The Power of Music in James Baldwins Sonnys Blues Essay -- Sonnys B

The Power of Music in James Baldwin's Sonny's Blues At first glance, "Sonny's Blues" seems ambiguous about the relationship between music and drugs. After all, the worlds of jazz and drug addiction are historically intertwined; it could be possible that Sonny's passion for jazz is merely an excuse for his lifestyle and addiction, as the narrator believes for a time. Or perhaps the world that Sonny has entered by becoming involved in jazz is the danger- if he had not encountered jazz he wouldn't have encountered drugs either. But the clues given by the portrayals of music and what it does for other figures in the story demonstrate music's beneficial nature; music and drugs are not interdependent for Sonny. By studying the moments of music interwoven throughout the story, it can be determined that the author portrays music as a good thing, the preserver and sustainer of hope and life, and Sonny's only way out of the "deep and funky hole" of his life in Harlem, with its attendant peril of drugs (414). The story's first encounter with music is after the narrator has learned of Sonny's arrest. He is thinking about the boys he teaches, and how they could all be "sucked under" (419) just as Sonny has been. He hears their laughter in the schoolyard and notes its "mocking and insular" quality, a noise made by disillusioned youth rather than the untainted, joyous sound one expects of children (410). One boy whistles a tune, a cool and moving, complicated and simple melody, "pouring out of him as though he were a bird," and the music manages to soar above the harsh sounds of disenchantment (410). Clearly this music is joy and salvation. Because he concentrates on this simple music, one boy does not curse and den... ..., because this tale is "the only light we've got in all this darkness" (438). "Sonny's Blues" is filled with examples of music and how it makes things better. The schoolboy, the barmaid, the mother, the brother, the uncle, the street revivalists, all use music to create a moment when life isn't so ugly, even though the world still waits outside and trouble stretches above. Music and the tale it tells provide hope and joy; instead of being the instrument of Sonny's destruction, introducing him to the world of drugs, music is his way out of some of the ugliness. For Sonny and the other characters in this story, music is a bastion against the despair that pervades stunted lives; it is the light that guides them from the darkness without hope. Works Cited Baldwin, James. "Sonny's Blues." The Oxford Book of American Short Stories 1992: 409 - 439.

Assertive Discipline

â€Å"Miss Collin was a nasty teacher that I had when I was 6 or 7 years old and, as a result of the psychotherapy I underwent in later years, I am now able to say that this teacher is responsible for most of the psychological damage I suffered with resulting suicidal tendencies. She used terror and humiliation to keep order in the classroom and did not hesitate to use the strap as her method of control† (Warnes 1). School children shouldn†t be afraid to attend their school because the teachers humiliate students, are mean and have strict rules. The overall purpose of public schools is to provide a simple learning environment so a student can obtain a good education. All students should be treated equally no matter where they are and should have the same rights as adults so they can reach their goal of graduating. Discipline is more than keeping a group of children or young people quiet while being talked to. Preserving good behavior is certainly one aspect to discipline, for learning it in an atmosphere of confusion is difficult. Children have to learn to conform to the rules of behavior needed in a classroom. Teachers have the right to ask for a quiet class, keep the students in their seats, and have the right to discipline them if they do not cooperate. When a teacher expresses his or her thoughts, feelings, and beliefs in direct, honest, and appropriate ways that do not violate the right of others, and when the message does not humiliate, degrade, or dominate the one being talked to, he or she is using Assertive Discipline. In order for a teacher to maintain control of his or her class they must use Assertive Discipline. In order for a teacher to have his or her needs met, they can influence the behavior of the children. Without influence a teacher is â€Å"powerless† and will become â€Å"burned out. † (Canter, 2) There is no simple answer to why this happens. A number of complex factors have combined to create an environment in which teachers are having trouble in getting personal and professional needs met. Until the past decade, the teacher was looked at as the main person in the classroom by students and parents. The teacher, simply because of their role status, had respect and authority. Thus, the teacher was a â€Å"powerful† figure in the eyes of the students and could easily influence the student's behavior, often with just a look, smile, or a threat. All of that is now changed. Today, a teacher has to earn the respect of both the students and their parents. A teacher's basic techniques of influence, or discipline, is no longer as effective as getting the desired results. The discipline approaches of the 1950's and 1960's do not work with the students of the 1990's. In addition, the teacher cannot rely on the strong support of the parents anymore. Many parents are openly questioning, the education that their children are receiving, and do not feel they want to support the needs of their child's teachers. Teachers cannot get their needs met in a classroom unless they have an effective method of discipline in which they thoroughly understand and comfortable utilize. An assertive teacher is: â€Å"One who clearly and firmly communicates his or her wants and needs to his or her students, and is prepared to reinforce their words with appropriate actions. † (Canter,9) When a teacher is assertive, and clearly and firmly communicates their wants and feelings to a child, they send a clear message. This message simply states: â€Å"I mean what I say and say what I mean. (Collins, 155) Lee Canter, a child guidance specialist, has found that while most teachers make lesson plans as a routine matter, very few make discipline plans. Planning is essential to teaching well. Lesson planning is second nature to teachers. Lesson plans are part of a professional routine, and are done almost automatically when the need arises. However, planning for discipline is an entirely different story. The vast majority of teachers have learned or have been exposed to the steps involved in planning discipline programs, especially those to be used specifically with disruptive students. Because of teachers' frustrations, all we often hear is their complaining about how difficult the students really are. Such complaining may help to relieve the strain of dealing with difficult students, but it in no way helps to solve the problem. Planning your discipline efforts, and utilizing assertive principles, are as essential to teaching as a lesson plan. (Charles,128) Discipline planning will structure and guide classroom management efforts the same as lesson planning for academic efforts. Discipline plans are important and helpful to all teachers. Charles, urges to make discipline plans according to the following steps: Identify any existing or potential discipline problems, specify the behaviors you want the students to eliminate or engage in, decide on negative and positive consequences appropriate to the student and situation, and decide how to execute the negative and positive consequences. (Charles, 129) Discipline planning is the systematic applications of the assertive principles the teacher exhibits. It involves focusing your attention on any existing or potential discipline problems you may have. These discipline problems may involve an individual student, or a group of students, or an entire class. Having good discipline enables the teacher to deal assertively with their students. He or she will know how to maximize their potential influence to get their needs met, with more difficult situations it may be useful for the teacher to engage in problem-solving and discipline planning with peers, school psychologist, principle or anyone who may be familiar with the students or have successfully managed similar problems. One final area needed for discipline planning are special activities. Special activities are those activities the students do not consistently engage in, for example, field trips or assemblies. A day or so before such an activity, the teacher must have some basic discipline planning. Once again, the teacher must determine the behavior wanted and not wanted, the limit – setting and positive consequences, and how the program will be started. The assertive teacher recognizes the fact that he or she has wants and needs and has the right to get them met in the classroom. The teacher is also aware of the limitations and realizes that they have the right to ask for assistance, whether it is from the principle, parents, or peers. (Charles,37) The assertive teacher should be aware of the child's need for warmth and support. An assertive teacher is aware that a limit setting response must be delivered in as effective a manner as possible. Eye contact is very important when trying to get a point made. Whenever necessary, the teacher plans how to back up their limit setting statement with appropriate consequences. This is done in order to maximize the influence that his or her response can have on the behavior of the child. (Canter, 28) Whenever required, teachers should be prepared to back up their words with consequences in order to motivate the behavior of more difficult children. He or she is aware some children need more support than others and is prepared to give that child as much as they can. (Canter, 32). The children learn to trust and respect an assertive teacher. The children clearly know the parameters of acceptable and unacceptable behavior. This gives them an opportunity to choose how they want to behave while knowing fully what the consequences will be for their behaviors. This does not mean that every child will like an assertive teacher, and does not mean that every child will behave. Some children may still decide not behave for any reason. All that an assertive teacher can do by his or her behavior is try to establish an atmosphere where he or she maximizes the potential for a positive teacher – child relationship. The major area where being an assertive teacher helps a child is when the student has special needs or problems. This when a teacher needs to step things up a notch and become more assertive. Some teachers may lose track of their assertive potential, but they have to teach the child how to behave in the appropriate manner. (Canter, 46) One problem area where a child needs assertive discipline is when he or she is confronted with peer pressure. This is when the student's fellow peers force him or her to do something, like throw spit balls or make funny noises to win the approval of others. This problem can be solved by confronting the child and telling him what he or she is doing wrong. This problem can also be solved by giving out a punishment like, writing on the chalkboard or may be standing in the corner with his or her back turned to the rest of the class. If all else fails, the teacher may want to call the child's home and plan a conference with the student's parents. Though most teachers feel threatened and overwhelmed by parents, especially if they are pushy or manipulative, they need to take a stand and thoroughly explain the situation going on with their child. (Rich, 145) The teacher has to be assertive with the parents and the child. The teacher should not down grade the problems they are having with their child. Instead they should tell the parents the way things are. For instance a teacher should not call the child's parents and say, â€Å"we have a little problem with your son,† when in actuality, the child had a violent tantrum. The teacher should let the parents know that they need their cooperation to discipline the child at home for his tantrum. If the teacher does not tell the parents what they truly feel then the child's tantrum will be even worse the next time. The corner stone of assertive discipline is the potential positive influence teachers can have on the behavior of their students. † Hand in hand with influence goes responsibility. † (Canter, 57) When teachers accept the consequences of their potential influence they accept the consequences of their potential influence they accept the responsibility to choose, or not to choose, to utilize this potential for the best interest of both themselves and the students. Assertive teachers recognize the responsibilities they have for the children. They know they cannot assert themselves and get their needs and the children needs met. They know they can have the impact on their classrooms if they choose to do so. Other teachers choose not to accept the reality of their potential influence. Thus, they are confronted with the following situations: they place themselves in a powerless position. They view themselves as a helpless victim at the mercy of the students, their parents, the principle, and the school system. Such teachers become the complainers. They complain about everyone and everything that â€Å"victimize† them. Charles, 120) They end up blaming all of their problems on others, and never on themselves. Mandatory uniforms is an answer that some give to stop the recent and alarming rise in violence and drop out rates in our public schools. Those that support uniforms argue that uniforms disguise economic and ethnic backgrounds, so students are no longer jealous of others. The financial burden on parents is lifted. But do uniforms really give all of these benefits? Can just one change in public schools make them so much better? The wearing of uniforms in more of the nation's public schools has been a much-talked about issue recently, with President Clinton and several members of Congress voicing their support. Supporters of school uniforms say social and economic classes would no longer be revealed by students' clothing, schools will have more of a sense of community, and students' self-esteem will improve. Some gang members have hurt or murdered innocent people because of a colored item of clothing they chose to wear. Proponents assert that uniforms will reduce this type of violence in schools and, therefore, make classes safe and orderly. Uniforms have been shown to reduce absentee rates as well. In situations where there are several different financial backgrounds attending the same school students may be under pressure, and possibly ridiculed because of failure to conform to the latest fashion trends. Everybody wearing the same styles of clothes might eliminate that. In response to growing levels of violence in our schools, many parents, teachers, and school officials have come to see school uniforms as one positive and creative way to reduce discipline problems and increase school safety. They observed that the adoption of school uniform policies can promote school safety, improve discipline, and enhance the learning environment. As a result, many local communities are deciding to adopt school uniform policies as part of an overall program to improve school safety and discipline. California, Florida, Georgia, Indiana, Louisiana, Maryland, New York, Tennessee, Utah and Virginia have enacted school uniform regulations. Even though social and economic barriers can be torn down, some schools have not had as much success. In fact, implementing mandatory school uniforms can be dangerous because it provides the community with a false sense of security. It is like putting a small bandage on an enormous wound, instead of attempting to find ways to truly deal with the bleeding. Although this can happen, uniforms prove to continue to be a success. In a recent study of uniforms in Georgia Schools, eighty percent of students stated that they did not feel that the uniforms reduced fights and 68. % felt that uniforms did not help to make them feel a part of school. I myself would not feel at any way individually squashed if I were made to wear a uniform. Everyone must look at the main issue pertaining to this topic. Our lives, without our individuality is meaningless. I would be more than willing to wear a uniform to school and be safe and let my personality express my individualism, and be judged for what I am than to be judged and be put into a life threatening situation for what color I was wearing.

Short Story - 1192 Words

Its just an ordinary Tuesday at the New York Police Department. No big crimes were committed this week, everyone and everything seemed to be typical. Hey Cait, hows it going with the detective stuff? asked Beth. Beth, you know I hate to talk about this when no crime is happening in the streets. It makes me feel so anxious about what is going to happen, uttered Caitlynne. Ugh, you always say that. Why did you join the police force anyways? spoke Beth. Well, I wanted to help people since I was very young, said Caitlynne in a dreamy way. Oh well, see you later Cait! Beth said cheerily. Bye, said Caitlynne. At 12:20, something happened. Lorraine West called the police that her friend, Nicole Fields, is kidnapped. Detective†¦show more content†¦A gold plated lipstick holder with the letters CT engraved on it was left at the scene. Only one suspect came into mind. Charlotte Tress. Caitlynne remembered her because Charlotte stabbed two girls and almost choked another girl to death. Popular girls used to bully her before and she hated them ever since. Plus, the lipstick holder also has Charlottes initials on it. Beth, can you scan if there are any of Charlottes fingerprints on the lipstick holder? asked Caitlynne. Sure thing Cait, Beth said. She looked at the results showing only Peytons fingerprints on it. Well, that could make sense, said Caitlynne to herself. She could have been wearing gloves,. Later, the next day, the same thing happened. Another girl named Melanie Adkins gets kidnapped around 7:45 near the corner of an alleyway. Tobais Greene comes in as a witness and told Caitlynne that he was her ex-girlfriend. She studied his file and saw that he had many reports from his ex-girlfriends, they all dumped him because of his excessive love. She got a deep in the gut feeling not to trust him. She lists him as one of the suspects. When Caitlynne went to the crime scene, Beth told her that Melanies pink purse was found. Something unusual happened Saturday m orning. The anonymous kidnapper released Peyton by sending an anonymous text to everyone at the police station where she is. if weShow MoreRelatedshort story1018 Words   |  5 Pagesï » ¿Short Stories:  Ã‚  Characteristics †¢Short  - Can usually be read in one sitting. †¢Concise:  Ã‚  Information offered in the story is relevant to the tale being told.  Ã‚  This is unlike a novel, where the story can diverge from the main plot †¢Usually tries to leave behind a  single impression  or effect.  Ã‚  Usually, though not always built around one character, place, idea, or act. †¢Because they are concise, writers depend on the reader bringing  personal experiences  and  prior knowledge  to the story. Four MajorRead MoreThe Short Stories Ideas For Writing A Short Story Essay1097 Words   |  5 Pageswriting a short story. Many a time, writers run out of these short story ideas upon exhausting their sources of short story ideas. If you are one of these writers, who have run out of short story ideas, and the deadline you have for coming up with a short story is running out, the short story writing prompts below will surely help you. Additionally, if you are being tormented by the blank Microsoft Word document staring at you because you are not able to come up with the best short story idea, youRead MoreShort Story1804 Words   |  8 PagesShort story: Definition and History. A  short story  like any other term does not have only one definition, it has many definitions, but all of them are similar in a general idea. According to The World Book Encyclopedia (1994, Vol. 12, L-354), â€Å"the short story is a short work of fiction that usually centers around a single incident. Because of its shorter length, the characters and situations are fewer and less complicated than those of a novel.† In the Cambridge Advanced Learner’s DictionaryRead MoreShort Stories648 Words   |  3 Pageswhat the title to the short story is. The short story theme I am going conduct on is â€Å"The Secret Life of Walter Mitty’ by James Thurber (1973). In this short story the literary elements being used is plot and symbols and the theme being full of distractions and disruption. The narrator is giving a third person point of view in sharing the thoughts of the characters. Walter Mitty the daydreamer is very humorous in the different plots of his dr ifting off. In the start of the story the plot, symbols,Read MoreShort Stories1125 Words   |  5 PagesThe themes of short stories are often relevant to real life? To what extent do you agree with this view? In the short stories â€Å"Miss Brill† and â€Å"Frau Brechenmacher attends a wedding† written by Katherine Mansfield, the themes which are relevant to real life in Miss Brill are isolation and appearance versus reality. Likewise Frau Brechenmacher suffers through isolation throughout the story and also male dominance is one of the major themes that are highlighted in the story. These themes areRead MoreShort Story and People1473 Words   |  6 Pagesï » ¿Title: Story Of An Hour Author: Kate Chopin I. On The Elements / Literary Concepts The short story Story Of An Hour is all about the series of emotions that the protagonist, Mrs. Mallard showed to the readers. With the kind of plot of this short story, it actually refers to the moments that Mrs. Mallard knew that all this time, her husband was alive. For the symbol, I like the title of this short story because it actually symbolizes the time where Mrs. Mallard died with joy. And with thatRead MoreShort Story Essay1294 Words   |  6 PagesA short story concentrates on creating a single dynamic effect and is limited in character and situation. It is a language of maximum yet economical effect. Every word must do a job, sometimes several jobs. Short stories are filled with numerous language and sound devices. These language and sound devices create a stronger image of the scenario or the characters within the text, which contribute to the overall pre-designed effect.As it is shown in the metaphor lipstick bleeding gently in CinnamonRead MoreRacism in the Short Stor ies1837 Words   |  7 PagesOften we read stories that tell stories of mixing the grouping may not always be what is legal or what people consider moral at the time. The things that you can learn from someone who is not like you is amazing if people took the time to consider this before judging someone the world as we know it would be a completely different place. The notion to overlook someone because they are not the same race, gender, creed, religion seems to be the way of the world for a long time. Racism is so prevalentRead MoreThe Idol Short Story1728 Words   |  7 PagesThe short stories â€Å"The Idol† by Adolfo Bioy Casares and â€Å"Axolotl† by Julio Cortà ¡zar address the notion of obsession, and the resulting harm that can come from it. Like all addictions, obsession makes one feel overwhelmed, as a single thought comes to continuously intruding our mind, causing the individual to not be able to ignore these thoughts. In â€Å"Axolotl†, the narr ator is drawn upon the axolotls at the Jardin des Plantes aquarium and his fascination towards the axolotls becomes an obsession. InRead MoreGothic Short Story1447 Words   |  6 Pages The End. In the short story, â€Å"Emma Barrett,† the reader follows a search party group searching for a missing girl named Emma deep in a forest in Oregon. The story follows through first person narration by a group member named Holden. This story would be considered a gothic short story because of its use of setting, theme, symbolism, and literary devices used to portray the horror of a missing six-year-old girl. Plot is the literal chronological development of the story, the sequence of events

Richard III and Lady Anne Why Do They Marry

How does Richard III convince Lady Anne to marry him in Shakespeare’s Richard III? At the beginning of Act 1 Scene 2, Lady Anne is taking the coffin of her late husband’s father King Henry VI to his grave. She is angry because she knows that Richard killed him. She also knows that Richard killed her late husband prince Edward: â€Å"To hear the lamentations of poor Anne wife to thy Edward, to thy slaughtered son, stabbed by that selfsame hand that made these wounds†(Act 1, Scene 2) She curses Richard to a series of horrible fates: â€Å"Cursed the blood that let this blood from hence. Cursed the heart that had the heart to do... If ever he have child, abortive be it...If ever he have wife, let her be made more miserable by the death of him that I am by my young lord and thee.†(Act 1, Scene 2) Little does Lady Anne know at this point but as Richard’s future wife she is also cursing herself. As Richard enters the scene Anne is so vehemently against him that she compares him to the devil: â€Å"Foul devil, for God’s sake hence and trouble us not†(Act 1, Scene 2) Use of Flattery So how does Richard manage to convince this woman who hates him to marry him? At first he uses flattery: â€Å"More wonderful, when angels are so angry. Vouchsafe, divine perfection of a woman† (Act 1, Scene 2) Anne tells him that he can make no excuses and the only sufficient way to excuse himself would be to hang himself. At first, Richard tries to deny killing her husband and says that hanging himself would just make him look guilty. She says that the King was virtuous and mild and Richard says that therefore, heaven is lucky to have him. Then Richard changes tack and says that he wants Anne in his bedchamber and that she is responsible for her husband’s death because of her beauty: â€Å"Your beauty was the cause of that effect – your beauty that did haunt me in my sleep to undertake the death of all the world so I might live one sweet hour in your sweet bosom.†(Act 1, Scene 2) Lady Anne says that if she believed that she would scratch the beauty away from her cheeks. Richard says that he would never stand by to watch that, it would be a travesty. She tells Richard she wants revenge on him. Richard says it is unnatural to want revenge on someone who loves you. She answers that it is natural to want revenge on someone who killed your husband, but he says that not if his death helped her to gain a better husband. Lady Anne is still not convinced. Richard humbles himself to Lady Anne saying that her beauty is such that if she rejects him now he may as well die as his life is worthless without her. He says that everything he did was for her sake. He tells her to be less scornful: â€Å"Teach not thy lip such scorn, for it was made for kissing lady, not for such contempt.†(Act 1, Scene 2) He offers her his sword to kill him, he tells her that he did kill the King and her husband but that he only did it for her. He says to kill him or to take him as her husband: â€Å"Take up the sword again or take me† (Act 1, Scene 2) Close to Death She says she will not kill him but that she wishes him dead. He then says that all the men he killed he did in her name and if he was to kill himself he would be killing her true love. She still doubts him but seems to be becoming convinced by Richard’s professions of love. She reluctantly agrees to take his ring when he offers it to her. He puts the ring on her finger and asks her to do him the favor of going to Crosby House while he buries her father in law.   She agrees and is happy that he is finally penitent for his crimes: â€Å"With all my heart – and much it joys me too, to see you are become so penitent† (Act 1, Scene 2). Richard can’t quite believe that he has convinced Lady Anne to marry him: â€Å"Was ever woman in this humour wooed? Was ever woman in this humour won? I’ll have her, but I will not keep her long†(Act 1, Scene 2) He can’t believe she will marry him â€Å"whose all not equals Edward’s moiety† and who is halting and â€Å"misshapen†. Richard decides to smarten up for her but intends to kill her in the long run. He does not believe he is lovable enough to acquire a wife, and because he manages to woo her in such circumstances he respects her less.

Essay about War in Christianity and Islam - 629 Words

War in Christianity and Islam Does such a combination of words as a war in the name of God make sense? The main principles, which underlie Christianity and Islam, are those of goodness, kindness, lack of aggression and respecting certain moral laws. Christianity and Islam provide human society with a code of ethics, which totally rejects war because it is something violent, inhumane and cruel. Still, over the course of human history many wars have been justified with religion and with imposing the right faith. Because of misunderstanding of certain parts of religion or deliberate misuse of it European and Islamic states have often used violence to fulfill their goals. Through the years the idea that Islam is an aggressive†¦show more content†¦This is a sad example of how such a supreme and spiritual concept as the religion can be turned into a weapon for destruction. All this should not make us consider Islam a violent religion because its nature calls for love, not for war. Certain concepts and ideas are misinterpreted and as religion traditionally has strong influence over Muslims many people get a wrong impression of the essence of Islamic religion. On the other hand, Christianity has been generally considered as a very peaceful religion. Indeed, it really promotes supreme moral values and ethical behavior. Let us not forget what Jesus told to his followers: if any one strikes you on the right cheek, turn to him the other also. However, this was not the case for Christian Europe in the Middle Ages and even later. Leaders often justified their cruel conquests with religion and the will of God. The most striking example is that of the Crusades. For many years they served as an emblem of the power of Christianity and the desire to make the world Christian. Christian forces killed people and destroyed villages to bring enlightenment to these lands. They did just what Jesus taught his disciples not to do. Instead of enlightening the rest of the world through higher culture and a developed system of virtues and morals, they brought death and devastation. The idea of spreading the influence of Christianity might have beenShow MoreRelat edChristianity vs. Islam1148 Words   |  5 PagesSwords clash, bombs explode, and governments disintegrate; the world is at war and God is the Commanding General for both sides? Past, present, and future, there is in fact a Holy War being waged. The combatants are not your typical organized armies, they are bodies of faith. Religious conflict has been a staple of existence since the beginning of time. Ted Hodges, expert in conflicts in history, said â€Å"Some of the worst wars, mass murders, and other outbreaks of violence in history have been motivatedRead MoreGlobal Religions of Christianity, Islam, and Buddhism1054 Words   |  4 Pagesnew, global religions such as Islam, Buddhism, and Christianity. The spread of these new religions all shared certain unique aspects of spreading. These three religions shared what made them global and universal. Christianity, Islam, and Buddhism, fit the definition of world religion for the reasons that they each were not culturally specific nor gender specific, incorporated other religions and appealed to all social classes and these religions spread by way of war and conquests, trade, elite sponsorshipRead MoreThe Middle East1289 Words   |  6 Pagessystems in the variety of cultures. There are three major religious based out of the middle east, Judaism, Christianity, and Islam. Why do these religions have such a rift between them, if their principles are similar? All three of the religions have similar qualities, and many differences, but is that still a reason to compete with each other the way that they do? Christianity, Judaism, and Islam all pray to one God, recognize Jesus Christ,share the Old Testament and carry Holy books. They shareRead MoreCompare and Contrast Christianity and Islam921 Words   |  4 PagesContrast Christianity and Islam In Wikipedia religion is definedâ€Å"A religion is an organized collection of beliefs, cultural systems, and worldviews that relate humanity to an order of existence.† There are approximately more than four thousand religion in the world. Christianity and Islam are part of the major significant religion. Christianity was founded by Jesus Christ approximately 2,000 years ago; Christianity is one of the most influential religions in world history. Christianity developedRead MoreEssay about Islamic Religion1745 Words   |  7 PagesIslamic Religion Islam has been characterized inequitably by historians and the media as a religion of violence. Islam was mainly spread through Arab territorial conquests. Upon examination, it is not fair to make the generalization that Islam is a religion of violence. One can see when looking at world religion on a whole that Islam was no more violent than any other religion. In fact, not only is Islam not a fundamentally violent philosophy, but we can also see that many other religions normallyRead MoreHow Did Christianity Become A Major World Religion?1660 Words   |  7 PagesHow did Christianity become a major world religion? Saint Paul had a huge impact on the development of Christianity. He spread the word of Christianity throughout the Roman Empire by visiting synagogues, preaching, and writing letters. Without Saint Paul, Christianity would not have been a major religion of the world, instead, another would have likely taken its place. Saint Paul, originally named Saul, was a crucial part in the development of Christianity. Paul, who was born in Tarsus, CiliciaRead MoreThe World Views Of Islam And Christianity1115 Words   |  5 PagesIslam and Christianity This term we have covered a reasonable amount of materials based on the different types of religions in the world. There are many religions that have strong views and principles, and in order to understand them we must have an open mind and a true understanding of their beliefs. For the purpose of this essay, I will focus on the world views of Islam and compare it to Christianity. Part I Islam is a traditional monotheistic religion that urbanized in the Middle East, CommonRead MoreThe Effects Of Religious Persecution On The Middle Eastern Countries1353 Words   |  6 Pagesreligious wars and persecution and burning heretics at the stake,† John Shelby Spong, a retired American bishop of the Episcopal Church, stated about religious persecution circumnavigating the globe. In today’s world persecution is a natural reaction to any kind of foreign belief established in a country that is governed by the it’s original religious foundation. An example of this would involve, ISIS terrorizing smaller religious groups like the Yazidi people who practice a form of Islam, but thenRead MorePaper 2 - the Growth of Contemporary Christianity in Sudan1584 Words   |  7 PagesPAPER 3 – THE GROWTH OF CONTEMPORARY CHRISTIANITY IN SUDAN PRESENTED TO PROFESSOR MARK NICKENS FOR CHHI 302 – DO1 BY REV. JOSEPH T. WHITAKER, III LU23755920 LIBERTY UNIVERSITY LYNCHBURG VIRGINIA NOVEMBER 29, 2014 1 TABLE OF CONTENTS INTRODUCTION--------------------------------------------------------------------------------------------2 Read MoreChristianity and Islam Essay948 Words   |  4 PagesChristianity and Islam are the two largest religions in the world, founded upon the principal belief that there is one God who created the world. Nevertheless, both ideologies have their own accounts that have contradicted each other since their beginnings. As time changed these religious sects have undergone a numerous number of events that question their validity and have led to controversy in recent years. Unequivocally both sects differ in many significant fragments of their doctrines

Micro-Organism Biology of Mosquitoes - Click to Solution

Question: Discuss about the Micro-Organism for Biology of Mosquitoes. Answer: Micro-organisms are living organism which is too small to be seen by naked eye and is visible under a microscope. It may be unicellular or multi-cellular or in clusters. It is present everywhere on earth and plays a significant role in maintaining the ecosystem. It helps in oxygen production, decomposition of organic material, providing nutrient to plants and marinating health. But some are pathogenic and cause disease in plants and humans. The microorganism is classified into six types according to their specific function. Each type has their own cellular composition, morphology, locomotion and production. The features of different kinds of micro-organisms are as follows: Bacteria: These are a prokaryotic unicellular organism. Its cell wall is made up of peptidoglycan, and they divide by binary fission. According to shapes, it is classified in to four types-bacillus (rod-shaped), coccus (spherical), spirilla (spiral) and Vibrio (curved shape). They locomote using flagella. It is also classified as gram positive and gram negative bacteria due to a difference in cell wall structure and a way the structure stains. According to gaseous exchange, it is divided into anaerobic, aerobic and facultative anaerobes. It is also divided into heterotrophs, autotrophs or saprophytes according to the way they utilize energy. Archaea: One feature that distinguishes archaebacteria from true bacteria is its cell wall structure. It lacks peptidoglycan in their cell wall. They can survive in adverse environmental condition. Based on these characteristics, it is divided into halophiles (living in the saline environment), thermophiles (found in extremely hot temperature), psychrophiles (living in cold-temperature) and methanogens (methane-producing organisms). They utilize different energy sources like hydrogen, carbon dioxide, and sulfur. They use sunlight using bacteriorhodopsin pigments (Madigan et al. 2012). Fungi: Fungi like mushrooms, molds and yeast are eukaryotic organisms. These are multi-cellular, and cell wall is composed of chitin. They may be decomposers absorbing organic material from environment, symbionts having a symbiotic reaction with plants and parasite harming the host. Absorption takes place by hyphae and release of spores. Protozoa: These are unicellular eukaryotes. They obtain nourishment through the specialized structure, and their cell wall is composed of cellulose. They have a whip like flagella, tiny cilia, and pseudopodia for locomotion. There is great diversity in protozoa and different means of nutrition (Lwoff 2014). Algae: Algae or Cyanobacteria may be unicellular or multicellular. They live in a damp environment and obtain nourishment by photosynthesis. Viruses: Virus is non-cellular consisting of DNA or RNA and surrounded by a protein coat. Although they are microgorganism they also behave as the non-living organism. This is because it does not reproduce outside host cells and they cannot metabolize on their own (Hattaf et al., 2012). Some microorganism is beneficial for humans while some may be harmful and cause diseases. Commensal is organism that causes no harm to host cells. The human gut contains a variety of microorganism, but there may be some bacteria in food which has a beneficial effect on health. They are commensal bacteria and have a probiotic effect. They supply the host with necessary nutrients and defend against pathogens (Kamada et al. 2013). Pathogens have a contrasting role from commensals. These are harmful microorganism responsible for the causing major diseases in humans and plants.They invade the host through different pathways and reproduce inside the host to cause different diseases (Ostfeld 2015). Microbes are present everywhere in the environment. They develop the ability to adapt to the different environmental condition. They are transmitted in the environment in various ways for their survival. Disease or infection occurs when microbes are transmitted from one person to another by coughing or sneezing. The microbes travel through the air to other person and causes diseases like common cold, flu and tuberculosis. Close contact with body parts also passes germs from one individual to others. Examples are HIV, which causes AIDS and Neisseria gonorrhea which causes gonorrhea. These microbes move to another person through sexual intercourse. Bacteria also enter the body by touching infectious materials like feces. Rotavirus and Giardia lambia are passed through this way. It may also be transmitted through droplet transmission and contamination of soil and water. Example Pseudomona aeruginosa grows in the warm and moist area (Clements 2012). Microbes gain access to entry and exit of the human body through two ways-by mucosal surface within the body such as respiratory tract, digestive or urinary tract and by epithelial surfaces such as damaged skin due to insect bites or wounds. As they enter the body, they invade and infect the host cell and then escape. Horizontal transmission takes place by body surface or through the blood stream. Vertical transmission occurs by the placenta during birth or by the colostrums. Infectious diseases are caused by microorganisms like virus, bacteria, fungi and parasites. The disease does not occur abruptly after entry into the human body. It follows a series of events which lead to the appearance of diseases. This chain consists of pathogens, mode of transmission, route of entry and a susceptible host to infect. The pathogen is the first link in the infection chain. Immune systems in the body also act to fight against the entry of foreign body. The level of exposure that leads to diseases depends on the virulence of microorganism, the resistance of host cell and amount of microorganism entering into the body. Certain groups of people are more vulnerable to infection because of weak immune systems. Example are children, elderly and immune-compromised patients (Nash et al. 2015). The chain of events includes entry of infectious agent into a susceptible host, exit, and transmission to the new host. All the events occur in chronological order for an infection to develop. The first step is colonization when microorganism enters the body, grows and multiplies. Entry occurs through wounds or oral mucosa. Some colonize at the site of entry while many migrate to cause systemic infection in different organs. The disease occurs when the immune system cannot destroy pathogen and pathogens enter the body to cause damage by release of toxins or destructive enzymes. Example-Clostridium tetani release toxins that paralyze muscles. Continuous infection occurs only when the body is not able to fight the pathogen after initial infection. For repeating any infectious cycle in the new host, pathogens have to leave existing reservoir and cause infection in the new host. Route of transmission of infection has already been discussing above. For a disease to occur, organism attache s to the target site, multiply rapidly and obtain nutrients from host cells and survive an immune attack from host cells. This multiplication of microorganisms leads to an appearance of various symptoms in the human body which helps to diagnose diseases. Example Escherichia coli causes cystitis and Clostridium tetani causes tetanus (Anderson 2013). All infection does not lead to disease because of the role of the immune system. The immune system consists of a network of cells, tissues and organs that function together to protect the body against diseases. White blood cells or leucocytes stored in spleen and bone marrow fight aginst antigen entering the body. Phagocytes engulf foreign body, and lymphocytes develop memory after initial infection to give a quick response in case of the second invasion by pathogens. B lymphocytes and T lymphocytes destroy the antigens entering into the body. When antigens are detected, it triggers the B lymphocyte to produce antibodies which bind to specific antibodies. This antibody remains in the immune system and gives a speedy response if the particular antigen is encountered again. That is why a person infected with chickenpox does not get the disease again (Parham 2014). This section will discuss logical sequence of symptoms, cause and treatment of malaria. This disease is transmitted by the bite of Anopheles mosquito. This infected mosquito carries the parasite Plasmodium vivax. When a mosquito bites any person, the parasite enters the bloodstream, travels to the liver and matures. After many days, the mature parasites enter and infect red blood cells. These parasites multiplies in the blood cell and burst out. The symptoms develop after 2-4 weeks of infection (Gazzinelli et al. 2014). Common symptoms include shivering, high fever, vomiting, nausea, headache, muscle pain, etc. The disease is confirmed by physical examination which detects enlargement of spleen or liver. The condition can be avoided by taking anti-malarial drugs and using mosquito repellents to prevent mosquito bites. The medicines for malaria are chloroquine, quinine, etc. which are active against the parasites formed in blood. Treatment also depends on the type of infecting parasit e, the area of infection and accompanying illness of the patient (Breman and OMeara 2015). From the whole study, it can be concluded that the essay gave a detailed explanation of the relationship between microorganism and diseases. It gave the feature of common types of bacteria and explained the role of commensal and pathogens. It highlighted the ways microorganisms are transmitted and their route of entry into human body to cause diseases. It discussed the chain of events that lead to the manifestation of disease symptoms starting from entry pint of the pathogen. It also gave an example of cause and treatment of one infectious disease. Reference Anderson, R.M., 2013.The population dynamics of infectious diseases: theory and applications. Springer. Breman, J.G. and OMeara, W.P., 2015. Intermittent preventive treatment for malaria in infants: moving forward cautiously [editorial].Journal of Infectious Diseases,192, pp.1869-1871. Clements, A.N., 2012.The biology of mosquitoes, Volume 3 Transmission of viruses and interactions with bacteria(Vol. 3). Cabi. Gazzinelli, R.T., Kalantari, P., Fitzgerald, K.A. and Golenbock, D.T., 2014. Innate sensing of malaria parasites.Nature Reviews Immunology,14(11), pp.744-757. Hattaf, K., Yousfi, N. and Tridane, A., 2012. Mathematical analysis of a virus dynamics model with general incidence rate and cure rate.Nonlinear Analysis: Real World Applications,13(4), pp.1866-1872. Kamada, N., Chen, G.Y., Inohara, N. and Nez, G., 2013. Control of pathogens and pathobionts by the gut microbiota.Nature immunology,14(7), pp.685-690. Lwoff, A. ed., 2014.Biochemistry and physiology of Protozoa. Elsevier. Madigan, M.T., Martinko, J.M., Stahl, D.A. and Clark, D.P., 2012. Cell structure and function in Bacteria and Archaea.Brock biology of microorganisms, p.49. Nash, A.A., Dalziel, R.G. and Fitzgerald, J.R., 2015.Mims' pathogenesis of infectious disease. Academic Press. Ostfeld, R.S., 2015. Interactions between mammals and pathogens: an introduction.Journal of Mammalogy,96(1), pp.2-3. Parham, P., 2014.The immune system. Garland Science.

The Importance of Similarity in Building a Friendship free essay sample

What are the aspects of a real friendship? Usually people become friends when someone likes the qualities of another person, and he is attracted to the other because he saw in him similar aspects, and he found in this friend the person that he wants to be through his personality and appearance. Friendship is founded on a similarity of attitudes and behaviors between people. Some people do not agree with this supposition and think that friendship could be made between different people who are not similar to each other. Unlike others who support the idea that they cannot be friends with people who are not same in their attitudes and behaviors. My point of view is the second idea. I agree that people cannot be friends if they are not similar. There are several reasons which led me to think like that. First of all, friendship is an empathy between friends. We will write a custom essay sample on The Importance of Similarity in Building a Friendship or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Also, this relationship is created by sharing and enjoying life. Finally, people who say they have friends that are not similar forgot that, later, the influence of each person on the other leads to similarity. First, the empathy between friends is the most important characteristic of a relationship. They need to understand each other. You cannot be involved in a friendship if you are not empathetic with your supposed friend, and you feel a distance between you two. Later a lot of problems will appear, and you cannot continue that relationship. For example, when I came to New York, I met some classmates who I tried to make a friendship with. These people were from different countries and cultures. One of them was ejected from the group because he was not involved with the others. We felt that this classmate was selfish and used people just to spend a good time. He was always present when we hung out, but we never saw him when someone needed help. Because we felt this, we could not be friends, and that shows empathy is a result of the similarity between friends. Next, there is sharing activities and enjoying life together because If people are similar they can share activities and enjoy life. If not, they cannot do activities together because one of them doesn’t want to do what he dislikes just to please his friend. Even if he tries to do it, he will not enjoy it, and later he will be tired to do what he doesn’t like. Therefore, the relationship will be damaged. But if they are similar, they will enjoy sharing these activities. As a result, they will enjoy their lives together and not feel that they forced themselves to do what they don’t like just to please their friends. For instance, one of my friends in New York couldn’t stay in a relationship with me and my friends because we saw him only in class. He never came with us to play pool, go bowling, or play soccer. We enjoyed life together, but he couldn’t follow our routine. Unconsciously, he chose to be far from us. If people are not similar, they cannot share and enjoy life together. Finally, there is the possibility to build a friendship with people who are not similar, but they forget their influences on each other. Of course, there are some friends who are not similar, and they accept each other, but the fact they accept the attitudes and behaviors of each other leads them to become similar through their relationship. Afer time they will be influenced by each other because in the beginning of the relationship each one liked something in the other and hoped to be like the other. If there is no influence, the relationship cannot endure for a long time because people can’t accept friends’ qualities, behaviors, and manners which are against their own principals. In this context, I want to give an example about my best friend in whole my life. I have a friend named Malik. When I met Malik, I hated him. He made fun of people, was smoking drugs, and he complained about all things. I was different. I never smoked drugs, I respected all people and I tried to enjoy my life. One time, I met him at a cafeteria of my college and we played a card game together. It was the first time I got close to him. Soon, we became best friends. He stopped doing drugs, and now he respects everyone, and he became a wiser man more than me I think. I think these changes in his attitude and behaviors were the result of my influence on him. In conclusion, people search and try to find a real friendship that can maintain throughout their lives. Sometimes some of them find themselves in the personality of other people and they become friends. This attraction leads to understanding the basis of a real friendship. People tend to select their friends depending on their similarities in their attitudes and behaviors. Some people do not agree and support the idea that friends could be not similar. On the other hand, other people agree that similarity is a condition for a real relationship, and I am one of those people. Friendship needs empathy for people to be on in the same wavelength. If not, friends will have in a lot of problems and misunderstandings. Empathy is a result of the similarity. Also, friendship needs sharing the same interests between friends. If not, a great part of your life has to be lived without sharing activities and enjoying life with your friends. Maybe people who believe that they don’t need to be similar when making a friendship forgot the fact of the influence that fuses the differences between them and leads these friends to be more similar.