10 Animal Sounds in Japanese Words

10 Animal Sounds in Japanese Words In different languages, there is little consensus about what sounds animals make. This holds true in  Japanese as well as other tongues. In English, for example, a cow says moo, but in French, its closer to meu or meuh. In Japanese, the bovine says moo moo. American dogs say woof, but in Italy, mans best friend makes a sound more like bau. In Japanese, they say wan wan. Below are the sounds various animals say in Japanese. Japanese Animal Sounds The table displays the name of the animal in the left column, with the transliteration of the animals name in bold and its depiction in Japanese letters below. The English name for the animal is listed in the second column. The third column lists the sound the animal makes in bold with the Japanese letters for the sound below that. The sound an animal makes in English is included below the Japanese spelling in the third column, allowing for easy comparison to the animal sound in Japanese. karasu㠁‹ã‚‰ã â„¢ crow kaa kaaã‚ «Ã£Æ' ¼Ã£â€š «Ã£Æ' ¼ niwatorié ¶  rooster kokekokkoã‚ ³Ã£â€š ±Ã£â€š ³Ã£Æ'Æ'ã‚ ³Ã£Æ' ¼(Cock-a-doodle-doo) nezumi㠁 ­Ã£ Å¡Ã£  ¿ mouse chuu chuuãÆ' Ã£Æ' ¥Ã£Æ' ¼Ã£Æ' Ã£Æ' ¥Ã£Æ' ¼ nekoçÅ' « cat nyaa nyaaãÆ'‹ãÆ' £Ã£Æ' ¼Ã£Æ'‹ãÆ' £Ã£Æ' ¼(meow) umaé ¦ ¬ horse hihiinãÆ'’ãÆ'’ãÆ' ¼Ã£Æ' ³ butaè ±Å¡ pig buu buuãÆ'â€"ãÆ' ¼Ã£Æ'â€"ãÆ' ¼(oink) hitsujiç ¾Å  sheep mee meeãÆ' ¡Ã£Æ' ¼Ã£Æ' ¡Ã£Æ' ¼(baa baa) ushi牛 cow moo mooãÆ' ¢Ã£Æ' ¼Ã£Æ' ¢Ã£Æ' ¼(moo) inuçŠ ¬ dog wan wanãÆ' ¯Ã£Æ' ³Ã£Æ' ¯Ã£Æ' ³(woof, bark) kaeruã‚ «Ã£â€š ¨Ã£Æ' « frog kero keroã‚ ±Ã£Æ' ­Ã£â€š ±Ã£Æ' ­(ribbit) These animal sounds are usually written in the katakana script, rather than kanji or hiragana. The Bowwow Theory The bowwow theory  posits that language began when human ancestors started imitating  the natural sounds around them. The first speech was onomatopoeic and included words such as moo, meow, splash, cuckoo, and bang. Of course, in English especially, very few words are onomatopoeic. And around the world, a dog might say au au in Portuguese, wang wang in Chinese, and as noted, wan wan in Japanese. Some researchers have suggested that the animals a culture is most closely aligned with will have more versions of the sounds they make in their respective languages. In American English, for example, a dog might say bowwow, woof, or ruff. Since dogs are beloved pets in the U.S., it makes sense that American-English speakers would want to have a menu of sound words for this pet. The Dog in Japan Dogs are also quite popular as pets in Japan, where they were domesticated during the Jomon period in 10,000 B.C. Though katakana script is most common, you can write the Japanese word for dog,  inu,  in either  hiragana  or  kanji - but since the kanji character for dog is quite simple, try learning how to write it in kanji. Phrases referring to dogs are as common in Japan as they are in the West. Inujini  means to die like dog, and to call someone a dog in Japenese is to accuse him of being a spy or dupe. The sentence  Inu mo  arukeba  bou  ni  ataru  (when the dog walks, it runs across a stick) is a common Japanese saying, meaning that when you walk outside, you could possibly meet with an unexpected fortune.

Cute Valentines Day Quotes

Cute Valentines Day Quotes Teens love to celebrate Valentines Day. The heady mix of first love, freedom, and hormones, make an interesting combination for Valentines Day. Enjoy this collection of cute Valentines Day quotes and share it with the one you love. If you feel nervous about confessing your love, use these cute Valentines Day quotes to woo your sweetheart. All, everything that I understand, I understand only because I love. Leo Tolstoy Are we not like two volumes of one book? Marceline Desbordes-Valmore Being deeply loved by someone gives you strength while loving someone deeply gives you courage. Lao Tzu Better let my heart be without words, than my words without heart. John Bunyan Candle light, moon light, star light The brightest glow is from love light. Grey Livingston Grow old along with me, the best is yet to be. Robert Browning I love you like crazy, baby Cuz Id go crazy without you. Pixie Foudre I seem to have loved you in numberless forms, numberless times, in life after life, in age after age forever. Rabindranath Tagore If ever there is tomorrow when we’re not together... there is something you must always remember. You are braver than you believe, stronger than you seem, and smarter than you think. But the most important thing is, even if we’re apart... I’ll always be with you. Winnie the Pooh If there ever comes a day when we cant be together keep me in your heart, Ill stay there forever. Winnie the Pooh If we judge of love by its usual effects, it resembles hatred more than friendship. La Rochefoucauld In women everything is heart, even the head. J. P. Richter It is the special quality of love not to be able to remain stationary, to be obliged to increase under pain of diminishing. Andre Gide Kisses are a better fate than wisdom. E. E. Cummings Love does not begin and end the way we seem to think it does. Love is a battle, love is a war; love is a growing up. James A. Baldwin Love doesnt grow on trees like apples in Eden - its something you have to make. And you must use your imagination too. Joyce Carol Oates Love is an irresistible desire to be irresistibly desired. Robert Frost Love is blind. That is why he always proceeds by touch. French Proverb Love is like the measles; we all have to go through it. Jerome K. Jerome Love is metaphysical gravity. R. Buckminster Fuller Love is my religion - I could die for it. John Keats Love may not make the world go round, but I must admit that it makes the ride worthwhile. Sean Connery To love and be loved is to feel the sun from both sides. David Viscott When you really want love you will find it waiting for you. Oscar Wilde

Private prisons Research Paper Example | Topics and Well Written Essays - 750 words

Private prisons - Research Paper Example Governments do consider the benefits and drawbacks of Private Prisons and pros and cons are always analyzed all the time. The arguments in favor and against the case of private prisons revolve around money matters. Some advocates believe that it diminishes the overhead cost for federal and state agencies. Opponents are of the idea that private prisons will not have quality staff or security, lack of excellent maintenance and building, and also probable delays of letting the community know of the convict’s flight (Moore). When a state transfers convicts to private prison, there are many rooms inside the state prisons for more prisoners or right space for prisoners who were already present there. This state prison saves the money which is spent on supplies bought for the current convicts living there and also can diminish potential violence because whole living tension is reduced. When a private company goes bankrupt, all the doors are shut down. This results in possible prematu re release of violent prisoners. The whole amount of money that federal government gives to private firm to run the operations of a prison can be reduced if government can carry on the activities of prison by itself. Lower labor costs which are an aftermath of public prisons are also a factor. Most public service employees receive more in wages that is salary and the benefits in comparison to private employees. These wages are almost more than half of the overall operating expenses that a prison bears. Most private organizations still give the same salary as do the federal governments. But the health care, overtime payments and claims for compensation are usually lower for private prisons (Bledsoe, 2013). Private firms are better when it comes down to performance as compared to publicly owned prisons. They bear the claim that as the contracts they make with governments can be canceled any time, so they work on their best to provide better service than the public prisons. This usuall y means that privately owned prisons are mostly safer as compared to publicly owned prisons, and living conditions in them are better as well. Mostly, it is the prisoners’ rehabilitation that is the most noticeable quality of private prisons. Budget Predictions are much easier when it comes to publicly owned prisons. Federal governments, when working with private enterprises, have a good prediction of right cost to bolster each prisoner each day. This also assists in analysis when grant is requested. The challenge that privately owned prisons pose is that they increase their fees or allow raise expenditures for other activities and create a strain for the state financially. Private prisons pose a threat to the state in the sense that governments become too much reliant on the private organizations for a prison. This leads to high costs of operating such prison because private firms sometimes tend to work with lesser efficiency as they promised before. When governments become too much reliant on private enterprises, the cost increases a lot (Michael, 2013). All the prison services do not have money to increase the size of the building as the population of convicts grows. The amenities offered by private prison have the capacity to increase the size of their buildings so that they can arrange the building parts so that they can be utilized for different purposes. For instance, a huge room with a closed room can be used as a gym or a dormitory. This is easily achieved in

Eco-terrorists Essay Example | Topics and Well Written Essays - 750 words

Eco-terrorists - Essay Example As revealed, the organization who claimed responsibility for setting the SUVs on fire, the Earth Liberation Front (ELF) indicated that these incidents â€Å"were intended to "take the profit motive" away from those responsible for pollution† (Tamaki, Chong and Lansberg par. 2). Support One element that confirms that the group who set fire on SUVs in California must be labeled as eco-terrorists is that members of the group who claimed responsibility actually were identified and labeled as â€Å"a loose association of militant environmentalists† (Tamaki, Chong and Lansberg par. 2). These groups of people are considered eco-terrorists because they wreak havoc on the lives of innocent people in the guise of protecting nature and the environment. The group like the Earth Liberation Front (ELF), who were responsible for the SUV vandalism believes â€Å"that the human species is perpetrating a war on nature and that those who are connected to nature and belong to it have a ri ght to defend themselves† (FoxNews.com par 10). As such, as environmentally oriented, the members of the group are not merely terrorists but clearly fall under the eco-terrorist classification or category. Support Eco-terrorists sow terror on many people through acts similar to political terrorists such as arson, bombings, vandalism and harassment and destroy millions worth of properties. Again, the descriptions satisfied the element in the definition of the term as the members use arson against innocent victims through destruction of property (SUVs). The FBI estimates that the damages of the attacks of eco-terrorists amount to more than $100 million (FoxNews.com par 6). Likewise, as revealed in one of the featured stories in the official website of the FBI entitled â€Å"Violence in the Name of the Environment: The Case of the Calculating Eco-Terrorist† (Federal Bureau of Investigation (FBI)), â€Å"ELF has even boasted on its website that its members racked up some $ 55 million dollars in damages in 2003 through illegal anti-development and SUV dealership attacks† (Federal Bureau of Investigation (FBI) par. 5). Support Eco-terrorists tend to target companies who they feel are doing damage to nature. This is evident in their attack against some SUV dealerships in California which they set on fire (Shpritz par 1). They consider SUVs as pollutants because of their poor fuel efficiency. Likewise, as revealed in the official FBI website, â€Å"The ELF advocates "monkeywrenching," a euphemism for acts of sabotage and property destruction against industries and other entities perceived to be damaging to the natural environment† (FBI par. 10). The members of the ELF were also reported to have engaged â€Å"in significant intelligence gathering against potential targets, including the review of industry/trade publications, photographic/video surveillance of potential targets, and posting details about potential targets on the internet† (FBI par. 11). As such, the targets were explicitly stated as organizations, both private and public, which were deemed to promote products and services that pose threats to the environment. These facts all support the conclusion that the group of people who set fire on SUVs in California should be labeled as â€Å"eco-terrorists† due to primary motive, group ideals, the targets for their violent actions and the damage inflicted, as a whole. Even if the group’s ideals were supposedly to protect the environment, their means

The Great Society Essay Example for Free

The Great Society Essay What is the Great Society? Lyndon Johnson came up with the Great Society of the 1960s. It helps with education and people in poverty. Medicaid and Medicare are also two big parts of the Great Society during the 1960s. Lyndon Baines Johnson was born on August 27, 1908. Johnson graduated from high school, at the age of 15, as a valedictorian, in 1924. When Johnson finally went to college, his tuition was only forty-five dollars per year. He went to South West Texas State Teachers College. He graduated at age 21, on August 17, 1930 (Morgan Reynolds Inc. ). Once Johnson graduated, he taught at the school. He was the principal and coach of the Debate Team. Johnson was offered a job as a US Representative and he accepted. Sadly, December 7, 1931, Johnson walked out of Union State in Washington D. C. He married Lady Bird three years later on November 24, 1934 (Morgan Reynolds Inc. ). What started Johnson to help society is when he saw his seventh and eighth graders digging in the trash, looking for something to eat. He decided to start a school’s lunch program after seeing that. He also came up with the idea of building â€Å"Roadside Parks† (Morgan Reynolds Inc. ). Johnson combined Civil Rights Act of 1964 and federal programs into a vision and that is how â€Å"The Great Society† all started. Johnson asked students to fight for four battles: Civil Rights, against poverty, and finally for the Great Society, which seeks a â€Å"richer life of mind and spirit† (LBJ Launches 1). July 30, 1965, one of the 90 laws for his Great Society, that was passed was Medicare (Devaney 100). Medicare became as much a part of America as Social Security (Devaney 116). President Truman said, â€Å"I’ve wanted the Medicare Act you’ll sign today for a long time. † when Johnson passed the law. Medicare Act will help pay medical bills for Americans of the age 65 or older (Wilmore 15). The Medicare program was a first step toward creating the system of national insurance. It provided federal funding for many of the medical cost of older Americans. It also overcame the bitter resistance to the idea of socialized medicine (Brinkley 471). Medicare did not carry the stigma that was attached to Medicaid, to some people (Naples). In 1963, most elderly Americans had no health insurance. Since 1965, 79 million Americans have signed up for Medicare. Democrats tried to preserve and expand Great Society programs such as Medicare. Medicare has had a defining impact on American families (Califano, Jr. ). Since 1966, Medicaid has served more than 200 million needy Americans (Califano, Jr. ). Medicaid is one of the largest Great Society programs (Brinkley 472). This healthcare system was said to be in crisis. This led people to fear that poverty might ne one severe illness or accident away (Sherrow 10). Health care payments come from public providers such as Medicaid (Sherrow 18). Congress approved the Medicaid program in 1967, to finance health care for the poor (Sherrow 39). People who qualified for Medicaid could choose among private services as well as public clinics and university outpatient departments. Medicaid gave millions of people more access to care although many physicians and providers chose not to accept Medicaid patients. Some administered their own Medicaid programs (Sherrow 39). By the 1970s, both Medicare and Medicaid provided coverage for all ages, poor, disabled, unemployed, blind, those who were unable to work, and dependent children with one parent (Sherrow 44). The Great Society is the latest stage in the evolution of Woodrow Wilson’s progressivism and Franklin Roosevelt’s Second Bill of Rights liberalism (LBJ Launches 1). The Great Society rests on abundance and liberty for all. It demands to end poverty and racial in justice. The Great Society is a place where every child can find knowledge to enrich his/her mind and to enlarge his/her talents (Johnson 3). It is a challenge constantly renewed beckoning us toward a destiny where the meaning of our lives matches the marvelous products of our labor. The Great Society was built to prove that our material progress is only the foundation (Lyndon 4). The Great Society was so we can build a richer life of mind and spirit. Woodrow Wilson once wrote: â€Å"Every man sent out from his university should be a man of his nation as well as a man of his time† (Lyndon 4). The Great Society is a term used to describe antipoverty legislation. The Great Society legislation targeted poor communities and individuals living in poverty as well as educational and employment practices (Naples). Education was another one of the Great Society’s main programs (LBJ Launches 1). Johnson’s Great Society articulates the vision of the students for a democratic society (LBJ Launches 2). The Great Society’s higher education legislation with scholarships, and etc. , is opened to any American with the necessary brains and ambition. The Great Society had a bilingual education designed to teach Hispanics subjects like math and history. These special educational programs have helped millions of children with learning disabilities (Califano, Jr. ). Expanding educational opportunities was one of the goals for the Great Society. 1965 Health Professions Educational Assistance Act provided resources to double the number of doctors graduating from medical schools. Educational programs such as Sesame Street, has also given the nation countless bows of fine arts (Califano, Jr. ). Parents send their children to college often with assistance with the Great Society higher programs like the Educational Act. It was announced at Ohio University that new majors spending programs that addressed education, medical care, urban problems, and transportation were launched during this period of the Great Society. Education was central to opening up the promise of American life to all. With the 1965 Secondary Education Act, the Great Society, for the first time, committed the federal government to helping local school districts (Califano, Jr. ). The goal of the Democratic Party under the leadership of President Johnson, is chiefly to enact domestic programs to improve education, provide medical care for the aged and to eliminate poverty. Johnson had so many goals for the society, in which many people took heed to. People may not know, but the Great Society is actually still going on today. Medicaid and Medicare, Educational Programs such as Job Corp, and many other programs of Johnson, has helped people lives until this day.

A Comparison of the Economic Philosophies of Adam Smith, John Stuart Mi

As far back as man has been on earth, he has been driven towards building a community among his peers. Whether that is a community of hunters and gatherers who share whatever the day has brought to them within their tribe, or a larger community which within its structure lie the inner dwellings of division of labor and societal classes. Adam Smith (18th Century), John Stuart Mill (19th Century), and Karl Marx (19th Century) are of the same cloth, but in modern terms their community is referenced as a government, and they each have their own distinct opinions on the 'drive' instilled within human nature that shape their personal economic theories. I will be dissecting the views of each of these economists, in regards to the role of government within their envisioned society. While showcasing the difference in views, I want to focus on the subtle similarities that these famous economists shared within their economic process and their beliefs regarding human nature. The first economist we will discuss is Adam Smith. Before we discuss Smith's views, we will provide a brief description of the setting in which Smith was able to create his assumptions, and formulate his theories. Smith studied Social Philosophy at the University of Glasgow and the University of Oxford, the latter of which he was not as fond of. The primary economic theory at the time (18th Century) was mercantilism, which focused on foreign trade and a positive balance of trade (Net Imports > Net Exports;Trade Surplus). Around 1760, Smith was in France, which was horribly in debt due to the ruinous aiding of Americans against the British, amongst other reasons. Smith envisioned the government playing a larger role, one which consisted of protection through mercha... ...iety being tampered or an individual causing harm to others and deemed unfit. All of these economists looked out for the well being of mankind, even if their government-economic structures were polar opposites, they all had the intention of bettering the mankind. Some ideas translate better than others and in hindsight , a mixture of all these great economists ideas are what balances out a capitalist system. Works Cited Heilbroner, R. (1997). Teachings from the Worldly Philosophy. -: W.W. Norton & Company. Marx, K., & Engels, F. (2000). Manifesto of the Communist Party . Germany: Zodiac. Mill, J. S. (2001). On Liberty. Kitchener: Batoche Books. (Original work published 1859) Smith, A. (2005). AN INQUIRY INTO THE NATURE AND CAUSES OF THE WEALTH OF NATIONS. Hazleton: A PENN STATE ELECTRONIC CLASSICS SERIES PUBLICATION. (Original work published 1776)

Mid Term

Mid Term Essay Exam Section I: Literature through 1700 In both the poem â€Å"Contemplations† by Anne Bradstreet and William Bradford's Of Plymouth Plantation, nature is a main subject. Both poems are interested in nature's role in people's (especially Christian's) lives, whether it be negative or positive. The question that comes to mind is nature a chaotic wilderness, the physical evidence of Satan's meddling, or is it the marvelous examples of the works of God? Bradford believed very firmly that is the former. â€Å"The traditional Puritan view of nature (which the Separatists shared as well) was very negative.Bradford did not view nature through a romantic lens, but rather he saw it as evidence of Satan at work in the world. † He believed that as Satan would â€Å"sow errours, heresies and wonderful dissensions amongst the professors themselves,† he was in fact the creator of confusion and disorder in the natural world. Bradford saw America as a forbidden was teland, a direct reflection of the spiritual chaos. In the poem â€Å"Of Plymouth Planation†, he wrote that the Pilgrims, after reaching the New World, found a â€Å"hideous and desolate wilderness, full of wild beasts and wild men. Bradford compared the arrival of the Pilgrims in the New World to Moses and the Israelites, but America, in being untamed, was not the Promise Land they had pictured. Instead it was a place of chaos and danger, â€Å"full of woods and thickets, [representing] a wild and savage hue. † In Bradford's mind, this new land became the wilderness the Israelites wandered in for forty years, but unlike Moses, the Pilgrims had no consolation, and neither could they, as it were, view this as a more goodly country.According to Bradford, this made nature a kind of spiritual trial at best, and a very hostile and demon like land. From Bradford's point of view nature was a fallen world. The lack of order and stability was both threatening and representativ e of the contamination of sin to all Creation. The â€Å"civil parts of the world† where nature had been conquered and tamed, paved over into cities or manicured gardens was the ideal. This is because both the Puritans and Pilgrims saw order as reflective of reason and a spiritual understanding. The Puritans had a great thought to control and understand.Even though both Bradford and Bradstreet looked at nature and saw something else beyond it, the spiritual world in her poem â€Å"Contemplations,† Bradstreet saw nature as being a pale reflection. Instead of nature being evidence of Satan's presence in a fallen world, it is an example of the power and glory of the God who created it. It is one of the few ways that humans can catch a glimpse of the Creator's omnipotence. Nature, from Bradstreet's view, is a beautiful, impressive, and while it remained a part of a larger, spiritual picture, it is a positive figure and representative of God.Bradstreet devoted much of †Å"Contemplations† to nature's awareness of aesthetic properties. She begins the poem by describing the trees in autumn, describing them as having an air of humble majesty, â€Å"Their leaves and fruits seemed painted, but was true of green, of red, of yellow mixed hue. † She admired the sun as it had control over night and day as well as the seasons. She also sees nature that praises God. She referred to grasshoppers and crickets, describing their seemingly harmonized song as â€Å"they kept one tune and played on the same string. Bradstreet makes it very clear that even though nature is beautiful, it cannot compare to the glories of God. She illustrated this with the long life of the oak tree, asking â€Å"hath hundred winters past since thou was born? / Or thousand since though breakest thy shell of horn? † before continuing to say that those numerous years mean nothing in the face of eternity. She continued to point this out later by describing the continual re-birth of the world as the seasons come and go, how â€Å"the earth (though old) still clad in green/†¦ insensible of time/Nor age nor wrinkle†¦ re seen,† whereas man lives for little more than a moment (and during that time suffers and grows old) in comparison to the ancientness of the earth. Bradstreet, in comparison to Bradford, see nature as not only evidence of God's glory rather than that the confusion and disorder of Satan and also she thinks of it almost as a living entity that is capable of praising and worshiping its creator as well. To her, nature is not a trial to be overcome and conquered, but rather an example of a learning tool that not only brings pleasure to the senses, but the soul as well.I think Anne Bradstreet was more effective in how you used her poem â€Å"Contemplations† in describing nature. In the third stanza she talks about her eye catching sight of the â€Å"stately Oak† and addressing the tree she asks â€Å"How long s ince thou wast in thine infancy? The answer might be a hundred or even a thousand years. In stanzas 4-7 she talks about the sun and declares that the sun is an amazing entity. â€Å"The more I looked, the more I grew amazed,† And softly said: â€Å"What glory’s like to thee? I think her amazement led her to understand how some civilizations considered the sun a god: â€Å"Soul of this world, this universe’s eye, No wonder some made thee a deity. † In stanzas 8-10 she looks at the sky and thinks about what song she could sing to offer glory to her maker, but feels dumbfounded at the prospect of adding glory to such a powerful spirit. In stanza 9, she hears the crickets and grasshoppers singing and writes: â€Å"Whilst I, s mute, can warble forth no higher lays? † In stanzas 21-33 she recalls sitting by the river and being reminded that the river is searching for and ever traveling toward the ocean.In stanzas 20-26 she thinks about the creatures of the sea, and how they look and how they fulfill their own destiny. http://www. associatedcontent. com/topic36271/anne-b. html Section II: Literature 1700 through 1820 Part 1: â€Å"But the old beliefs did not die easily, and as early as the 1730s conservative reaction against the worldview of the new science and psychology followed as some intellectuals, aware of the new though but intent on maintaining the final truth of revealed religion, resisted the religious implications of Enlightenment principles† (154).The Great Awakening was a watershed event in the life of the American people and before it was over, it had swept the colonies of the Eastern seaboard, transforming the social and religious life of land. The Great Awakening was actually several revivals in a variety of locations. Neither the Anglicans or Puritans were terribly successful in putting down roots. The problem was the settled parish system of England was difficult to transplant. Unlike communities of the old world, the small farms and plantations of the new spread out into the wilderness, making both communication and ecclesiastical discipline difficult.People often lived a great distances from a parish church, membership and participation suffered. Because the individual depended on himself for survival, authoritarian structure of any kind, either by government or ecclesiastical, was met with resistance. As a result, by the second and third generations, the vast majority of the population was outside the membership of the church. One person who was one of the principle figures in the Great Awakening was Jonathan Edwards. Edwards had received a bad press for his â€Å"Sinners in the Hands of an Angry God. In this sermon he pointed out that any moment, â€Å"our hold on life could break and we'd be plunged into fires of eternal and logically. † People listened to Edwards because he spoke about what people were interested in. The Puritan's were growing deeply concerned by what th ey perceived to be a striking decline in piety. The youth of the second and third generation had inherited the Puritan theocracy, but had begun to forget it, and the older generation was gravely concerned about this development. They had come to this country to found a biblical commonwealth, but their vision did not seem to be shared by community's youth. † Another problem weighing on Puritan consciences for a long time was election. The question that was raised why should anyone preach? The decision had been made before the foundation of the world according to Calvinist orthodoxy. â€Å"If preaching were simply for the edification of the Saints, then it was like preaching to the choir, in that you were preaching to the already converted. † As a result, worship attendance had declined.By surprise there was a great outpouring of response to the preaching of Edwards. This movement surprised people because it produced something that wasn't expected: people professing conve rsion. What Edwards said in these sermons was Calvinism. â€Å"You can't control salvation. † Puritans heard him say, â€Å"if you try. God will aid your salvation. † Edwards talked about â€Å"Pressing into the Kingdom†. â€Å"It was,† he said, â€Å"not a thing impossible. † By this Edwards referred to God's power to save whomever he pleases. The Puritans heard it as there was a chance they could achieve election.Another figure in the Awakening was George Whitefield. He offered a new quality to the prevailing view of how one gains citizenship in the Kingdom of God. According to Whitefield the key test of one's election was whether one had an emotional experience of conversion. This represented a reaction to the Enlightenment. In essence: Whitefield had reduced Christianity to it's lowest common denominator, those sinners who love Jesus will go to heaven. Denominational distinctives had been downplayed and this theme was picked by Samuel Davies, o ne of the leaders of the Awakening in Virginia.Whitefield mainly preached in terms of everyday experience. Whitefield attacked established ministers for leading their flocks into Hell by not demanding an experience salvation of people, a theme that would be picked up by Gilbert Tennant who preached on the dangers of an unconverted ministry. As a result, the established clergy attacked Whitefield and the unchecked enthusiasm of the revivals. One of the leaders in this counterattack was Charles Chauney who led the attack from the pulpit of First Christ, Boston. Chauney claimed anyone can have a good sermon.As a result, established preachers could not compete with these itinerant evangelists, and their preaching threatened to undermine loyalty of parishioners. They tended to view these evangelists as ignorant and filed with zeal. Others had carried the revival to extremes like James Davenport who burned books, and claimed to be able to distinguish the elect from the damned. The rising opposition to the Awakening had a major impact on the direction of American Christianity. â€Å"The old Puritan synthesis of head and heart—of a religion that appealed to both mind and spirit—broke apart†.The revivalists had moved in the direction of a greater rationalism in theology. The Awakening began in the North and tended to be an urban phenomenon where highly emotional preaching appeared in Puritan churches. The compromises of the Half-way covenant had been swept aside, and the notion of the church as a body of saints, was reclaimed. The standards of membership had been increased, and yet, membership still rose. In the South, the Great Awakening was more on the frontier phenomenon than was the case in the Middle Colonies or New England.In the areas that were nominally Anglican (the tidewater) it had very little impact. This was because the residents of the tidewater had just enough religion to inoculate them from catching the real thing, and the authoriti es were better able to enforce the established church. This was not the case in the piedmont and mountains of Virginia and North Carolina, as the revival had a wide open field. The main reason was the population had very few ties to the Anglican establishment. One of the main leaders of the Awakening in the South was Samuel Davies. The revival in Hanover began when Samuel Morris began to read sermons ofWhitefield and Luther to his neighbors. As a result, conversions were numerous, and special reading houses were built. When Davies arrived the Awakening surged and fought for the legal toleration of dissenters. Another leader in the Awakening was Shubal Stearns who brought the Separate Baptist movement to this region. The Methodists had gained a foothold in the South mainly through the preaching of an Anglican clergyman with Methodist sympathies of Devereux Jarratt. Both the Methodists and Baptists had an advantage over the Presbyterians and surpassed them in numbers.The main reason w as the Presbyterians insisted on an educated ministry and ordered worship. As a result, the Methodists and Baptists were better able to address the needs of frontier communities with lay preachers who could go where there was need, and who could be quickly deployed without waiting for them to complete their education. The Methodists and Baptists were also more open to the emotional and unrestrained nature of worship in the revivals, while Presbyterians were uncomfortable with what they viewed to be the excesses of the revivals.Some of the results of the Great Awakening to unify 4/5ths of Americans in a common understanding of the Christian faith and life, dissent and dissenters enjoyed greater respect than ever before, education was important, a greater sense of responsibility for Indians and Slaves from the revival of George Whitefield, and it served to revive a sense of religious mission. http://www. wfu. edu/-matthetl/perspectives/four. html Native Americans: Native Americans The Seneca orator known as Red Jacket (1757? 1830), for the red jacket the British awarded him for his services as a message runner during the Revolutionary War. Red Jacket may have had many names, although the only one we know is Sagoyewatha, which means â€Å"he keeps the awake. † After the War of 1812, he was involved in successful negotiations with the Americans to protect Seneca lands in western New York. Among many of his orations, his most famous speech was the reply he gave to the missionary Jacob Cram in 1805. Cram had been sent from Massachusetts to establish a mission station among the Seneca’s. He invited them to assemble at Buffalo Creek, New York.Through an interpreter, his address developed the assertion that, in Cram’s words, â€Å"There is but one religion, and but one way to serve God, and it you do not embrace the right way, you cannot be happy hereafter. † After appropriate consultation with others of the Seneca delegation, Red Jacket del ivered the speech outlining what has been called a â€Å"separatist† position-quite simply, the notion that while the ways of white Christians may be fine for them, they are not necessarily equally fine for non-white indigenous peoples who have their own religious beliefs.Present at Red Jacket’s speech was Erastus Granger, postmaster and Indian agent at Buffalo Creek and cousin to Gideon Granger, Thomas Jefferson’s postmaster. His immediate subordinate was Joseph Parish, who probably served as a translator, as he had done on other occasions. Whoever transcribed the translation of Red Jacket’s speech, it soon appeared in print, in the April 1809 issue of the Monthly Anthology, And was reprinted many times throughout the nineteenth century. In Red Jacket’s Speech to the U. S.Senate, he made valid points that were tragically true regarding the treatment of Native Americans by the Europeans. Through his words he is never belligerent or accusatory; inst ead he maintains a peaceful, respectful tone. Red Jacket is a magnificent orator with a strong sense for power of words. The reader is aware of the emotions and beliefs of the Native Americans. Red Jacket spoke to the Senate with a purpose, and by the end of his speech it is clear that he was successful. At the beginning of the speech, Red Jacket addresses his audience as â€Å"Friends and Brother† and repeated continually throughout the speech.I think Red Jacket is trying to create a peaceful atmosphere where his words will be heard. He informed the Senate that while they spoke, the Native Indians listened and requests the same respect in return. As the speech progresses, Red Jacket begins to make good points about the rude and greedy behavior that many of the white settlers relationships with the Native Indians. In the beginning, the Native Americans took pity on their new visitors, providing them with food, welcoming them, and treating them as friends.Over time, the number of settlers began to increase, as did the amount of land they seized from the Indians. In the speech Red Jacket says, â€Å"They wanted more land; they wanted our country. † When I read this line you can imagine him uttering this line in a powerful but elegant manner. Red Jacket was not there to concede defeat: he was standing up for his people. Even though the settlers had acquired the majority of the Native Americans land, they are still not happy, and this is way Red Jacket came before the Senate.The settlers craved more, desired to convert the Native Americans to Christians. In the eyes of the Europeans, If you do not embrace Christianity, you will not be happy. This to me sounds strange because many of the settlers who fled to the New World, arrived with the hope of enjoying their religion, and not being persecuted for practicing what they believe. Yet, after their arrival, they began to force their religion upon the Native Americans, informing them that what they belie ve is wrong. To me, this sounds like hypocritical behavior on behalf of the settlers.They came to the New World with the intention of freely practicing their religion, and now they are the ones forcing their religion on others. Continuing his speech, Red Jacket discusses more interesting information. One of the points I find fascinating, is when he questions if the religion of the settlers was meant for the Native Americans, why were they not given a book to study from as well. He continues by mentioning that all he knows of this religion is what the settlers tell him, â€Å"How shall we know when to believe, being so often deceived by the white people? In concluding his argument, he poses another question, since all Christians read from the same book, why do they not all agree? He even mentions that the Native Americans also have a religion but they never feud about who is right or wrong. His final plea to the Senate is, â€Å"We do not wish to destroy your religion or take it fr om you. We only want to enjoy our own. † He is not demanding the settlers to return the land they wrongly claimed as their own, he is simply asking that they allow the Native Americans to practice the religion of their forefathers in peace.

Macroeconomics Case Assignment Essay

GDP: Questions: 1. Assume that consumer spending is $1,000, government expenditures are $300, investments by industry are $150, and the excess of exports over imports is $200. Compute the GDP. (Please show your work) The basic formula for calculating the GDP is: Y = C + I + E + G C=1000; I=150; E=200 and G=300 Y=1000+150+200+300=1650, Y=1650 2. If we are able to increase our domestic energy production, and that allows us to import less oil from foreign countries, briefly explain what will happen to the GDP. If Exports exceeds imports then it will add to the GDP but if imports are more than the exports it subtracts from the GDP. With this being said if we import less oil from foreign countries then it would positively impact the nation’s GDP. Inflation Questions: 1. If the CPI went from 100 to 104 during the past year, the rate of inflation, in percent, was? (Please show your work) Rate of inflation = (104 – 100)/100 x 100 = 4/100 x 100 = 4% 2. If the CPI went from 231 to 234 over the past year, the rate of inflation was? (Please show your work) Rate of inflation = (234 – 231)/231 x 100, = 3/231 x 100, = 1.30% Unemployment rate Questions: 1. Assume the entire civilian labor force is 20,000 people and the number of unemployed is 2,000 people. Compute the unemployment rate, in percent. (Please show your work) Unemployment Rate= 2000/20000 = 0.1 *100 = 10 Unemployment Rate=10% 2. Assume the entire civilian labor force is 20,000 people, the number of unemployed is 2,000 people but, 500 of the unemployed have now stopped looking for work. Compute the unemployment rate, in percent. (Please show your work) Unemployment Rate=1500/19500= 0.078 Unemployment Rate= 7.8% International Economic Trends 1. Compare the four countries in terms of Output and Growth (Real GDP). The analysis should only cover the period from the beginning of 2008 to the present, and make sure the most recent 2011 changes are addressed. The 2008 economic contraction affected the world economy. 2008 seen the housing market crash both here and in Japan. By 2009, Canada, Japan, the United Kingdom, and the United States all saw negative economic growth. Japan’s economy was hit the hardest with -10% growth in 2009 as demand for their products weakened. Canada was the last to fall into negative growth and experienced the least negative growth of the four countries. All experienced a partial recovery in 2010 as GDP came out of negative growth and each seen minimal growth. The global economic crisis, however, hit the country’s mainstay exports hard and brought on Japan’s worst recession since World War II, in late 2008. Since mid-2009, Japan has limped back into recovery, helped by exports and stronger capital investment. 2011 was looking up for the Japanese economy, relatively speaking, but the earthquake and tsunami in early March 2011 has put the economy in a tailspin with a large portion of the country affected not only by the devastation but the effects of the nuclear power plan leakage. Canada, the UK, and the U.S. appear to be going into the double dip recession as the economies in 2010 were making slow recovery, 2011 has seen more contraction. The monetary policies of all four countries have slowed the pace of the recession, but are going to be unable to fix the problems, because the national debt are so high, deficit are rising, and projections are not good. Monetary policy, keeping interest rates low and printing more money can only do so much; fiscal policies implementing stimulus packages have foreseeable failed and only added to national debts. 2. Compare the four countries with respect to Inflation and Prices (CPI). The analysis should only cover the period from the beginning of 2008 to the present, and make sure the most recent 2011 changes are addressed. As the economies of Japan, Canada, the UK, and the U.S. were entering the recession in 2008, prices and inflation had hit a high, but began to fall as the GDP fell. GDP and CPI are nearly identical images when looking at the graphs of each. Prices fell as the economy tanked because consumers clearly did not have the purchase power. As the economies of each country experienced positive growth rates, CPI began to rise. Inflation rate refers to a general rise in prices measured against a standard level of purchasing power. When comparing the four countries, Canada, UK and U.S. have experienced very similar changes in CPI, where Japan has remained relatively unchanged for 2011, but mimicked the others in 2008 and 2009. Inflation for 2011 in Canada, the UK and the U.S. is increasing. Some reports say peanut butter will see a 40% price increase in the next week, which may be due to a poor peanut growing season. According to the United States Department of Agriculture’s Consumer Price Index, all food increased 0.8 percent between 2009 and 2010 and is forecast to increase 3.5 to 4.5 percent in 2011. The increases in food prices affect the overall purchasing power of consumers, combined with inflation, consumers are not going to be able to purchase our way out of recession. 3. Compare the four countries regarding the Labor Market (Unemployment Rate). The analysis should only cover the period from the beginning of 2008 to the present, and make sure the most recent 2011 changes are addressed. Regarding the labor market, United States posted the most consistent rates of unemployment ranging from 1.9% to just about 3%. In stark contrast, Japan posted the most unpredictable figures in terms of unemployment percentages; 0.8% in 2008 to -9.8% in 2009.In 2011, Japan recorded a percentage change of about 2.0%. As is the case with the USA, UK’s rates never went below 1% during this period. The future of the labor market is therefore quite promising in the USA as compared to the other countries in this particular category. Questions: 1. Assume interest rates on Treasury bonds, with the indicated time to maturities as follows: 15 years = 7.72% 20 years = 8.72% 25 years = 9.64% 30 years = 10.18% The differences in rates among these bonds is caused by: (please briefly explain your choice) a. Tax effects b. Default risk premiums. (Default risk premium will cause the interest rates among the T bond with different time period with different rates) c. Maturity risk premiums d. A down sloping yield curve e. Liquidity risk premiums 2. Which statement is False? (Please briefly explain your choice) a. The default risk premium is applied to all bonds including U.S. Government ones. b. The liquidity premium requires that an asset can be sold both quickly and for fair market value. c. The inflation premium is added on to the required return to protect the purchasing power of an investors earnings. d. The market risk premium is added to all bonds, even U.S. Government ones. (Market risk premium will be the same for all investors since the value is based on what actually happened). 3. Over the next 3 years inflation is expected to be: Year one 2.5%, year two 3.5%, year three 4%. What should investors require for an inflation premium on a Treasury bond with a three-year maturity? (Please show your work) Inflation premium on year 3 = (2.5+3.5+4)/3 Inflation premium on year 3 = (10)/3 Inflation premium on year 3 = 3.33% 4 If the rate of inflation is expected to be 0% for the next 4 years will the yield curve have an upward slope? (Please briefly explain your answer) Yield to maturity = = Rf + DRP + LP + MRP + Inflation Premium Everything consistent Inflation premium = (2.5+3.5+4+0)/4 = 2.5 it reduces the 3.33 to 2.50 No it wont be upward it will be downward sloping if the rate is 0 in year four Reference: http://www.investopedia.com/terms/m/marketriskpremium.asp#axzz1uEeDH1nd http://www.cliffsnotes.com/study_guide/Unemployment-Rate.topicArticleId-9789,articleId-9735.html http://inflationdata.com/inflation/inflation_articles/calculateinflation.asp http://www.investopedia.com/terms/i/inflation.asp#axzz1lAEXt7uC http://research.stlouisfed

The Origin of DNA and Molecular Structure Essays

The Origin of DNA and Molecular Structure Essays The Origin of DNA and Molecular Structure Essay The Origin of DNA and Molecular Structure Essay 1950 James Watson Francis Crick took up the quest of determining the three- dimensional structure of DNA, they believed that the DNA structure would be great importance. Watson and Crick accomplishment was in some measure built on the work of their contemporary DNA researchers. 1951 Rosalind Franklin x-ray crystallography of the DNA molecule without her know- ledge, for instance, was a vital step toward discovery. She began to capture pictures of DNA using x-ray diffraction. She also pre- sented her findings in a talk and suggested hat the phosphate groups were on the outside of the molecule. 1953 James Watson and Francis Crick deliv- ered the structure of a double helix DNA molecule. They succeeded in connec- ting pieces, old and new, from friends to foe. 1926 Erwin Schrodinger had introduced an Equation that describe the behavior of matter. He proclaimed that living and non-living matter all obey the same laws as physics and chemistry, and proposed that living organisms should be treated in terms of molecular and atomic structure. 865 Gregor Mendel discovered the basic laws of heredity, and first used the word gene. He deuced that genes come in pairs and are inherited as distinct units, one from each parent. He also tracked the segregation of parental genes and their appearance in the offspring of dominant or reces- Sive trait. 1869 Friedrich Miescher found substance in pus-soaked bandages, rich in white blo- od cells. He learned that the only source for nuclein was chromosomes, which he realized was a significant discovery. He supported the chemical heredity theory, hich contends that our basic biological information is passed from generation to generation and is stored in chemical sub- stances in our cells. 1902 Archibald Garrod hypothesized that it was a gene mutation caused the inherited disor- der alkaptonuria, that the disease was un- born. He went on to study other diseases that were not genetic, not bacterial. The research continued to build up upon the idea that hereditary genetic material within the cell was important. 928 Frederick Griffith studied two different trains of pneumococci, the S-form and R-form. The S-form killed infected mice, while the R-form had no effect. He found living S bacteria in their dead bodies. He concluded that something had been trans- ferred between the two types of bacteria. Thomas Hunt Morgan wrote the Theory ofa Gene. He localized genes to specific locations on chromosomes. He also concl- uded that the genes were the hereditary unit Mendel had described as Chromo some Theory of Heredity. His specific mapping of Genes onto chromosomes made biology ccessible for experiments. 1949 Erwin Chargaff studied the makeup of the DNA molecule, he discovered that the Structure was composed of a sugar, a phos- phate group, and four nitrogenous bases (ATCG). He isolated DNA from different organisms and measured the levels of each of the four nitrogenous bases. 1944 Oswald Avery showed that Fred Griffiths transforming principle had been contamin- ated by proteins. He and his colleagues showed that proteases, enzymes that degrade proteins, had no effect on the heat-treated S pneumonia.

Population Statistics - Village of 100 People

Population Statistics - Village of 100 People If the world were a village of 100 people... 61 villagers would be Asian (of that, 20 would be Chinese and 17 would be Indian), 14 would be African, 11 would be European, 9 would be Latin or South American, 5 would be North American, and none of the villagers would be from Australia, Oceania, or Antarctica. At least 18 villagers would be unable to read or write but 33 would have cellular phones and 16 would be online on the Internet. 27 villagers would be under 15 years of age and 7 would be over 64 years old. There would be an equal number of males and females. There would be 18 cars in the village. 63 villagers would have inadequate sanitation. 33 villagers would be Christians, 20 would be Muslims, 13 would be Hindus, 6 would be Buddhists, 2 would be atheists, 12 would be non-religious, and the remaining 14 would be members of other religions. 30 villagers would be unemployed or underemployed while of those 70 who would work, 28 would work in agriculture (primary sector), 14 would work in industry (secondary sector), and the remaining 28 would work in the service sector (tertiary sector). 53 villagers would live on less than two U.S. dollars a day. One villager would have AIDS, 26 villagers would smoke, and 14 villagers would be obese. By the end of a year, one villager would die and two new villagers would be born so thus the population would climb to 101.

How Sensory Impairments Affect Gross and Fine Motor Skills in Children Essay

How Sensory Impairments Affect Gross and Fine Motor Skills in Children with Multi-sensory Impairments - Essay Example ess and improve his learning will be discussed at length along with a comprehensive reasoning behind the choices made and their effectiveness when implemented. My role in relation to this project was chiefly concerned with observing and working with a pupil. It was important to collaborate with the physiotherapist, the occupational therapist, and the support staff as they provided additional information about the pupil. It was also very fortunate that my colleagues fully supported this project and wanted to find a way to improve the learning opportunities of the pupil. The aim of this assessment was to facilitate teaching strategies and activities that would improve his movement experience within the learning environment. I wanted my pupil to develop a greater sense of autonomy in terms of what he could achieve with the support of adults, and what he could achieve independently. The implication of sensory impairments on child’s motor development: â€Å"Movement is a feature o f all man’s activities. Through the movement of our bodies we can learn to relate the inner-self to the outer world† - Laban, 1948:13 A typical infant follows a known developmental progression that starts at birth. As the infant grows and his central nervous system matures, the gross motor skills develop in a head to foot progression (Gesell, 1940). The gross motor skills occur in a typical sequence. However, these skills can only develop as the infant also develops balance, coordination and the postural control needed to move his body in space (Shumway-Cook & Woollacott, 1985). An infant's desire to reach out and explore his surroundings is the primary motivator that eventually leads to gross motor development. When an infant's sensory systems (e.g. visual, auditory, tactile, motor, etc.) are... This report approves that children initiate independent movement and exploration because of what they see and hear. They observe the movement of others and learn to imitate them. In the case of the blind / visually impairment child, the primary mode of obtaining information is unreliable, so the child would likely utilize other means of gaining information that can be formulated into other sensory concepts. Hearing is the only distance sense available to the blind / visually impaired infant. Unfortunately, even with input from the hearing and other senses, there is no guarantee that the information would have meaning to the child. Sensory input that is absent has a cumulative effect on the interpretation of the blind / visually impaired child. The child also has no control over the presence or absence of sound in the environment. This essay makes a conclusion that this assignment was initiated by a description of his growing interest in this subject. It then proceeded to discuss the importance of movement on individual development and the effects of sensory impairment on the movement skills development of Pupil Z. His aim was to observe Pupil Z and based on his findings, the author have come up with strategies which could be used to support the pupil in his learning. Through collaborations and a number of observations he planned, carried out, and evaluated with Pupil Z, key issues arose- how to organise Pupil Z within the physical environment in line with school policies and procedures, how to ensure the health and physical well-being of pupil and the staff supporting him.