The Only Man I have Ever Loved Essay -- miscellaneous

The Only Man I have Ever Loved Life is a made up of a collection of moments. Some people say that one must learn from obstacles that everyone struggles with. Some people say that every challenge helps to achieve stregth of character and self-growth. Ever since I remember, the most significant change in my life was the loss of my father. Even though it was a very hurtful experience, it helped me to know myself better as a person, realize that I can realize on myself and understand what an inspiration my father was and still is to me. First of all, everything was special and different when my dad was alive. Since he was the one who maintained the family economically, there was nothing to discuss about when he had made a decision. For instance, when I was a teenager, my dad always wanted me to join the art group at school, which was noticeably unpopular among the students at my high school. Since I would do anything to keep my dad happy, I decided to join the art group in spite of my dislike of drawing. At that time I had the idea that I didn't know what I was going to do with my future. I was suppose to go to engineering school just because dad said so. As time evolved, I recognized that I wasn't going to be satisfied working in a field that didn't seem interesting to me. When my father died, I understood that I was the one responsible for building my future, and that was when I actually started to work on what I really enjoy doing: science. By working in that area, I fe...

Martin Luther King and Abraham Lincoln Essay

Abraham Lincoln and Martin Luther King were two very similar orators who wanted to achieve almost identical goals. Abraham Lincoln was the president of the United States and the leader of the Anti-Slavery Republican Party. His speech was delivered on the nineteenth November 1863 mat Gettysburg during the ‘Great Civil War’. His primary objective was to abolish slavery and he did this partly by indirectly telling his audience, such as, purposely forgetting his status and addressing his ‘Fellow countrymen’ with intense respect which consequently reflects his beliefs in equality. Martin Luther King, a Baptist Minister, was the leader of the Civil Rights Movement. He performed his speech almost one hundred years after Lincoln’s speech on the twenty eighth August at Lincoln’s memorial. King believed in egalitarianism and he also wanted to end segregation; this is what both orators set out to do. Lincoln and King have similar purposes for their speeches but targeted them in different ways. Influenced by the great legend Mahatma Gandhi who also himself was a non-violent freedom fighter, King wanted to gain black people’s freedom the same way as Gandhi, in a non-violent protest. Lincoln had a similar contractual obligation. He was to abolish slavery. He conveyed this in his concise speech ‘for the people’. Both King and Lincoln have implicit messages in their speeches. Lincoln, apart from trying to abolish slavery, also promoted ‘The honored dead’ and making people understand what their ‘fathers’ had done for them and what is left for them to do. King, on the other hand, apart from trying to gain black people’s freedom, evokes a feeling of disgust by the use of metaphors to induce an image of the ‘governor’s lips’, ‘dripping with the words of interposition and nullification’ which evokes a sin ister feeling within the audience which King hoped to achieve as it would divert the ‘Negro’s’ mind and evoke a feeling f disgust towards the government. King targets his audience cleverly. He explicitly targets the majority of the black people, who still, ‘one hundred years later’, and ‘must face the tragic fact that the Negro is still not free’. This clearly shows that King is telling his audience that even today after ‘one hundred years’ the ‘Negro’ are, ‘ still not free’. He implicitly talks to the ‘governor’s’; concurrently he is talking to the ‘Negro’ community by changing their views towards the ‘governor’s’. King is trying to provide a vivid reflection for the ‘Governor’s’ to make them realize what they are doing and how much better they could make if they abolish slavery and put an end to segregation. Alternatively, Lincoln’s audience was probably affluent white people from Northern US. Although King had the advantage of the TV, Radio, media and Microphone, Lincoln’s speech wa s just as well heard as King’s speech. The use of emotive words engages both King and Lincoln’s audience. King unifies his audience at the ‘table of brotherhood’ which, apart from unifying the audience also has a religious impact on the black people as they were extremely religious and an indirect reference to Jesus and his disciples would have caused immense unity between the audience. This metaphor apart from providing unity, it also is a very peaceful metaphor as it includes everybody. In contrast, Lincoln believes that their ‘nation’ is ‘under God’. These religious references amalgamate the audience and make them think that they are doing this for ‘God’ and that they are ‘God’s children’. Both orators structure their speeches in similar ways. The speech is structured in chronological order as it bequeaths a rhythmic feel. Firstly they talk about what their ‘fathers’ had to go through to get them this far, then they move into the present where both speech makers clearly make it noticeable that they talking about ‘now’. King introduces his future ingeniously by stating that he has ‘a dream’, which circuitously shows what he wants it to be like in the near future for his ‘four little children’. This poignant language also evokes sympathy not just for King but also for people around them who are going through the same traumatic experience. Different tones area applied by both orators to conjure up diverse feelings. Lincoln uses a sincere tone to compliment his feeling to abolish slavery when he addresses his ‘fellow countrymen’. On the other hand, King uses a powerful voice to ‘Let freedom ring’ and to strengthen the speech to emphasize his beliefs of ‘freedom’. Lincoln also has a sense of vigor in his tone which shows how the soldiers ‘nobly advance’ and which portrays the strength of his own voice as well corroborating other people simultaneously. Religious and biblical manners are used by both speechmakers, which has a great impact on the nation at the same time, as persons at that time, especially black public were very religious. Lincoln refers to the people being ‘under God’ which would convey a thought of great expectations in the minds of the listeners. King says that the ‘glory of the Lord shall be revealed’, which meant that if they work together, then they can create a better world for themselves and for their children, so if they stick together and protest they will see the reward. Both raconteurs coerce their audience by the use of different strategies. They both use analogous strategies to portray their views. Lincoln and King use the same strategies; however, King uses them extensively. Both use the rule of three but King take one-step further and converts it into repetition. When King repeats ‘Let freedom ring’, it emphasizes how much the black ‘community’ wants ‘freedom to ring’. However, Lincoln repeats two words in particular, ‘great’ and ‘nation’. The repetition of ‘great’ show the importance that can be achieved out of a ‘great civil war’ to form a bond between the people present and to say, if we are a ‘nation so conceived and so dedicated’ then we can tolerate the hardship and pain of war. The use of emotive language evokes a more personal feeling. King refers to his children to add a sympathetic feel to his speech. He also uses biblical references such as when ‘the day when all of God’s children will be able to sing with new meaning’ keeps his audience interested by implicitly saying it will be done and it grants hope to his audience. On the other hand, Lincoln’s use of emotive language is more biblical rather than personal. The only reference to a more personal feeling was when he talked about their ‘fathers’ to call to mind a nostalgic upshot and to say how disrespectful it would be to go against the equality that our ‘fathers’ created ‘this continent a new nation’. King and Lincoln use alliteration in the same way. King uses alliteration to show ‘a desert state sweltering sweltering’, which too, portrays the immense heat of injustice. An onomatopoeic effect to give a sense of power to the ‘government of the people, by the people, for the people’ due to the repetition of the ‘P’. Martin Luther King and Abraham Lincoln intentionally use language to persuade their audience to fight freedom in a non-violent disapproval. Both orators take advantage of the uses of language to achieve their primary aim. Lincoln juxtaposes the ‘civil war’ with ‘great’ to encourage the greatness of war and what can be achieved out of this battle to abolish slavery. King juxtaposes ‘the dark and desolate valley of segregation to the sunlit path of racial justice’. Apart from being a metaphor, alliteration is also inserted and an expectant pause is added to let the audience reflect on what King had just said. Both speechmakers, to transmit a compassionate emotion use emotive language. In conclusion to my analysis Martin Luther King’s speech was the most effective only to the obvious reason that his was of a longer length so it contained more within it. Lincoln’s speech was nearly as good as King’s speech because he also interleaved messages inside his meaning which as a consequent added depth to his speech and made his speech almost as superior as King’s. King’s speech was good too for the reason that he could express his views openly as he had more time as well as more technology to reach more people.

Pampered Child Book Review

Mamen also identifies he â€Å"symptoms† of the pampered child that mimic those of genuine emotional, behavioral, and psychiatric disorders and explains the dangers of misdiagnosis. While reading this book many things were brought to my attention, it connected to many related topics that were discussed in my child development course. Some topics that were related were; how to care and nurture children, disorders in children, and mainly how to control children's emotions.In my child development course my professor made it very clear to us that when caring for a child â€Å"parenting† is a very important factor in a child's life. It has also been suggested that parents most definitely matter. â€Å"In fact we are the most powerful instruments of change in a family. † There was only a small section the book where it talks about parenting. Which I thought was a little downfall for parents reading this book. There is a bigger section in the book about disorders. In my child development course we took quite a decent time going over several disorders.One specific disorder that was mention in the book was anxiety. When reading over this section of the book I was very connected to what I have learned in my course about anxiety. In the book, Mamen entions that there are three compents to anxiety which include; physiological which deals with your autonomic nervous system, cognitive which is through yours thoughts and behavioral which is related to avoidance. When looking back to my notes from class these 3 components are also mentioned.Mamen also talks about different types of anxiety, which was also talked about in my course. Stranger anxiety and separation anxiety are very common in infants and toddlers. Another topic in the book that I connected to my child development course was the section about temper tantrums. â€Å"Temper tantrums are not fun! As Mamen states that temper tantrums are not fun I can relate to my professor stating the same. The book mentions that there are two types of tantrums one being a temperamental and the other manipulative.Mamen states how to react to each of these tantrums. Just as I was reading I remembered my professor stating to â€Å"never give in† during a manipulative tantrum. The book states the same. Mamen states in her writing when dealing with manipulative tantrums, â€Å"that you must stay consist, if you're not consist you will never see the end to these tantrums. † One negative that I thought while reading about isorders she didn't explain how to deal with temperamental tantrums as well.She discussed the differences but when looking back to my notes, I noticed that my professor stated that you must â€Å"remove the cause† when dealing with temperamental tantrums. I thought Mamen could have had something along those lines while discussing temperamental tantrums. I thought that these two topics, anxiety and tantrums is where I felt connected to what I have learned th roughout my child development course. I believe that the book correlated very well with the information that I learned about each of these two topics.All in all, Mamen is very descriptive in her writings about each topic that she discusses. While reading I was very engaged in each of her topics. I did find that her topics about tantrums and disorders were very affected on how to cope with each of them. I would definitely rate this book as being useful. I would recommend it to any parent or professional trying to cope with â€Å"pampered child syndrome. † Mamen does an effective way on not only how to recognize this syndrome but also how to manage it.

Travel Writing Coursework

The Volvo estate came slowly to a halt outside a boarded up old farm house. A middle aged man and three adolescents clambered out the car to be met by the fresh rural air. The sun shone brightly onto them as they examined the landscape. They were surrounded by fields with a long gravel path lying behind them. They all took a corner and hoisted the khaki Canadian canoe from the top of the estate then carefully lay it on the grass beside them. One of the boys asked the man which way they were going and he replied by pointing down the gravely path which slowly merged into woodland in the distance. The man locked up the car checking it again by pulling the handle and gestured to his son to help lift the canoe. They lifted it up with a heave and began to carry down the path and into the woodland followed by the boys two friends. The cows grazing in the field opposite the farmhouse mooed as they continued down the path. The four of them took turns in helping carry the canoe. The woodland became more thick and the stinging netals brushed at there bare ankles. The bushes and trees were littered with beer cans and plastic bags left by youths. The mans son considered what this was doing to the animals habitat and felt a slight sense of guilt as he new he had done exactly the same in the past. The sound of the river became clearer and the forest came to a ‘T' junction . The man led the way with the canoe and took the right turning. After about a hundred yards they came to a stop carefully placing the boat on the ground again. Before them lay the river. Three or four anglers stood at the side of the bank, one of them acknowledging them by saying what a lovely summer's day it was. The man was a keen fisherman himself and asked if the other man had caught anything. He replied by shaking his head he said ‘The fish don't like warm weather'. The rivers are far too over fished he thought to himself, it's such a shame that some of the rarer fish were dying out. He then shook his head and told the boys to sit in the boat. They did so and he pushed the boat with his might into the murky green water. The boat wobbled about and then stabilized itself, the boys pulling it to the side. The boys laughed nervously. The man then wobbled the boat vigorously to show that it would take a lot to tip it over, the boys shouting at him to stop. He laughed and stopped. Then he handed the boys their paddles and gave them a few last words of advice. The boys waved him goodbye and he shouted at them to ring him when they wanted picking up. They were on their own now, at one with nature. They directed the boat round the first corner past a few branches in the water. Reeds grew either side of the river and made their path very narrow. The boys struggled to direct the boat around the winding corners trying not to crash into the reeds around them. Bracken and stinging netals were visibly close up ahead and the man's son told them to go straight through the middle as they lay either side sprouting through the reeds. The larger of his two of his friends began to paddle without informing the other one and the boat headed straight into the bracken and netals. They all panicked shouting not to tip the boat over. The boat went straight into the side and they were all stung and pricked by the thorns but the boat stayed stable and they sighed with relief. The river opened up and the banks became wider and had no reeds or bracken at the side. They relaxed and let the river drift the boat down stream by itself. The boys basked in the sun and chatted about football and women. Floating on the waters surface lay more cans of beer bobbing up and down. The larger boy contemplated the reason why these people just through their litter into the river. He came to the conclusion that it was a mixture of laziness and thoughtlessness. He pondered what the effect the beer had on the water and what an animal would do if it became trapped in one of the cans. He was snapped out of his thoughts by a hissing swan and the shouts of his friend as he politely told it to go away. His friend slapped his paddle at it as the other two rowed the canoe away from the animal. They all relaxed again as the swan disappeared back into the distance. Everything was calm again and the boy that had swung his paddle at the swan was now happy. A big white boat was now coming at them head on and the boys swerved the boat around it like an adder through water. They boy thought what the fumes coming of the back of the white boat would be doing to the water. He thought of how the fish were being poisoned and the air around the river was being turned into the kind of warm hazy air you'd expect in a city centre. The boat drew closer to its destination and one of the boys asked a walker on the bank if they new how far it would be to the pub. ‘Just around the corner' they answered and the boys thanked them and were happy they were nearly. They paddled the boat around the corner and the pub came into sight. They approached it slowly scanning the bank for a place to park the boat. They spotted a gap in between a large patch of reeds and paddled into it. The boy at the front climbed out first followed by the man's son and the tall boy. They all grabbed a section of the boat and yanked it as hard as possible out the water and onto the bank. They lifted the boat of the ground and made the short walk with it to the pub. They sat down in a heap off exhaustion on one of the wooden tables outside the pub. They ordered a plate off chips and reviewed their hard days work. The plate was empty and the boy's dad had arrived to take them home. They placed the canoe on top of the car again and strapped it in place. They all got inside the car and the boy's dad had asked if had went well. They all agree it had been a good laugh and it was a lot of fun. In front of them a man opened his window and dropped out a hand full of rubbish. The boys all thought to themselves what were we doing to the environment and how we were ruining it for our next generations and animals. The car drove off and the boys sat there in silence just thinking.

The Nature and Relationship of Hitler and Geli Raubal.

The last time the public had seen Geli Raubal was when Hitler was heard to shout at h as he was about to get into his car: â€Å"For the last time, no! † She shouted. After he left Raubal shot herself through the heart with a revolver. It has been said and believed that Hitler and his niece Geli Raubal were romantically involved; although there is no forthright proof, the vicious consequences Raubal was forced to go though throughout their time together is strong enough proof to convince a majority of the people that she was driven so far to the edge that she committed suicide. Geli Raubal was a typical content adolescent before she came into the likes of her uncle, Adolf Hitler. When Adolf Hitler rented a house in Obersalzberg after he was released from prison, he asked his half-sister, Angela Raubal, to be his housekeeper. She agreed and in August 1928 brought Geli with her to stay with Hitler. This is when his admiration for the love and youth of the Aryan race were able to be exercised as he looked into the eyes of Raubal. It was the fact that her presence released Hitler as she was â€Å"Allowed to laugh at her Uncle Alf and adjust his tie when it had slipped. She was never put under pressure to be specially clever or specially witty. She could be simply what she was – lively and uncomplicated. † – Emil Maurice and her pure Arian-bred features intrigued Hitler so much to the point in which his infatuation was more important than morality and the incorrectness of incest. Hitler proudly introduced Raubal to members of the Nazi party and other guests at social events. Baldur Von Schirach quotes â€Å"In his tone of voice there was a mixture of pride and tenderness as he introduced ‘My niece, Fraulein Raubal. † However, he made sure she was watched closely due to the fact that he protected her to a great extent. As Hitler rose to power as the leader of the Nazi party, he insured a tight rein over Raubal. Nevertheless, Hitler's efforts to control Geli were at times unsuccessful as she was a free-spirited young woman who often did as she pleased whenever and wherever possible. He did not allow her to associate wi th friends freely and attempted to have himself or some one he trusted greatly near her at all times, accompanying her on window shopping excursions, the movies and the opera. However, Raubal did not seem to return his feelings and became linked to Emil Maurice, a founding member of the SS and Hitler’s chauffer. Subsequent to when Hitler discovered their relationship he dismissed Maurice instantly. In a letter from Raubal to Maurice that was found, Raubal says â€Å"Uncle Adolf is insisting that we should wait two years. Think of it, Emil, two whole years of only being able to kiss each other now and then and always having Uncle Adolf in charge. I can only give you my love and be unconditionally faithful to you. I love you so infinitely much. Uncle Adolf insists that I should go on with my studies†. Many believe this was not the case, since Adolf said himself to Heinrich Hoffman that he could â€Å"marry her†. Due to this, the jealousy Hitler felt was taken to a whole new level and began so noticeably suffocate Raubal with his jealousy. It was said that Hitler was not the only one who was protestant. Raubal began to become concerned about Hitler’s relationship with nineteen year old, Eva Braun, whom Hitler used to â€Å"take out for rides in his Mercede’s† (Quote: Unknown member of the S. S) which then led to a public relationship. The demonstration of feelings such as jealousy is what led the public to believe that Raubal also had feelings for Hitler. An SA officer, Wilhelm Stocker, who Raubal often confided in told in an interview that â€Å"She admitted to me that at times Hitler made her do things in the privacy of her room that sickened her but when I asked her why she didn't refuse to do them she just shrugged and said that she didn't want to lose him† also illustrating that she was flattered by Hitler's gallantry and generosity. She also complained about the way Hitler controlled her life. On September 8, 1931, Hitler left for Hamburg after having a blazing row with her over her desire to spend some time in Vienna. Hitler was heard to shout at her as he was about to get into his car: â€Å"For the last time, no! † After he left she shot herself through the heart with a revolver. Raubal was found dead from the gunshot wound in Hitler’s Munich apartment on the morning of September 19, 1931, at the age of twenty three. The official cause of death was listed as suicide; most historians surmise that Raubal was distraught over her incestual relationship with Hitler, could not escape it, and killed herself as a result. However, at the time Hitler already had considerable influence with the Munich police, so it cannot be known if they were being objective. There were many rumours, including one that Hitler had in fact shot her (or had her shot) for infidelity, since the bullet came from Hitler’s gun and that she committed suicide because she was expecting Hitler’s child. By all accounts, they argued intensely in the days leading to her death. Nobody knows what really happened between the two. After her death, Hitler threatened to commit suicide himself. Historians have written that Hitler was deeply in love with her, that she was the love of his life and that after her death he was a changed man for the worse. He even turned vegetarian as he claimed â€Å"meat reminded him of Raubal’s corpse†. Hitler had early ambitions to make his way as an artist and continued to draw sporadically after he entered politics. The many sketches of his which survived the war included some ordinary nudes and at least one of these depicted Raubal. Bibliography: Spartacus Educational, 2009 – http://www. spartacus. schoolnet. co. uk/GERraubal. htm Spiritus Temporis, copyright 2005 – http://www. spiritus-temporis. com/geli-raubal/ Lycos Retriever, copyright 2005 Lycos Inc – http://www. lycos. com/info/eva-braun–geli-raubal. html All Experts, About, Inc, 2007 – http://en. allexperts. com/e/g/ge/geli_raubal. htm

Ict Helps Student in Many Ways

TOPIC 1 Information and Communication Technology (ICT) is one of the issues that divide world. In richer countries, schools can afford and supply with many modern ICT infrastructures, hardware and software but reverse situation happen to the poorer countries. Schools may be without electricity and does not have modern ICT infrastructures. ICT has the potential to transform learning in and beyond classroom. ICT can also provide an easy situation even in limited of space and time.There are some benefits of ICT in learning which are student can access enormous amount of information quickly, learning process become easier and more update about new issues and can improve richness of learning experience. As mentioned above, ICT helps students to get many useful information. They do not have to worry about lack of information during their study time because ICT help them in gaining a lot of information. Students just need to click the mouse and just in seconds, everything already get ready. Moreover, students no longer have to rely on printed books as main references. Sometimes references books contain outdated information thus learners will carry on wrong information. This will bring bad efffect in learning process. If they stick at ICT, they only need to carry notebook which mean more light and conventional. With the internet, a wealth learning materials in almost every subject can be excess everywhere anywhere. Almost all information in internet are up-to-date.According to Kate Mckenzie, â€Å"ICT in education is the key to unlocking the skills and knowledge of our future generations of young people. It is the tool for learning for the 21st century† (Mckenzie, 2006) Based on Kate Mckenzie word, it prove that ICT is very important to everyone especially youngster. In a nutshell, ICT brings many good things in daily life. It give benefits to both teachers and students in educational world. ICT also provide better situation in the classroom. Some benefits of ICT that can be discuss are first ICT help student to gain many information in the short time.As a student, we have to find a lot of information in a short time by the ICT needed to help simplify and speed up our work. Next, using ICT learning process will become easier and more up to date. Students are no longer left to obtain the latest and fresh information. Lastly, through ICT students and teachers will be able to renew their teaching techniques to more effective ways. Although ICT is a new technology, however ICT still provide tradisional methods which include writing, drawing and gaining information from the text.In order to achieve developed country status, Malaysia have to upgrade the user of ICT in our daily life in order to make sure our civilians always up-to-dated to new information. References Blurton, P. C. (1999) New direction of ICT-use in education. Retrieved from http://www. unesco. org Nwosu, D. O. and Ogboma, E. F. (2008). ICT in education: A Catalyst for effective use of information. Retrieved from http://unllib. unl. edu Misra, S. (Dec 2010). Role of ICT in enhancing the educational productivity. Retrieved from http://www. academia. edu Mckenzie, K. (2006). Retrieved October 16, 2012, from http://www. naace. co. uk

Compare and contrast the Buddhist view of self with that of Assignment

Compare and contrast the Buddhist view of self with that of Christianity - Assignment Example In Christianity, God is the omnipotent and He is the creator of world, humans and life. He is entitled to shower his love and blessings on his folks and devotees. Buddhism on the other hand follows a different perception as regards to the concept of self. Here, man is more prominent than the presence of God. God is inevidently the creator of the universe but never does it mentions about the presence of that omnipotent power to take care or shower its blessing on its folk. Man in Buddhist philosophy is the creator of his own destiny and it is the self, responsible for suffering too. It is the â€Å"karma† of a man that makes him responsible for his suffering. Buddhism and Christianity, both of the religions, could not excel their limitations of eternity and laying down the exact role of human on earth and the role of God. These two facets sometimes overlap with many other regimes that noteworthy in both the religion. All About Religion, â€Å"Comparison Christianity and Buddhism - What are the differences?†, July 24, 2010. Religion. 2010.