with our children. We need to take them and assess where their issues lie and do the best we can to create a successful learning environment for them! References Adapting Instruction. (2004, May 4). Retrieved July 14, 2013, from http://www. angelfire. com/in4/kfluhart/favorite. htm Learning Disabilities Causes, Symptoms, Diagnosis, and Treatment on MedicineNet. com. (2013, July 1). MedicineNet. Retrieved July 14, 2013, from http://www. medicinenet. com/learning_disability/article. htm Logsdon, A. (2013). Understanding Testing for a Learning Disability. About. com Learning Disabilities. Retrieved July 14, 2013, from http://learningdisabilities. about. com/od/assessmentandtesting/a/spedtesting. htm Luke, S. D. , & Schwartz, A. (2007). Assessment and Accommodations.

Educational and Career Goal Essay

Since young our minds are set to particular career choice and goals. We always think what is best for our future and dreamed of being successful someday. Nothing is constant in this world; there are times that even professional ones experienced career doubts and may result to career change. And this is only a test of perseverance. I am married and I have two smart kids, a boy and a girl. I am continuing my education here in United States and taking up Music as my major and Radiology as my minor. As a married person, I have to be wise in choosing my educational and career goal. This career will be my path and to be followed for the rest of my life to serve the future needs of my family. Goal setting is very challenging and difficult on my part but I know everything is for my family. Many factors to consider in achieving one’s goal and the best one are proper time management and making smarter decisions. Being a parent, I have to manage my time wisely and have balance in setting my priorities. Knowing what you want from your time, learn to see the difference between urgent and important, know and respect your priorities, plan your actions for achieving your goals, schedule time for your task and know how to spend your time ( Time, 2002) are some of the time management tips which will help a lot in setting our goals. In career planning it will take time. First step is to find out what we really want to do and what motivates us why we choose such career. Finding out our weak points and what are our aspirations and aptitudes in pursuing such course. Looking up to our priorities and proper decision making will help a lot to be on top of our success. Effective planning can reduce much the necessary time and effort of achieving the goal (Planning, 2002) and important in making good decision. Our education years, choosing the right course is our preparation for the next step in our life and be able to pursue to another stage of career, which is our job. All is focused on achieving the goals and obstacles started to come out and this time, good decision making will apply. According to Time Management Guide (2002), â€Å"Decision making can be hard; almost any decision involves some conflicts or dissatisfaction†. The difficult part is to pick one situation where the positive outcome can outweigh possible losses (Time, 2002). As a student, choosing the right career is important decision in my life. This is important in many aspects; we can choose whatever jobs we want. This will lead us to our dreams and fulfillment of our needs. Dedication to our career should be 100% to reach the so-called success in life. Choosing a right career will guide us through a path that we are going to follow for the rest of our life. Careful planning and wise decision making are the keys in achieving our goals.

American Indian Women and Community Issues

America, where representations of Indian men and women perform stereotyped Noble/Savage or Princess/Squaw functions, depending on their relationships with whites. The â€Å"princess† figure is a â€Å"convert† who rejects or is rejected by her own people for her transgressive attraction to white culture or white individuals, and who may die as a result. The â€Å"squaw† denotes a shameful sexuality that taints the men she associates with (hence the derogatory term â€Å"squaw man†).Mixed-race relationships, especially those between Indian women and white men, are one way in which the landscape and resources of the American West were represented cinematically as available for sexual, economic, and sociopolitical exploitation. Silent Westerns and†Indian dramas† from 1908 to 1916 provide a remarkable window on Euro-American popular culture representations of the encounter between tribal peoples and the United States military and educational establ ishments.These early Westerns, many of them now unknown or unavailable outside of archives, provide a composite narrative that depicts the white â€Å"family on the land† emerging from the â€Å"broken home† of a previous mixed-race marriage, and that equates children, land, and gold as the spoils of failed romance, not of war. The ordeal of separating children from their families and cultures through the Indian boarding school policy and the trauma of their return home as outsiders is fully recognized in silent Westerns, which were produced during a time when federal Indian policy encouraged both assimilation and removal from the land.In these tales of interracial romance, captivity, and adoption, defining narrative features include doubling, mistaken identity, and the social and geographic displacement and replacement of persons. Such narrative strategies reflected the physical acts of displacement and replacement that have been hallmarks of U. S. American Indian pol icy, from Indian Removal and the Indian Wars through the slow erosion of reservation lands in the twentieth century.Indian men and women ultimately choose to return to their tribes, depicting a latent, racially based â€Å"call of the wild† that could reclaim eastern-educated Indian and mixed-blood children from their new lives. Another turn-of-the-century catch-phrase for this idea that the assimilated or educated Indian would simply return to the reservation and abandon white teachings was â€Å"back to the blanket,† again emphasizing clothing as an indicator of racial and cultural allegiance.The Derelict, emphasize the strength of Indian women and moral weakness of white men in cross-racial relationships. Hollywood's silent era did not change the prevailing negative cultural stereotypes about Native Americans, but it did produce a large number of Westerns and documentaries that offered alternative viewpoints influenced by the indigenous writers and filmmakers, refor m movements, and racial theories that were widespread at the time.Films about mixed-race romance and mixed-race children in the first and second decades of the twentieth century articulated and influenced public opinion about Native American assimilation (particularly about the taking of land and children through the Dawes Act and the boarding-school system), as well as public and academic speculation about the nature of race and culture. The films consistently contrast the acquisition of land and export of gold, oil, and children from the West with the importance and value of family and even tribal obligationsWORKS CITED Aleiss, Angela. 1995. †Native Americans. The Surprising Silents. † Cineaste . Allred, Christine Edwards. 2001. Harper’s Indians: Representing Native America in Popular Magazine Culture: Los Angeles, Babcock, Barbara. 1996. †First Families: Gender, Reproduction and the Mythic Southwest. † The Great Southwest of the Fred Harvey Company and the Santa Fe Railway. Ed. Barbara Babcock and Marta Weigle. Phoenix: Heard Museum. 207-17. Bataille, Gretchen M. , and Charles P.Silet, Eds. 1980. The Pretend Indians: Images of Native Americans in the Movies. Ames: Iowa State UP, Bergland, Renee L. The National Uncanny: Indian Ghosts and American Subjects. Hanover: UP of New England, 2000. Berkhofer, Robert F The White Man's Indian: Images of the American Indian from Columbus to the Present. New York: Random House, 1979. Bernardi, Daniel, Ed. The Birth of Whiteness: Race and the Emergence of U. S. Cinema. New Brunswick: Rutgers UP, 1996. Bhabha, Homi.1994. The Location of Culture. London: Routledge. Bolt, Christine. 1987. American Indian Policy and American Reform: Case Studies of the Campaign to Assimilate the American Indians. London: Allen & Unwin. Bourdieu, Pierre. 1990. The Logic of Practice. Trans. Richard Nice. Cambridge: Polity. Brownlow, Kevin. 1979. The War, the West, and the Wilderness. New York: Knopf. Butler, Judit h. 1990. Gender Trouble: Feminism and the Subversion of Identity. New York and London: Routledge.