Yaxchilan - Classic Maya City-State in Mexico

Yaxchilan - Classic Maya City-State in Mexico Yaxchiln is a Classic period Maya site located on the riverbank of the Usamacinta river that borders the two modern countries of Guatemala and Mexico. The site lies within a horseshoe meander on the Mexican side of the river and today the site can only be reached by boat. Yaxchiln was founded in the 5th century AD and reached its maximum splendor in the 8th century AD. Famous for its more than 130 stone monuments, among which include carved lintels and stelae depicting images of royal life, the site also represents one of the most elegant examples of classic Maya architecture. Yaxchiln and Piedras Negras There are many extant and legible inscriptions in Maya hieroglyphs at Yaxchilan, which provide us a nearly unique glimpse into the political history of Maya city-states. At Yaxchilan, for most Late Classic rulers we have dates associated with their births, accessions, battles, and ceremonial activities, as well as their ancestors, descendants, and other kinsmen and companions. Those inscriptions also allude to an ongoing conflict with its neighbor Piedras Negra, located on the Guatemalan side of the Usumacinta, 40 kilometers (25 miles) upriver from Yaxchilan. Charles Gordon and colleagues from the Proyecto Paisaje Piedras Negras-Yaxchilan have combined archaeological data with information from the inscriptions at both Yaxchilan and Piedras Negras, compiling a political history of the intertwined and competing Maya city-states. Early Classic 350-600 AD: Both communities began as small cities during the Early Classic in the 5th and 6th centuries AD, when their royal dynasties were established. As early as the 5th century, a neutral zone existed between Piedras Negras and Yaxchilan that was not controlled by either polity; and warfare was limited to a few, unusual episodes of direct conflict.Late Classic 600-810 AD: During the Late Classic, the neutral zone was repopulated and transformed into a contested frontier. Warfare was most frequent in the 8th century AD  and involved the governors of secondary and tertiary centers loyal to each combatant.Between the 7th and 8th centuries AD, Yaxchiln gained power and independence under the rulers Itzamnaaj B’alam II and his son Bird Jaguar IV. Those rulers extended their dominion over other nearby sites and started an ambitious construction program that included most of what is visible on at Yaxchilan today. At about 808, Piedras Negras lost its ruler to Ya xchilan; but that victory was brief. Terminal Classic 810-950 AD: By 810, both polities were in decline and by AD 930, the region was essentially depopulated. Site Layout Visitors arriving at Yaxchiln for the first time will be mesmerized by the tortuous, dark passageway known as â€Å"the Labyrinth† leading into the main plaza, framed by some of the most important buildings of the site. Yaxchiln is made up of three major complexes: the Central Acropolis, the South Acropolis, and the West Acropolis. The site is built over a high terrace facing the Usumacinta river on the north and extending beyond there into the hills of the Maya lowlands. Main Buildings The heart of Yaxchilan is called the Central Acropolis, which overlooks the main plaza. Here the main buildings are several temples, two ballcourts, and one of the two hieroglyphic stairways. Located in the central acropolis, Structure 33 represents the apex of Yaxchiln architecture and its Classic development. The temple was probably constructed by the ruler Bird Jaguar IV or dedicated to him by his son. The temple, a large room with three doorways decorated with stucco motifs, overlooks the main plaza and stands on an excellent observation point for the river. The real masterpiece of this building is its nearly intact roof, with a high crest or roof comb, a frieze, and niches. The second hieroglyphic stairway leads to the front of this structure. Temple 44 is the main building of the West Acropolis. It was constructed by Itzamnaaj B’alam II around 730 AD to commemorate his military victories. It is decorated with stone panels depicting his war captives. Temple 23 and its Lintels Temple 23  is located on the southern side of the main plaza of Yaxchilan, and it was built about AD 726 and dedicated by the ruler Itzamnaaj B’alam III (also known as Shield Jaguar the Great) [ruled 681-742 AD] to his principal wife Lady K’abal Xook. The single-room structure has three doorways each bearing carved lintels, known as Lintels 24, 25, and 26. A lintel is the load-bearing stone at the top of a doorway, and its massive size and location led the Maya (and other civilizations) to use it as a place to exhibit their skill at decorative carving. Temple 23s lintels were rediscovered in 1886 by the British explorer Alfred Maudslay, who had the lintels cut out of the temple and sent to the British Museum where they are now located. These three pieces are almost unanimously considered among the finest stone reliefs of the entire Maya region. Recent excavations by the Mexican archaeologist Roberto Garcia Moll identified two burials under the temple floor: one of an aged woman, accompanied by a rich offering; and the second of an old man, accompanied by an even richer one. These are believed to be Itzamnaaj Balam III and one of his other wives; Lady Xooks tomb is thought to be in the adjacent Temple 24, because it features an inscription recording the queens death in AD 749. Lintel 24 Lintel 24 is the easternmost of three door lintels above the doorways in Temple 23, and it features a scene of the Maya bloodletting ritual performed by Lady Xook, which took place, according to the accompanying hieroglyphic text, in October of 709 AD. The king Itzamnaaj Balam III is holding a torch above his queen who is kneeling in front of him, suggesting that the ritual is taking place at night or in a dark, secluded room of the temple. Lady Xook is passing a rope through her tongue, after having pierced it with a stingray spine, and her blood is dripping onto bark paper in a basket. The textiles, headdresses and royal accessories are extremely elegant, suggesting the high status of the personages. The finely carved stone relief emphasizes the elegance of the woven cape worn by the queen. The king wears a pendant around his neck portraying the sun god and a severed head, probably of a war captive, adorns his headdress. Archaeological Investigations Yaxchiln was rediscovered by explorers in the 19th century. The famous English and French explorers Alfred Maudslay and Desirà © Charnay visited the ruins of Yaxchilan at the same time and reported their findings to different institutions. Maudslay also made the fist map of the site. Other important explorers and, later on, archaeologists that worked at Yaxchiln were Tebert Maler, Ian Graham, Sylvanus Morely, and, recently, Roberto Garcia Moll. In the 1930s, Tatiana Proskouriakoff studied the epigraphy of Yaxchilan, and on that basis built a history of the site, including a sequence of the rulers, still relied on today. Sources Edited and updated by K. Kris Hirst Golden C, and Scherer A. 2013. Territory, trust, growth, and collapse in Classic period Maya kingdoms. Current Anthropology 54(4):397-435.Golden C, Scherer AK, Muà ±oz AR, and Vasquez R. 2008. Piedras Negras and Yaxchilan: Divergent Political Trajectories in Adjacent Maya Polities. Latin American Antiquity 19(3):249-274.Golden CW, Scherer AK, and Muà ±oz AR. 2005. Exploring the Piedras Negras- Yaxchilan Border Zone: Archaeological Investigations in the Sierra del Lacandon, 2004. Mexicon 27(1):11-16.Josserand JK. 2007. The Missing Heir at Yaxchiln: Literary Analysis of a Maya Historical Puzzle. Latin American Antiquity 18(3):295-312.Miller M, and Martin S. 2004. Courtly Art of the Ancient Maya. Fine Arts Museum of San Francisco and Thames and Hudson.ONeil ME. 2011. Object, memory, and materiality at Yaxchilan: The reset lintels of Structures 12 and 22. Ancient Mesoamerica 22(02):245-269.Simon, M, and Grube N. 2000, Chronicle of the Maya Kings and Queens: Deciphering the Dynasties of the Ancient Maya. Thames Hudson, London and New York. Tate C. 1992, Yaxchilan: The Design of a Maya Ceremonial City. University of Texas Press, Austin.

How to Develop Verbal Interview Skills that Win the Job

How to Develop Verbal Interview Skills that Win the Job Say there are three candidates coming in to interview for an open position. Candidate #1 has a great resume, lots of experience. But she starts out nervous, fidgets, and tells rambling stories that get far away from the original question. About halfway through, she gets rather quiet (despair at the fizzling interview or just not knowing enough about the topics at hand?). She uses phrases like I guess I’m looking to leverage my experience, and the word uh pops up a lot.Candidate #2 has a solid resume, maybe a little light on experience. He starts out a little nervous, but makes it a point to tell specific, targeted stories about his experience, and uses a lot of good words: high-performing, solving problems, uniquely suited.Candidate #3 has an admittedly weak resume with little experience, but comes in with a bang. Strong handshake, eye contact that would make a bear stand down, and a slick, rehearsed answer for every question. In fact, it’s so rehearsed you can’t even tell what’s real from what might be fudged. She uses words like: phenomenal and no weaknesses. You’d probably buy a used car from her, but is she right for this job?So which one takes it? It could very well be #2, even without a perfect resume–because candidate #2 gives good interview. From this brief outline, it’s clear that candidate #1 squanders her good resume (which likely got her in the door) with a weak verbal performance in the interview. It’s possible the strength of her resume could get her another crack via a second interview, but you can’t count on a second chance. Candidate #3 comes off as too much. Too slick, too glib, too many bells and whistles that could be covering up serious deficiencies. Candidate #2 comes in just right, Goldilocks-style. Even if his resume may not have been as accomplished as #1’s, he uses his verbal skills to sell himself (without overselling like #3).Bottom line: your words matter, as does how you present them. You can spend all the time in the world fine-tuning your resume so that you look amazing on paper, but if you can’t back that up when it comes time to meet the hiring manager and perform, then you might well have talked your way out of a job you could have had. It’s so important to make sure that your interview persona includes strong, appropriate language, and that you’re expressing things clearly and professionally.Let’s walk through some of the most important talking points of an interview, and how to approach them.Be Honest- or At Least SEEM HonestEveryone has â€Å"tells† when they’re lying. Maybe you get an ever-so-subtle tic at the corner of your eyelid. Maybe you suddenly feel the need to fiddle with your watch. Whatever it is, if you’re less than truthful in a job interview, there’s a good chance that you’ve also tipped off your interviewer. A lot of tics and nervous reactions can be passe d off as nerves, but once there’s a whiff of dishonesty, that’s very hard to shake in an interview. Before the interview, try to get a handle on your verbal mannerisms, and practice giving interview-style answers without them.Part of this is making sure you appear genuine. If you agree with everything the interviewer says, or gloss over specifics with phrases like â€Å"I totally got this,† it comes off as glib- and maybe covering for other issues.If you claim expertise in something, be prepared to back it up with specifics. And if you’re going to exaggerate, make sure it’s in something that isn’t going to be apparent right away.If you put on your resume that you’re fluent in German, be prepared to make small talk with someone who just happened to spend a semester in Berlin.If you have something on your resume that you’re really trying to get around (read: a firing or performance issue), try not to outright lie about it. Even i f you successfully sell a lie to the interviewer, you risk being tripped up numerous other ways, like a background check or the interviewer just happening to know someone at your old company. If you’re asked directly about something unpleasant, don’t come up with excuses- those always sound hollow. Explain that things didn’t work out, and what you learned from the experience.Dishonesty or general dodginess will almost always be a dealbreaker, so it’s important to do everything you can to come across as an honest, forthright candidate who’s just right for this role.Like, Y’know, MannerismsThe biggest problem with verbal tics and mannerisms (like, y’know, uh, umm) is that we don’t always realize we’re doing it. So how to fix it? Practicing your repertoire of interview stories helps, as does slowing your speech down a bit.Knowing your conversational mannerisms helps too. Sit down with a trusted friend, and ask about whether they’ve noticed any of these verbal issues. Or give your interview spiel, and ask for feedback. Once you know, you can work on addressing them. In an interview, these can come across as you being nervous or you not feeling comfortable with what you’re saying, so you want to do everything you can to limit those unintentional habits.This applies to other bad habits, too, like apologizing for everything. Or using words like totally that express very little. [via Rymax Inc.]Taboo TopicsSome topics are just not appropriate for a job interview, and likely never will be. These are the conversational areas you should definitely avoid:Controversial TopicsReligion and politics are a no-go. Think Drumpf is going to Make Donald Drumpf Again? Enjoy shouting from the rooftops, â€Å"I’m with her† while wearing your best Hillary t-shirt? Doesn’t matter. Your party affiliation, and your political opinions stay checked at the door (or in your private Twitter feed) . Plus, you don’t want to pull the interviewer into a legal danger zone by discussing religion or other topics that they’re legally not allowed to ask you about.Personal LifeYou may well be going through a rough time, but telling the interviewer about your concerns about Fluffy McWhiskerton’s digestive issues is not only inappropriate, it’s a waste of the interviewer’s time. He or she is there to evaluate you as a potential employee, not as a concerned cat parent. If you see a picture of a cat on the interviewer’s desk, feel free to make a brief small talk comment about how you have your own furball at home, but then shift right back into go-get-‘em interview mode.Similarly, you won’t get any pity points by sharing your personal woes during the interview. In addition to being distracting, it can raise red flags about whether you’re equipped to give all of your attention to the (potential) job at hand.Complaints about Your Last JobIf you left your last job under less-than-great circumstances, or are interviewing at this new place because you just can’t stand to be in your current job anymore, none of that matters when you show up for the interview. It’s a fine line, because you’ll definitely be asked about your current or last job. You don’t have to sugarcoat anything, but don’t fall into the trap of complaining. It’s best to leave things a diplomatic and a little vague whenever possible, especially if you feel a rant coming on. And it’s best practice to never personally criticize someone, whether it’s a boss or a colleague. Remember: the interviewer is also evaluating you as a potential colleague†¦you don’t want to seem like a whiner, or worse, a behind-the-back-complainer.Questions Not to AskYou’ve heard the advice of â€Å"always go into an interview prepared with questions to ask,† right? That’s always going to be valid, but not all questions are created equally.â€Å"Are you going to do a background check?†You may or may not have shifty eyes while you’re saying this, but it’s always going to sound shady. If you’re asking about a background check, it’s probably because you’re concerned about a background check. And if you’re concerned about a background check, that’s a red flag. Even if it’s an idle question about the interview process, it will still raise an eyebrow. It’s better not to ask.â€Å"Do you monitor internet usage?†This one basically tells the interviewer that you’re looking for a cushy place to mess around, with an accessible water cooler. Sure, we all stray from our duties and find our way to Facebook during the day sometimes. But asking about it up front suggests that it’s your priority, when your priority should be the job opportunity right in front of you.â€Å"What does this job pay?†He who brings up money first, loses. (It’s an old proverb. Probably. If not, it should be.) Being the first to bring up salary makes it a lose-lose for you. Either you get a number that could have been higher later, after negotiation, or the interviewer thinks you’re too mercenary and not concentrating on how well you could do the job. Neither one is going to endear you to the interviewer. Save the money questions for the next step, when ideally you’ll be negotiating your new job offer like a pro.â€Å"What are the grounds for termination here?†Again, if you have to ask, you’re concerned about it. Think of the interview as the beginning- why would you want to talk about the end? You don’t want to raise even the smallest concern that you would be a fire-able employee.How you present yourself is such a major part of the interview process. The hiring manager already knows you look good on paper- hence the invitation to come in. Itâ €™s the same reason you dress your best and practice your handshake. Why not make sure you’re choosing and using your words and content to your best advantage? It can make you the â€Å"just right† candidate and get you to that next step: the job offer.

None Essay Example | Topics and Well Written Essays - 500 words - 26

None - Essay Example Factors such as corruption and injustice have prevented the establishment of infrastructure in rural areas that would help in job creation. Leaders using public offices for personal gains have contributed to the migration. They include issues affecting the society such as education, health and security among others (Branigan 24). Some individuals move into urban areas to seek better health facilities due to lack of hospitals in rural areas. Higher learning institutions in major Chinese towns also attract students who later settle in these urban areas as they seek employment opportunities. Increasing population in some rural regions of China has also led to people migrating to less occupied urban centers. A persons health status in a city will depend on the economic stability of the individual. Most people in urban areas are employed, therefore, have a stable income part of which may be used in payment of health services. However, there are individuals who do not secure jobs in urban areas leading to low class settlement schemes such as slums. In China, the high population in urban areas has contributed to development low living standards where individuals do not have access to good health and education services. Individuals living in cities have access to improved health institutions with qualified doctors unlike in the rural areas where quacks have taken over the health sector. Since most rural regions in China have already invested in Agriculture, most individuals do not find the importance of education. In urban centers, children come up with jobs such as delivering counterfeit goods and drugs which have led to high insecurity rates. According to research, urban areas have higher insecurity rates than rural areas contributed to by increased rural-urban immigration. To survive in these Chinese cities, one had to come up with modern day strategies such as coming up with business ideas. Individuals should

Could the US have won the Revolutionary war without foreign Essay

Could the US have won the Revolutionary war without foreign intervention - Essay Example The Americans needed support because of the logistical difficulties of a protracted war, and so France and Netherlands provided critical support that hastened the victory of the former. Weigley, in his book The American Way of War: A History of United States Military Strategy and Policy, explains the dire circumstances of General George Washington and he stresses that â€Å"military poverty† shaped Washington’s generalship.3 When the British arrived by sea in New York before the raid of Trenton, General William Howe had 31,625 soldiers from all ranks, where 24,464 were well-equipped and ready for battle.4 Aside from these troops, Howe also had ten ships, twenty frigates, hundreds of transport, and 10, 000 seamen.5 To defend New York, General Washington only had 19,000 people, with around 9,000 having military discipline and training.6 In addition, the Americans had no naval forces and limited land transports. Though Washington scored with the elimination of the Hessian garrison at Trenton, throughout the entire Revolutionary War period, he perennially faced the problem of the limited number of soldiers, resources, and money. The Revolutionary confederation and the weakening agricultural sector could not supply enough for these needs of the war. David McCullough dwells in 1776 on the role of the financial backing from France and the Netherlands as well as the support from the French army and navy.7 For him, they were offered critical help in hastening America’s victory instead of merely waiting for Britain to give up on the war or to wait for other foreign nations to realize that America’s independence would result in a greater balance of powers in Europe. If the Revolutionary War had extended due to the absence of foreign intervention, it would not have been impossible for Washington and his generals, as well as the American people who supported him, to maintain their strategies until Britain gave up on its American colonies. In the book A Shattered Nation: The Rise and Fall of the Confederacy, 1861-1868, Rubin expresses the will of the American people to support the war. She mentions letters circulating among the masses, who knew that the revolutionary forces must somehow show some power enough to â€Å"overthrow† the British before foreign nations would start acknowledging America as an independent nation that they should support through money or troops or both.8 The people, as well as Washington and the generals, resisted the idea of becoming a colony once more, especially when they realized that they could be finally freed from the abusive taxation and other oppressive policies of Britain.9 McCullough stresses, nevertheless, that â€Å"†¦it was Washington and the army that won the war for American Independence†¦Ã¢â‚¬ 10 These historians understood the tenacity of the American army in forcing on through their guerilla tactics and attacking Britain where it was at its weakest, specifically in land battles. Other scholars insisted that America could not have won the war without foreign support. In â€Å"

Analysis of Learning Theory Essay Example for Free

Analysis of Learning Theory Essay Teaching and education in the church utilizes both the spiritual, as well as the psychological. Andy Stanley and Lane Jones in their book Communicating For A Change discuss teaching the Bible in a clear and concise way that encourages one to change. William Yount in his book Created to Learn examines traditional learning theory and how it applies to teaching the Bible. Andy Stanley has come up with three ways one can approach teaching the Bible. The first way is to teach the Bible to people. This method is just to educate the people about Bible facts. It does not address doctrine or to dig deeper into biblical truth. Stanley states, â€Å"This is the perfect approach for the communicator whose goal is to simply explain what the Bible teaches.† This is not a very helpful teaching method. Just knowing Bible knowledge will not impact one’s life. Change requires application. The second way to approach teaching Scripture is to teach people the Bible. This is the traditional way pastors and teachers approach the Scriptures. It is three points and a poem. Stanley states, â€Å"This goal differs from the first in that the communicator takes his audience into account as he plans his approach.† The third method of teaching is the method the authors present, which is hearing and doing. Stanley states, â€Å"A third goal, and the one I subscribe to, is to teach people how to live a life that reflects the values, principles and truths of the Bible. In short, my goal is change. I want them to do something different instead of just think about it.† This is best summed up when James states to be a doer of the Word not just a hearer, in the first chapter, talks about being a hearer and a doer of the Word. Appling the Word is the only way one will see any change in one’s life. Learning also has a psychological aspect as well. There are various theories on how one learns. One such theory is behavioral learning theory. Behavioral theory teaches that one learns through conditioning. Edward Thorndike has adapted traditional beha vioral learning to the classroom. William Yount describes Thorndike’s law of readiness. â€Å"The law of readiness states that learning proceeds best when learners are properly prepared to respond†¦In the classroom, learning proceeds best when learners are made ‘ready’ – when they are engaged in the subject – at the beginning of the session.† The law of readiness takes into account the environment where learning takes place. By providing the optimal learning environment, the teacher is creating an atmosphere that encourages learning. Learning also takes place through repetition and practice, which is known as the law of exercise. The third law Thorndike recognizes is the law of effect. Yount states, â€Å"The law of effect states that any response that is followed by pleasure or reward strengthens the association between that response and its stimulus.† This theory treats human learning just like training an animal. It does not take into consideration man’s spiritual nature. However, conditioning is useful in classroom management and conduct. Another theory of learning is social learning theory. Albert Bandura is the psychologist who popularized this theory. It has four stages. Stage one is known as attention. Yount states, â€Å"Attention is attracted, intentionally or not, by the perception that models help status competence, popularity, success, or similarity.† The concept of modeling is best described biblically as discipleship. The next phase is called retention. Yount states, â€Å"Retention – ‘retaining information or impressions’ – refers to the observer’s encoding of the model’s behavior into memory so that it can be remembered and produced at a later time.† This is done by mentally storing the information in one’s brain. The third stage is production. Production is practicing the observed behavior and adapting it based on feedback. This concept is learning by doing what one has seen in the model. Jesus sent out the disciples in groups of two to put into practice what they have learned. The fourth stage is motivation. The learning is motivated by their behavior being reinforced. This is done through feedback, both positive and negative. Social learning theory is consistent with the process of discipleship. Mentors are able to model what the Christian life looks like and the disciples put that behavior into practice. A third learning theory is cognitive learning theory. One form of cognitive learning is known as discovery learning. Yount states, â€Å"Discovery learning builds upon direct instruction to help students see the relationships among principles and concepts. It leads to longer-lasting retention of the material, as well as higher self-esteem in learners. Discovery learning encourages the development and use of creative thinking skills, involving formal logic, but more, including beliefs, desires expectations, emotions, and intentions of learners.† Discovery learning is made up of five concepts. The first concept is structure. This is organizing material in a concrete way in order to be taught. It is organizing material into outlines or graphs and the like. The next concept is presentation. Yount states, â€Å"Bruner believed that people possess different modes of under standing, and that these modes were available to learners of any age. He called these modes the enactive, the iconic, and the symbolic.† The enactive mode is learning by doing and seeing presentations. The iconic mode is learning visually by pictures and such. The symbolic mode is learning by describing complicated concepts verbally. The third concept is economy. This concept deals with the idea that providing too much information can cause overload and actually hinder learning. Stanley refers to this when evaluating traditional Bible teaching. The next concept is power. This power is best found in keeping learning simple and concise. Breaking concepts down into formulas or diagrams is helpful. The final concept of discovery learning is motivation. Yount states, â€Å"Intrinsic motivation sustains that will to learn; extrinsic motivation does not. Intrinsic motivation comes from the student’s own curiosity, their drive to achieve competence, and reciprocity – the desire to work cooperatively with others. These are rewarding in themselves, and thus, self-sustaining. The fourth learning theory is educational humanism. This concept takes the whole person into consideration and is learner focused. Yount states, â€Å"Learners are persons; therefore, life-changing learning engages personal attitudes, emotions, and values. The goal of educational humanism was to personalize the classroom.† There are several positive aspects to humanistic learning. One is the ability for teachers to build relationships with their students. This can also apply the modeling concept of social learning. Another positive aspect is the ability for students to explore their feelings and emotions. Yount states, â€Å"In the context of Bible study, exploring personal feelings and sharing personal testimonies are means to spiritual growth as God’s Word speaks, and Bible truths are discovered, personalized, and integrated into the authentic activities of life.† Learning theory impacts how one approaches teaching the Bible. In the opinion of the author, social learning theories, as well as, aspects of discovery learning and humanistic learning are effective in teaching the Scriptures. The concept of modeling is biblical. When Jesus told the disciples to follow Him, He was inviting them into a modeling relationship. This is the call to discipleship. By discovering biblical truth and applying to one’s life, both individually and in community, is how one grows in Christ. Bibliography Stanley, Andy and Lane Jones. Communicating For A Change. Colorado Springs: Multnomah Books, 2006. Yount, William R. Created to Learn: A Christian Teacher’s Introduction to Educational Psychology. Nashville: BH Academic, 2010. [ 1 ]. Andy Stanley and Lane Jones, Communicating For A Change, (Colorado Springs: Multnomah Books, 2006), 93. [ 2 ]. Stanley and Jones, 94. [ 3 ]. William R. Yount, Created to Learn: A Christian Teacher’s Introduction to Educational Psychology, (Nashville: BH Academic, 2010), 178. [ 4 ]. Yount, 179. [ 5 ]. Ibid., 219. [ 6 ]. Ibid., 220. [ 7 ]. Ibid., 221. [ 8 ]. Ibid., 242. [ 9 ]. Ibid., 243. [ 10 ]. Stanley and Jones, 102. [ 11 ]. Yount, 244. [ 12 ]. Ibid., 313. [ 13 ]. Ibid., 323.

Free Essays - Yoricks Attitude Towards Women in A Sentimental Journey :: Laurence Sterne A Sentimental Journey

If we are to read Laurence Sterne's A Sentimental Journey, we must abandon the fixed idea about ordinary travel, which are filled with detailed descriptions of the landscapes. In Sterne's work, however, there are unique descriptions of human feelings, compared to the other ordinary travelogues. Consequently, the whole work makes readers confused at first. However, once we are absorbed in that story, we can easily follow Yorick's unique thoughts. Especially his attitude towards women is interesting. He meets many women and his attitude towards them does not change. That is, we can see there exists some principles when Yorick faces women. Therefore I will discuss Yorick's attitude towards Lady at the Remise; the Grisset in Paris; the fille de chambre; Maria and Eliza. Why does Yorick meet so many women in such a short time? As there is not a single passage about his own profile in the story, we cannot assume what he is and what he does in his country. Nevertheless, Yorick seems to be single, because nobody ever told Yorick not to go abroad in the first episode. And also Yorick is really afraid of being kept in prison. Though it is a sort of general fear that everybody can be scared, Yorick seems to be even more sensible about being limited to a particular place or group of people. He tries to set free the "starling" (71-3), because he does hate the feeling of confinement. A marriage possibly can be a sort of confinement to Yorick. That is, being a free single man, Yorick does not want to be tied to particular person. And that makes him meet so many women in such a short time and have lots of relationships with them. Then what is Yorick's attitude towards these women? First of all, he is a little bit passive when he approaches them. Yorick is usually left with a woman in some place, such as "the Remise", "Desobligeant". It is totally different from other's way of making acquaintance with someone. For instance, in case of La Fleur, he directly goes to some girl and have a good time with her (101). As the following example show, Yorick, is not active at all. : "Mons. Dessein left us[Yorick and a lady] together with her hand in mine" (16). When he is in the shop with the Grisset, she willingly asks him to feel her pulse (53).

African American Essay

Write a 750- to 1,400-word paper in which you consider the following regarding the religious group and racial/ethnic group you selected: Religious group:Â  How does your selected religious group differ from other religious groups (such as in their beliefs, worship practices, or values)? What has been the experience of your selected religious group with others that do not share its beliefs or practices? In what ways has the religious group you selected contributed to American culture? Provide specific examples of prejudice or discrimination your selected religious group has experienced. What were the sources of this prejudice or discrimination? Does what you’ve learned about this religious group help you understand it? In what ways? Racial/ethnic group: How does your selected racial/ethnic group differ from other racial/ethnic groups (such as differences in ancestry, language, or culture)? What has been your selected group’s experience with other groups? In what ways has the racial/ethnic group you selected contributed to American culture? Identify some specific examples of prejudice or discrimination that your selected group has experienced historically. What were the sources of this prejudice or discrimination? Does what you’ve learned about this racial/ethnic group help you understand it? How? Include the following as part of your conclusion: How are the prejudice and discrimination experienced by your selected religious group and racial/ethnic group similar? How are they different? Can you draw any conclusions about discrimination from this comparison? Provide citations for all the sources you use.

My Unforgettable childhood events Essay

I have some bad while some good incident or occasions, which are never forgettable for me. For example, my circumstance after completing middle school graduation, which was good in one-way of thinking; however, it is bad in my way of thinking. Every person or family or country has some unforgettable occasion or events. For instance, America had the 9/11 incident, which is considered bad for USA. I was an average student when I was in Middle school and had so many dreams to fulfill after graduations such as to go for vacations, making fun with friends, etc., but there was someone who wanted to prove himself that he was enemy of my happiness. As I completed my middle school with good grades along with the age of 14, my dad came to me and said â€Å"I have a big surprise for you.† He said he got something, which would be helpful for me, along with studying in the High school. First of all, I became happy by thinking that he brought a new bike for me. However, that happiness was with me until he said what the surprise was. As soon as he told me about his surprise, I was really shocked and was not happy anymore, because he wanted me to help him in his business, which is a small printing press. I thought that I would make fun with my friends and enjoy my life fully when I completed my middle school and would go to the High school to get a higher education. I did not understand why he was trying to snatch my freedom, as I was expecting a good gift from him. I was not happy with my dad after knowing his intension for me. The reason for my unhappiness is that I did not go anywhere during my school days and did not know anything outside my county. I did not even visit out of state for enjoying vacation or for fun. Sometimes some theory or thinking has negative approach or has positive approach according to ones understanding. The same thing happened in my case. He was right according to his point of view. He was thinking about my future. He did not want me to just study, but he did like to introduce me to the outside economy and how to deal with people, which can only be learned by personal experience at a job place. After he told me why he was telling me to do a job, I realized that he was right. I also realized that he loves me a lot and takes care of me. He wanted me to get a good education with part time activities in the press company with him. Every parents feel proud depending on the success of their son/daughter. My dad loves me very much and also takes care of me. He always looks forward in bringing me up. He usually tells me about different good opportunities and also encourages me to join. If I do well in my study or any other matter, my dad feels that he himself gets success. He looks at his achievements by my achievements. He does not want to see his own head get down because of me. Every father has a dream that his son or daughter does well in every stage of life and gets much success. Even though my father did not do well during his young study age, he expects his children to do better than himself in the studies or job or any other position. If someone is a doctor or a pharmacist or at a high position in society then his/her parents feel proud by exposing his/her intelligence or his/her success in life. While on the other hand, sometimes parents might feel shame in front of others just because of their children. So, if I do something good, which people appreciate, my dad becomes happy and says â€Å"I am proud of you.† My dad want to me be a good educated man in society first, then I am free to enjoy anything. Therefore as soon as I completed my middle school, my dad told me to work with him, which I can say is a bad incident or occasion for me. However, when I understand that there is a big fact behind that, it would not be any bad incident or news for me. My dad explained me very politely that once I would be a good educated person in a society, then I would have a much time to enjoy life and do what ever I want, which I could not able to do during my school days. Thus because of only this circumstances, I can present my self as an independent person in society. That was considered almost a good change in my life. There are so many people who have either good occasion or bad one, but for me it has a dual nature depending on the way of thinking.

Popular Food - Mandarin Chinese Vocabulary

Popular Food - Mandarin Chinese Vocabulary Chinese food is one of the most popular types of cuisine worldwide. Its no wonder! Chinese food is tasty, healthy, and the wide variety means theres something for every taste. As with many cultural exports, the names of some Chinese dishes have changed by the time they arrived in other countries. So if you visit China or Taiwan, you may find that the names of dishes are unfamiliar. List of Popular Chinese Food Names If you visit a Mandarin-speaking country, this list of popular Chinese food dishes will help when it comes time to ordering food. The items have been roughly arranged by type of food. Click on the links in the Pinyin column to hear the audio. English Pinyin Characters boiled dumplings shu jio sticky buns mn tou steamed stuffed bun bo zi fried noodles cho min plain noodles yng chn min fried rice noodles cho m fn steamed white rice bi fn sushi shu s vegetarian platter s sh jn white radish patty lubo go spicy tofu m p dufu beef and rice niru fn egg omelet dn bng chicken leg and rice j tu fn Peking duck bi jing koy pork chop and rice pig fn fish cooked in soy sauce hng sho y fried rice with shrimp xi rn cho fn crab png xi egg and vegetable soup dnhutng seaweed soup z ci tng hot and sour soup sun l tng

Dealing With Restroom Use During Class

Dealing With Restroom Use During Class How do you handle requests from students to go to the bathroom during class? Every so often you will see a news story about a teacher who did not let a child use the bathroom during class causing them to have an embarrassing accident. Restroom use during class is a sticky issue that deserves some thought so that you do not end up on the news. We have all experienced sitting in a meeting when we really have to use the restroom. People retain less information when they are focused on their need to relieve themselves. Therefore, it is important that you provide a way for students to use the restroom, while  at the same time maintain control within your classroom. Issues With Restroom Use A couple of issues exist that cause teachers to be wary of allowing  restroom use during class. It can be very disruptive. One of the most annoying things to a teacher is trying to hold a classroom discussion and when they call on a student who has raised their hand, the only thing they do is ask if they can go to the bathroom.It can be easily abused. Every teacher has encountered a student who does not have a medical issue yet asks to go to the bathroom each and every day.Roaming the halls is not acceptable. Most schools have strict policies concerning who can be out of class. This helps the school maintain control and keeps disruption to other classes to a minimum. You dont want to be in the hot seat by allowing too many students to leave your class at once or by having your students cause a problem when they are supposed to be in your class. Ideas to Help Control Restroom Use What can you do to allow students to go to the bathroom when they really need to but at the same time maintain control? Make it a policy that only one student can go to the bathroom at a time from your class. This relieves the problem of having too many students out at once.Give students a limit to the amount of time they are allowed out. This will help cut down on students taking advantage of leaving the class. You will need to come up with a discipline plan associated with this to help with enforcement.Institute a policy that students cannot ask to go to the restroom until you are at your desk or at a minimum not addressing the entire class. This is fine but remember that if a student has a medical issue of which you have been informed then they should be allowed to leave when it is necessary. You might want to consider creating a special pass for them for this purpose.Track who is going each day if you think there is an issue. If a student is abusing the privilege talk to them about it. If this does not stop the behavior, call and talk to their parents. There may be situations where a student abuse s the privilege every day without a medical reason. In one example, when the teacher denied the student the ability to go one day, the parents called and complained causing a lot of problems for this particular teacher. A call to the parents before instituting the policy with that student could have helped because they would not be getting the story just from their child. Restroom use can quickly become an emotionally charged subject. Make sure that you spend some time creating and perfecting your own restroom use plan so that you can stay focused on teaching and not on this issue. You can refer to How to Create a Restroom Pass System for more ideas.

Political Asylum Case Study Example | Topics and Well Written Essays - 1000 words

Political Asylum - Case Study Example They found high social costs of monopoly in both economies, emphasizing that their social cost estimates were, in contrast to Posner, for private monopoly power. As will be argued later, the empirical magnitude of rent-seeking costs is now a matter of some controversy in the literature. There are many empirical consequences on the social expenses of rent seeking, depending on the methodology, coverage, and economy analyzed by the author. Krueger (1974) recommended that 7 percent of Indian GNP was wasted in rent seeking and 15 percent of Turkish GNP was lost because of rent seeking for import licenses. Posner (1975) estimated that as much as 3 percent of U.S. GNP was lost because of the social costs of monopolization throughout regulation. These are clearly substantial sums of money in any economy. Cowling and Mueller (1978) consequential a guesstimate that the rent seeking and deadweight costs of private monopoly in the United States was 13 percent of gross corporate product. (Ekelund, pp 13-19) The consequenThe consequences of the different studies are summarized in table 1. In one sense, the table shows the importance of the rent-seeking insight. No longer can the costs of tariffs, monopolies, and theft be called a trivial problem in virtually any economy. These are commonly not little numbers. Table # 1 Estimates of the Costs of Rent Seeking STUDY ECONOMY YEAR RENT-SEEKING COSTS Krueger India 1964 7% GNP Krueger Turkey 1968 15% GNP (trade sector) Posner U.S. Various Years 3% GNP (regulation) Cowling U.S. 1963-66 13% GCP* and Mueller (private monopoly) Cowling U.K. 1968-69 7% GCP* and Mueller (private monopoly) Ross Kenya 1980 38% GDP (trade sector) Mohammand India 1980-81 25-40% GNP and Whalley Laband U.S. 1992 50% GNP and Sophocleus Regression- Various Various Years Up to 45% GNP Based Studies Countries * Cowling and Mueller (1978) use gross corporate product as the basis of their calculation. This consequence suppose a labor market balance in which, for example, a lawyer's wage is an exact proxy for his chance cost as an engineer and in which the lawyer is indifferent at the margin with respect to option of occupation. Keep in mind the above point that rents are not transfers or bribes but must be expended in real assets devoted to regulatory favor seeking. Cowling and Mueller (1978) also create the major point that since a lot of rent seeking costs are unseen in business expenses, there is a bias toward underestimation in the way most studies calculate rents. That is, observed rents will understate the true costs of rent seeking. Magee takes the analysis a step additional by seem to be at the rent-seeking costs of containing an extra lawyer in the legislature. He estimates that each additional lawyer in the U.S. Congress costs more than $1 billion. For a similar exercise, see Joseph Phillips in an appendix to Baran and Sweezy (1966), who expected the "cost" of monopoly capitalism at 56 percent of