Feminism - A Personal Perspective Essay Example | Topics and Well Written Essays - 1750 words

Feminism - A Personal Perspective - Essay Example Women often cannot and many a time are not allowed to transcend this idea that brings in its wake a burden of expectations and constraints. There exist definite and stereotypical ideas about what womanhood means and feminism is the field of study that intends to shatter such obnoxious and repressive ideas. Though women’s study intends to place women at the center of all intellectual inquiries, the thing to be kept in mind is that the fact that feminism defies all stereotypical notions transcends all gender specifications. The fact that feminism intends to liberate women from the shackles of all preconceived notions also assumes the relevance of same rights and prerogatives for men. Feminism intends to revolt against all forms of repression of women and the rights it intends to seek are or should be universal, transcending all gender specifications. Feminists should remember that this ideal is not a philosophical pie in the sky but is, in fact, imperative for the relevance and sustenance of all forms of feminist struggles. â€Å"The true form of revolutionary change is never merely the repressive situations that we seek to escape, but the piece of the oppressor that is planted deep within each of us.† It is imperative for the adherents of feminism to not to fall into the male trap of hating men. The very fact of doing so not only justifies and establishes the stereotypical notions of masculinity in our society but at the same time authenticates the stereotypical notions about women.

Chinese-American Immigrants Essay Example | Topics and Well Written Essays - 1250 words

Chinese-American Immigrants - Essay Example The sourness of living where dignity is flushed and third and fourth degree works(which in America they do not accept to deal with and leave to women to do) was the only was to find a means of living to survive. Thus the laundry business ran by Maxine's father when he was kicked out of the business of gambling. As children from Chinese immigrants, Maxine did not understand the relation between myth and reality and talk-stories were a way to sense the factuelles and weave a mentality that could help her understand America and become American yet not forgetting her heritage of Chinese background. A journey of sufferings does not stop at the point where problems concerning finance stops but extends to the beloved ones who suffer in silence besides the person and try to find a way out of it. Being a man responsible for a family, Maxine's father was in the place of a woman when dealing with the American society(now he has to obey the father when yet unmarried(illegal immigrants),obey the husband when married(the legal laws and registration of legal papers),obedience to the sons when widowed(the happiness of father when he planted his plants in the garden a steady and slow into the future of the family ,remembering the suffering he was suffering when out of a job.).Yet the ethics of a woman in a male society where immigrants were not seen as unwelcomed beings drove the family to work in the 'third-grade' industries -the laundry. The work being hard and tiring, the father was experiencing the problem of facing reality through a woman's eyes (whether he saw or did not see or reali ze this). China men is a story about growing up in a Chinese background in American reality with a family to support, from the point of view of Maxine who had no access Chinese realities but what she sees in reality as a child surrounding the family and working on. As seen for sure, the reality was harsh and the fact that women were unpreferable to men made Maxine want to prove herself and thus conflicted inside her with herself as to the fact if she would ever become a pride in the family and to it when ever growing up in America with her strict and unbent mother from Chinese heritage. Brave Orchid was the motive for Maxine to grow up into a strong character and she recited the story from the point of view of her male relatives and especially her father's because she understood that understanding someone from a different gender and being in their shoes made her understand the factuality and beliefs she carried on in life. China Men is in fact a biography of the father and an autobiography of Maxine's feelings and point of view of life through her father's stories from his living reality. Life was harsh and getting legal registration of documents and facing racism in America for Chinese people who came poor from their countries doing their best to be better in the land of the golden mountains of gold made he see what reality is truly like from someone who is far away from home, estranged and widowed having nobody to support them. Yet their happy times did not fade away as they were able to recollect their shattering

Disadvantages of Using Cell Phone in School Essay Example for Free

Disadvantages of Using Cell Phone in School Essay The initial intention (for giving the handphone) is to provide facilities for us to know where our kids are but we must think twice before doing so. I advice parents to know how to adopt the technology before giving a mobile phone to their child. For instance, you must know if the phone given to your child only has the basics or if its more than that. But I still oppose just giving a basic phone. For me, not giving a phone is the best solution. Having a phone opens up the opportunity for others to do bad things. We want to minimise the risk factors. Problems in school with not doing the homework because of the handphone. I believed that using cell phones during class will cause distraction. It doesnt matter to students that they are not allowed to use their cell phones while they are in class, they do it anyway. They often send text messages to each other and this can distract them from their education, as well as distract the person they are texting, which is likely to be another student. Many people call this the new way of passing notes. Besides that, Another drawback of allowing cell phones is that they can be used to cheat during quizzes and exams. A student could receive silent text messages from a friend that has already taken a certain exam during a test. It is obviously that when students use their cell phones at school, it makes rumors spread faster. This is because, everyone has access to a cell phone and when somebody hears a rumor, they send a text message to their friend to tell them about it, and their friend sends a text message to another friend, and so on. Some also think that the fast spreading of rumors makes it more likely that the rumors will worsen as it is being spread, and that the quicker it spreads, the worse it gets. In some reasons, I felt that cell phones do not improve school safety. For example when there is an emergency, cell phone signals become jammed if everyone attempts to contact people at once. This can make it difficult for teachers to contact the authorities. If students do successfully contact their parents, parents may all rush to the scene, which can conflict with evacuations or other responses. If students contact their parents, parents will all rush to the scene, which brings conflict or other responses. We are more concerned about the bigger consequences of having a handphone like social problems such as bully and harrashment via mobile phones. Student tends to misused the mobile phone, by recording video of students bullying other students. If there are risks involved and you have calculated and you know that the risks wont benefit you, why take the risk? Better not to have the risk at all by not giving them a handphone.

Examining Children And Domestic Violence

Examining Children And Domestic Violence This essay will explore and critically discuss issues about domestic violence and effects on children with regards to the framework for constructing childhood. I will also briefly describe the historical definition of childhood comparing it to the current definition and the links to children and domestic violence. James and Prout (1997) stated that Childhood can be understood as a social construction as it provides an interpretive frame for contextualizing the early years of human life and it is different from biological immaturity. He also suggested that to an extent the definition of childhood is dependent on the views of the society. The concept of childhood has changed overtime, due to social construction that is fuelled by our views of children, our attitudes towards them and views constructed through human understanding. This change has a big impact on children and how society sees them; these changes are due to political and theoretical influences (James and James, 2004). James and James (2004) suggested that there is a sense loss of childhood, as children are being denied their right to childhood and they are exposed to the unpredictable and impulsive of the adult world too early. History of childhood In Western Europe during the middle ages children were seen as miniature adults, with same thinking capacity and personal qualities, but not the same physical abilities. From 15th century Aries suggested that the idea of childhood has changed but the images and paintings of children changed as a new understanding of childhood emerged allowing children to be seen as distinct from adults because they had their own needs. Shahar challenged the Aries views, she argues that the perceptions of children as adults goes beyond the 15th century; children were perceived as either been born innocent or sullied by original sin (James and James, 2004). The image of the child born into original sin came from the Aristotelian notions overlaid with Judeao-Christian; in this children were seen as wicked and needed redemption. Susannah Wesley recommended that parents must discipline their children so they can be saved from their sinfulness. In the 18th century, children were seen as the nature child, n ature wants children to be children and not merely as adults in the making. John Wesley recommended that parents should break the will of their children in order to bring his Gods will into subjection so they will be subject to the will of God. During the 19th century children were portrayed as naughty rather than evil, but this has continued today for example in books such as my naughty little sister. Towards the end of the 18th century, the perception of childhood was influenced by the romantic and evangelical. Romantic portrayed childhood as a time of happiness and innocence, children were seen as pure and should be protected before facing trials and responsibilities of adulthood; for example by Rousseaus Emile, but it was later propagated by Blake, Coleridge and Wordsworth. Blake saw childhood not as the preparation for what was to come but as the source of innocence, but his views were confused by Wordsworth emphasised that children were blessings from God , as childhood was se en as the age where virtue was domiciled, (James and Prout, 1997). The romantic child was short-lived by the evangelical child, the evangelical Magazine advises parents to teach their children that they are sinful polluted creatures. Currently, childhood is seen as vulnerable to exploitation especially the way which the media plays a big role in the commercialisation of childrens merchandise such as toys and games. Childhood in Britain is often perceived as being a time of innocence and happiness, a carefree time when children should be protected and sheltered from the adult world of sex, drugs and violence (Foley et al, 2001). Children are viewed as vulnerable especially when it relates to abuse or protecting them; Holt et al (2008) suggested that the perception and understanding of children has changed overtime in relation to abuse as there is more research on children and young people who have experienced abuse. The framework for constructing childhood consists of welfare of children, childrens rights and children in a social context. The welfare of children is still a concern which continues to change the policy and legislation in order to promote and safeguard the welfare of children in society. The UK government chose three main points in the United Nations Convention on the Rights of the Child (UNCRC) in 1999 which is quality protects (programme to support children aged 0-3 yrs and their families, sure start and National Childcare Strategy to ensure good-quality childcare for children aged 0-14 (James and James, 2004). Race, class, religion, gender and disability shape childrens lives; all these factors have an impact on their health, life chances and educational experience. UNCRC came into force in the UK in 1992, all organizations working with children refer to UNCRC, for example Childrens express and Article 12, aim to increase children and young peoples participation in the society. Unlike adults, children have fewer rights for example they do not have the right to vote as children do not yet have the competence to make such decisions. These special rights are for their protection rather than participation (James and James, 2004). James and James (2004) stated that the social positioning of children is inextricably linked with wider social changes associated with the roles of men and women, families and the state. Changes in the composition of the family structure and the increased involvement of women in the workforce in Western Europe and US have an impact upon the lives of children. External materials and cultural forces of the families, both subtlety and directly shape children lives; but also schools, childcare and healthcare settings influence the lives of children (James and James, 2004). Domestic violence is a health issue that is hidden but statistics shows that it is a problem not just in England but worldwide and it is also an indicator of other forms of child abuse. Evidence from Brandon et als (2008) study shows that if domestic violence is present it leads to two-thirds of cases of child deaths and serious injury, therefore this shows that domestic violence is one factor that leads/contribute to death in childrens cases where children have been killed or seriously injured for example Victoria Climbe and baby P cases. It affects everyone in the society regardless of age, gender, wealth and sexuality. Home office (2010) defines Domestic violence as Any incident of threatening behaviour, violence or abuse (psychological, physical, sexual, financial or emotional) between adults who are or have been intimate partners of family members regardless of gender or sexuality. This includes issues of concern to Black and other Minority Ethnic communities such as honour kill ings. McGee (2000) stated that domestic violence is experienced by women and children of all social classes, ethnicities and abilities. BCS (2001) estimates that one in five (21%) women and one in ten (10%) men has experienced at least one incident of non-sexual domestic threat or force since they were 16. Also when financial and emotional abuse is included, 26% of women and 17% of men had experienced domestic violence since the age of 16. The most affected group as a result of domestic violence are women, as statistics shows 32% of women had experienced domestic violence from this person four or more times compared with only 11 per cent of men (Mullender, 2004). Statistics from British Crime Survey (BCS) (1996) shows that half of families who suffered domestic violence had children aged 16 or under living in the household. Mirrless-Black (1999) suggested that 29% of children experiencing domestic violence were aware of what was happening, children were more likely to be witness abu se against women who suffer abuse themselves. In the UK it is estimated that every year at least 750,000 children witness domestic violence and over a 100-day period an estimated 205,000 children will witness domestic violence (DoH, 2009). Children are affected not only by directly witnessing abuse, but also by living in an environment where their mother (main caregiver) is repeatedly victimised. Children in a home where the mother is being abused are also at greater risk of being abused themselves, or being used to control their mother, Hidden hurt (2010). There are many ways that children and young people can experience domestic violence such as directly being abused or witnessing the abuse as children are aware of what going on, and could be listening whilst the abuse happens. Mullender (2004) stated that what children see or hear when their mothers are being abused can not only include physical violence but also emotional abuse and put-downs, threats and intimidation, sexual jealousy and abuse. Children may witness the family being kept short of money or the abuser taking money from other family members and also experience isolation from family and friends. Also children could witness domestic violence by actually seeing violent and abusive acts/behaviours, hearing arguments and seeing the physical and emotional effects of abuse and when trying to intervene to protect their mother or siblings; but young people may experience domestic violence in their own relationships (DoH, 2002). Research has shown that children are likely to be at risk of physical, sexual and/or emotional abuse if they have witnessed or live in an abusive home. The National Childrens Home (NCH) Action for Children study (2002) found that children living with domestic violence frequently experienced direct physical and sexual assault and that ten per cent had witnessed their mother being sexually assaulted. Abrahams (1994) study found that of women and children who had left a domestic abuser 10% of mothers had been sexually abused in front of their children, 27% of the partners had also assaulted the children, including sexually and 1/3 said that the children became violent and aggressive, including towards their mothers; 31% developed problems at school; and 31% of children had low self-esteem. DoH (2009) stated that although the statistics shows that a high numbers of children witness domestic violence, official statistics are likely to underplay its prevalence. It is difficult to estimate the exact number of women or children that experience domestic violence as not every incident is report or disclosed; therefore the true figures are likely to be higher. Domestic violence has a big impact on children emotionally, socially, behaviourally, developmentally and on their cognitive ability. It can be difficult to research the effects of domestic violence on children due to ethical issues as they are very vulnerable, but it is important to find out what children experience in order to understand the possible impact on children on how to support them to cope. Hester et al (2000) stated that there is evidence that domestic violence has an impact on children but there is lack of knowledge to how factors such as age, race, economic status, gender, disability and childrens resilience influences children. Children can react to violence in different ways depending on whether they are witnessing or experiencing violence as some are more sensitive than others, but it depends on their age. There are two types of behaviours that can manifest in children, this could be externalised and internalised as some children could be more aggressive and are at a high risk of depression (DoH, 2009). McGee (2000) and Frantuzzo (1999) pointed out that children exposed to domestic violence tend to display more aggressive behaviour, have problems in school/home and also behavioural problems such as depression, fears, suicidal behaviours, bed wetting and low self-esteem. Other behavioural and emotional effects could be feeling powerless/helpless, withdrawn, anger, and lower academic achievements; Hester et al, (2000) suggested that this could be short or long term. However, all children could suffer from all of the above at any stage in their life without being affected or witnessing violence, research has shown that it is higher among children who witness domestic violence. Domestic violence can also affect childrens cognitive abilities as research has shown that what is happening at home can disrupt their education. Veltman et al (2000) found that 75% of cases children had delayed cognitive development and 86% had delayed language development. Research has shown that children exposed to domestic violence have difficulty in school, lack concentration and more likely to refuse to attend school (McGee, 2000 and Humphrey and Mullender, 2001). There are long-term consequences of exposure to domestic violence especially to younger children as it is thought that they dont remember what happened; however the effect can be carried to adulthood and could jeopardize their development. Cunningham and Baker (2004) suggested that if domestic violence is carried into adulthood it can contribute to a cycle of adversity and violence. Osofsky (1999) stated that studies have indicated the link between exposure to violence and negative behaviours in children of all age group; similarly Cunningham and baker suggested that exposure to domestic violence can have varied impact at different stages. The social issues of domestic violence are more likely to affect adolescent due to difficulties forming healthy intimate relationships with peers as a result of their experiences; Levendosky et al (2002) suggests adolescents exposed to violence are less likely to have a secure attachment style and more likely to have an avoidant attachment style, i ndicating perhaps that they no longer feel trust in intimate relationships. Violence experienced by infants and toddlers can cause more emotional or behavioural problems as they tend to have excessive irritability, immature behaviour, sleep disturbances, emotional distress, fears of being alone, and regression in toileting and language (Holt et al, 2008 and Osofsky, 1999). Due to their age they are dependent on the mothers/care-giver for care, safety and security so they form the attachment. Studies have shown a link between secure parent-child attachments in infancy with later positive developmental outcomes and these could affect how they relate to people in later life which could affect their normal development of trust and create social problems; research on attachment in infancy has shown that the more serious the level of domestic violence, the higher the likelihood of insecure, disorganised, attachments (DoH, 2009). Furthermore, it can be very difficult for these young children who often cannot describe their experiences in detail as their development is limited and their feelings/emotions are manifested as temper tantrums and aggression, crying and resisting comfort, or sadness and anxiety (Cunningham and Baker, 2004). Children welfare and rights Safeguarding and children welfare is defined by HM government (2006) as the process of protecting children from abuse or neglect, preventing impairment of their health and development, and ensuring they are growing up in circumstances consistent with the provision of safe and effective care that enables children to have optimum life chances and enter adulthood successfully (p 27). Children are defined as in need when they are unlikely to reach or maintain a satisfactory level of health or development which will be significantly impaired without the provision of services (S17 (10) of the Children Act (1989). Some children are in need because they are suffering or likely to suffer significant harm which justifies compulsory intervention in family life in the best interest of children. The Child Act (1989) places duty on every local authority to provide a range of appropriate services to ensure that children in need within their area welfare are promoted. The Act also places a duty on l ocal authorities to make or cause enquiries to be made, where there is reasonable cause to suspect that a child is suffering or likely to suffer, significant harm (s 47). The Children Act (1989) recognises that to promote the welfare of children, services may need to be provided to address the difficulties their parents are experiencing. In order to promote the welfare and safeguard children, all the services and agencies working with children have to come together to provide effective support and services, as when children experience serious inquiries it is evident that there has been a failure of agencies working together; this was an issue raised in the 2003 Victoria Climbià © Inquiry report. Cm 5730 (2003) from Victoria Climbià © Inquiry report recommended that many agencies have to work together to safeguard and promote the welfare of the children which cannot be achieved by a single agency as every service has a part to play. The Domestic Violence, Crime and Victims Act (2004), Family Law Act (1996), Protection from Harassment Act (1997) and safeguarding children all state that it is a criminal offence if a child dies as a result of an unlawful act of the parents/adults (member of the family) who do not take actions to protect the child. The Children Act s11 (2004) and Working Together to safeguard children (HM Government, 2006) stated that safeguarding and promoting the welfare of children is everyones responsibility and central to all local authority functions. Similarly HM Government (2006) stated that protecting children from significant harm, safeguarding and promoting the welfare of children depends on effective joint working between agencies and professionals that have different roles and expertise (p 33). Furthermore the Local Safeguarding Children Board (LSCB) main aim is to ensure the effective safeguarding of children by all local stake holders and the promotion of their welfare, both in a multi-agency context and within individual agencies (HM Government, 2010). LSCB should ensure better collaboration and co-ordination in cases which require services such as agencies working with both childrens and adult services such as agencies working with parents experiencing domestic violence. Working Together to Safeguard Children (HM Government, 2006) states that LSCBs should make appropriate arrangements at a strategic management level to involve among others, domestic violence forums (p 86). HM Government (2010) states that all health professionals working directly with children and young people should ensure that safeguarding and promoting their welfare forms an integral part of all elements of the care they offer. The Children Act (2004) places a wider duty on the police for example ensuring policy plans including child protection strategies. They also specify the need to respond quickly and effectively to domestic violence incidents (Cleaver et al, 2007). Police have a key role in safeguarding children and working with other agencies to stop abuse (HM Government, 2010). In the past professionals have not worked together to address the impact of domestic violence for children, but measures have been placed to reduce this impact. As health professional we have to be able to identify the impact of domestic violence on children in order to help/support them. Research has shown that professionals struggle to identify and understand childrens experiences so cannot respond appropriately to their needs (Mullender et al, 2002). Children have several coping strategies can be through resilience and being listened to about their experiences but some children can recover quickly as children are different so we as professional need to consider each childs coping strategy. DoH (2009) stated that identifying protective factors and increasing resilience can reduce the risk of harm (p 30). Mullender et al (2002) suggested that a secure attachment to a non-violent parent/carer is a protective factor for children in distress from violence. Similarly, Osofsky (1999) sta ted that the most important protective resource to enable a child to cope with exposure to violence is a strong relationship with a competent, caring, positive adult, most often a parent. This is because violence can jeopardize the development of a childs ability to think and solve problems, but with the support of good parenting by either a parent or other significant adult, a childs cognitive and social development can progress. It is important as professionals that children are listened to, taken seriously and are kept informed and involved in decisions; Mullender et al (2000) pointed out that professional lack sensitivity to children who do not feel noticed or supported appropriately. Professionals need training on how to communicate to children to experience domestic violence by using language which will allow them to talk openly. Children want their voices to be heard as this will allow children to disclose any violence; Mullender et al (2002) stated that listening to children who have lived with domestic violence has meant not only hearing voices that were silent but seeing other cases of violence from a child-centred perspective (p 206). Nevertheless when assessing childs needs, it is important to consider support for the family; Holt et al (2008) and Humphreys and Mullender (2001) both suggested that it is essential to provide an holistic assessment that will take into account the risk and protective factors in each family, especially the mother and child. Likewise Hester et al (2000) suggested that any intervention strategy needs to be individualised to children family context and should focus on stabilising the home environment to minimise disruption. They are several service and support for children who have/are experiencing domestic violence such as the hide out, family care support, NSPCC counselling for children and counselling and strong families programme. The hide out is a child friendly website for children and young people, it was created by Womens Aid to help children and young people to understand domestic abuse, and how to take positive action if its happening to you. Stronger families programme is a 12 week therapeutic group programme from children and mothers who have experienced domestic violence. The aim is to achieve safety, empowerment and a safe place to discuss feelings. It helps towards the reparation to mother child relationship through a mother and child group. It is an inter-agency collaborative model that is offered throughout Nottingham city. The Stronger Families programme is based on the successful model originally initiated in Ontario, Canada. The Community Group programme for children exposed to women abuse has over 20 years of experience and research. It is based on early research by Peter Jaffe et al in London Ontario. In 1986 first manual and groups for children, 1996 favourable evaluation and in 1997 practitioners manual published. The London borough of Sutton has been instrumental in introducing the programme for children affected by domestic violence in the UK. Nottingham is now one of the first areas in the UK to offer the full group treatment programme to local mothers and children. In 1996 the programme was evaluated and it was found that children improved their ability to identify abusive actions and behaviours and children improved in their strategies to manage interpersonal conflict. Overall there was a positive satisfaction post group from both mothers and children. To improve the outcomes of domestic violence for children and young people, professional need to make children more aware of domestic violence and where to get help/support if they or friends are experiencing violence, especially in the community for example schools or places young people are more likely to go. McGee (2000) suggested that children and young people need more information about domestic violence and leaflets should be avialblae thorough schools and community, whilst Humphreys and Mullender (2001) suggested that raising awareness in youth settings is another to help change people attitudes. Young people suggested that an educational campaign involving discussion about the media pressure and peoples attitudes towards violence (Mullender et al, 2000); similarly McGee (2000) recommended the need to have a public education campaign which is aimed at adults and children to address domestic violence, for example the Zero tolerance campaign in schools, media campaign to direct young people for support and information and raising awareness as well as providing support in schools for children experiencing domestic violence.

Near-Death Experiences Essay -- Biology Essays Research Papers

Near-Death Experiences The near-death experience further depicts the ongoing debate between science and religion. While the near-death experience is definitely biology-based, many individuals associate it with a religious phenomenon. A neurobiological model of the near-experience consists of a "perception of separation from the body" (1). One can sense "moving through a dark space or tunnel" (2). Another feature is hallucinations such as "God as light" and angels (1). Some individuals also claim to hear noises at the beginning of the near-death experience and later encounter "mystical states" which are often peaceful (1). Near-death experiences can be described as an "altered state of consciousness" due to neuronal activity (1). A "dissociative" drug, ketamine induces the near-death experience and "profound religious experiences" due to mechanisms at the "mind-brain interface" (1-McGuire et al., 1995). Near-death experiences arise from the a blockage of the neurotransmitter, glutamate, by N-methyl-D-aspartate receptors (1). A surge of glutamate, which overactivates N-met...

The Kingdom Of God Essay -- Religion Theology Christian Christianity e

Pearl gates, marble stairs and a throne of gold, or an inner area in the hidden depths of our own soul? Which can describe the true kingdom of God, a real physical world or a place that is only seen in ones hearts. Some would say it to be a place above man, built by God to be a home for peoples' souls after death. Others might say that it is no more than a place inside us that can only be reached through the right decisions and acts of kindness. A place that is not seen or discussed but only felt in a way that is incomparable to any feeling ever felt by the living. Yet while people retain their own images of the Kingdom of God the Bible itself gives a subtle definition through a series of parables or short stories, told by Jesus in order to pass along the message of who is God and what is the kingdom of heaven. Jesus, through his sayings and parables showed that the kingdom was being revealed in his own life and work. He preached his message of the coming of the kingdom through memorable stories, which in his day could and did relate to things of everyday life. Though most of Jesus' followers didn't recognize the kingdom till after his death it was still brought to them by the Holy Spirit with a full understanding of his word and actions. Yet it was evidently difficult for them to understand before his death due to the previous ideas of the kingdom as a whole. Like many people of today those in Jesus' time viewed Gods' kingdom as a place above them yet unlike people today thought more literal terms actually believing that God was above them and was looking down on them. Even now, when in prayer, one may have a tendency to look up at the heaven in reverence since next to God it is the most endless, unexplainable thing in the world. Yet people are still able to know that as they look up they see God just the same as if they shut their eyes in prayer were to the people of Jesus' time God was seen as truly sitting above them in his kingdom in which only those who follow the laws exactly would ever see.To truly understand the kingdom of God people have to have ways to describe it. One type of description used is the Kingdom as the redemptive or saving presents of God. By this one would say that the kingdom is seen through the natural love, kindness, and common curtsy people show each other ever day. Through these acts Gods redemptive prussic an d the grow... ...temptations arise, so many chance to fall into greed and hatred yet to resist everyday, to say no to the things we want so bad but will only mean trouble for us is and always has been the real challenge. So maybe I don't do great deeds or save the world from evil but I can save myself from it, I can chose not to do wrong and I can certainly take those small steps closer to the kingdom god has waiting for me to find. I feel that right now in my life I am a "Kingdom person." God and I have our disagreements at times but all-in-all I do all I know how to do to be the best person I can be. I don't always go out of my way to help those who may like it but I will give my life to help any one who needs it. So as a person of God I feel that right now I am a "Kingdom person."The Kingdom of God is a place yet not a place. It is here but not yet. It is to be found and looks to find us. And no matter who you are or what you believe the kingdom is, if one lives right, follows their heart and does as all men were given the right to do, which is chose God, what ever they feel is the utmost beauty of Gods creations. For it is one's faith that will lead him and what he has faith in he'll find.

Advantages and Disadvantages of Tourism Essay

Tourism is the act of travel for the purpose of not only recreation, but also the provision of services for this act. It might occupy local services such as entertainment, accommodation and catering for tourists. It may seem, that tourism brings only benefits, but further consideration shows that it also has disadvantages. Firstly, many countries depend heavily upon travel expenditures by foreigners as a source of taxation and as a source of income for the enterprises. Therefore, the development of tourism is often a strategy to promote a particular region for the purpose of increasing commerce through exporting goods and services. Secondly, it provides direct employment for the people associated with occupations in bars and hotels. Thanks to it, the average standard of living of people increases well and at the same time unemployment is on the decrease. However, tourists cause environmental damage through forest fires, destruction of sand dunes and pollution. Consequently this serves negatively as increased pollution disturbs local residents and also it may discourage tourists from further entering the country. After this, tourism undermines culture by commercializing it and this is often connected with increasing litter, graffiti, vandalism and noise – tourists do not always respect traditional cultures, which is sad but true. In general, tourism is an extremely profitable process in loads of countries, especially those in which the process of development continue to depend on this industry because this industry does not require a lot of literacy and also it yields maximum profits with less investment. Advantages and Disadvantages of Tourism Essay Grenadines Island is a small island with limited education facilities. Primarily motivated students can easily start their own education. Many people think of education as something that occurs in a school or classroom. However, knowledge-eager students can gain additional skills behind the walls of schools. This self-teaching approach in the â€Å"New Pedagogy† is based on motivated people studying outside of general compulsory education. Students should have a chance to acquire other knowledge based on their interests, which are not the interests of their teachers through the self-teaching approach. The self-teaching project requires an active approach from the student. Students remember competences they gathered through their own endeavors and efforts. Students should look for information and classify it independently. Students should learn to read technical writings of others. In educational-research projects, students are developing a whole spectrum of cognitive abilities – thinking and reasoning, memory and learning, attention, perception, judgment, imagining and problem solving. Research method as the form of education requires individual problem solving of students for an integrated problem assignment. A virtual nature, virtual universe or virtual reality is essential for the science education. The virtual reality mimics the real world and students can safely perform experiments on it. Students can perform  thought experiments  otherwise impossible to do in reality. Moreover, a computation is becoming as important as a theory and experiment. Technology, the use of scientific knowledge for practical purposes, has a profound impact on the way we live. A powerful method of science and research endeavor brings us every aspect of our comfort. Therefore, I propose a four-level educational architecture which is divided into four levels. The first level is for casual students who are interested in nothing more than in animations that are suitable for public presentations. Students in the second level will use an existing simulation program, change input parameters and look for results. Third level students will be more interested and will read technical information written in the second part of this thesis to get a better insight. The four-level architecture culminates with students reading, programming, analyzing and expanding galaxy dynamics simulations, and with a deep understanding of numerical simulations.