The Old Testament vs the New Testament in The Scarlet Letter (OLD) and Essay

The Old Testament vs the New Testament in The Scarlet Letter (OLD) and Moby Dick (NEW) - Essay Example The effect of sin upon the human soul is the prevailing theme in Nathaniel Hawthorne’s Book: â€Å"The Scarlet Letter† and he examined the unforgiving attitude of the Puritans towards sin in their treatment of adulteress Hester Prynne and their cruel punishment, which is akin to the harsh punishment and judgmental attitude of God as portrayed in the Old Testament. On the other hand, the book â€Å"Moby Dick† was written during the era of Protestantism when people were exhorted rather than coerced into conventional morality, where independence of thought and religion had set in and man was allowed a greater degree of flexibility in the wages for his sin, as exemplified in the New Testament through the teaching of Jesus where even the most grievous sinner could seek and find forgiveness. The quality of flexible thought is portrayed in the differing perspectives of the white whale that are presented in the book, Mody Dick. It may be viewed as an agent of evil or of good, depending upon the perspective of the viewer. This is the essence of the difference between the Old and New Testaments as well. As opposed to the harsh wages of sin in the Old Testament, the New Testament offers forgiveness to those who believe, therefore the wages of sin will depend upon the attitude of the sinner. The contrast between the attitude towards sin that is reflected in the old and New Testament is also revealed in the two works â€Å"Scarlet Letter† and â€Å"Moby Dick† with the former representing the path of the Old Testament and the latter the path of the New Testament. Hawthorne’s book centers around a female protagonist Hester Prynne, whose husband is captured in America and is away for many years. Hester commits adultery but refuses to divulge the name of her partner, who is later revealed to be none other than the priest of the community – Arthur Dimmesdale. Hester is publicly humiliated by the rigid Puritan society

Alternative Benchmarking Essay Example | Topics and Well Written Essays - 500 words

Alternative Benchmarking - Essay Example Lester Electronics had an exclusivity agreement to purchase its electronic supplies from Shangwa – Electronics which helped the firm obtain low-cost merchandise. This type of agreements is a common occurrence in the business world. Toyota Corporation is one of the largest car manufacturers which in 2007 sold over 8.5 million vehicles worldwide (Toyota, 2008). Toyota Corporation signed an exclusive contract in 2002 with BHP Billiton to supply the firm with its fleet of vehicles in its Australia operation to reduce overall transportation costs for this company (Bhpbilliton, 2005). Toyota is a firm constantly looking to negotiate deals and to get involve in project that will add value to the company. Two examples of negotiations between this firm and two other giants in the car manufacturing industry are the GM and Ford negotiations. In 2006 Toyota in order to top the efforts of its direct competitors, Nissan and Renault, the company seriously considered an alliance with General Motors (Isidore, 2006). The financial position of GM was the key variable that did not allow the deal to get done at the time. In early 2007 a partnership formation between Toyota and Ford was in the works to form a joint venture or partnership on powertrain technology (Krebs, 2007). The case study and the research into the automaker Toyota Corporation demonstrates the importance of the chosen capital structure of a company and the necessity to seek out alternatives to solve business issues to capitalize on business opportunities. A corporate business structure gives the management team and board of the directors of the firm the ability to make decision such as selling a portion of the business in the open market to finance projects that can generate income streams for a firm. Strategic alliances are great alternative for companies that do not involve an equity commitment which makes this strategic choice very popular in the international

The Popularity of Teachers Essay Example for Free

The Popularity of Teachers Essay Teacher education is a commonly studied predictor of quality in early childhood classrooms and it has been consistently associated with teacher effectiveness in early childhood classrooms (Bowman et al., 2001; de Kruif et al., 2000; Helburn et al., 1995). Teachers can be popular just because they are friendly and helpful, but to be truly professional and effective they need other qualities. Students may not be able to put their finger on just why one teacher is more effective than another but we need to be able to identify the skills and behavior we require in a true professional. Teachers can be popular just because they are friendly and helpful, but to be truly professional and effective they need other qualities. Students may not be able to put their finger on just why one teacher is more effective than another but we need to be able to identify the skills and behavior we require in a true professional. Proper preparation is another crucial requirement of professionalism. When the teacher enters the classroom s/he should have all the required materials and the lesson plan ready. Nothing is sloppier than poor preparation. Interaction with the group needs professional standards of behavior: polite, firm and fair just about sum it up. And in orchestrating the class the teacher must give everyone their chance to contribute and should be flexible enough to modify lessons if they are obviously not going to plan. Indeed a fall-back position is part of good planning. It stands to reason also that teacher must observe punctuality and appropriate tidiness and dress: it is not possible to demand such behavior from students if the teacher doesn’t set the standards. Indeed I can remember occasions on which students have complained to me about â€Å"scruffy† teachers. Since the 1920s, the issue of teachers’ qualifications, which can guarantee their effectiveness, has been of concern for not only the science of Pedagogy, but also for those in charge of staffing schools with qualified professionals. As regards this issue, modern studies have revealed that the way in which a teacher carries out his work is determined by the union of  his personality traits and acquired knowledge. A â€Å"good teacher† should possess a wide range of qualifications, which could, schematically, be classified as follows: ÃŽâ„¢. Personality traits, attitudes and beliefs These include personality traits related to the professional role of a teacher, which can be nurtured and developed through initial education and continuous training (Whitty 1996: 89-90). Specifically, studies have shown that traits such as flexibility in terms of the appearance of students, a sense of humour, a sense of fairness, patience, enthusiasm, creativity, care and interest in the students, all contribute to the effectiveness of teachers (Malikow 2005, Harslett et al. 2000). These also include a teacher’s attitudes and beliefs on teaching, learning, his role, all of which affect the way he chooses, evaluates and comprehends the knowledge acquired, as well as the way he benefits from this knowledge in practice, as this very practice is shaped by that knowledge (Feiman-Nemser 1990, Schà ¶n 1983, Zeichner Liston 1996). The attitudes of teachers affect their degree of commitment to their duties, the way they teach and treat their students, as well as how they perceive their professional growth (Chen Rovegno 2000, DarlingHammond 2000). Specifically, teachers that have high expectations for their students and insist on promoting learning for all students tend to be more effective ( Malikow 2005, McBer 2000). Another factor which contributes to the effectiveness of teachers is a feeling of commitment to the job at hand (Coladarsi 2002) and interest in the personal life of students and their families (Harslett et al. 2000). Lastly, â€Å"knowledge of self† and contemplation are worth mentioning, in that they presuppose critical and careful reflection, on the part of the teacher, on his actions and self (Turner-Bisset 2001: 110-112). McBer (2000), from a series of interviews with teachers, identified 16 â€Å"professional characteristics†, including personality traits and individual attitudes, which she then classified into five groups: a) Professionalism: commitment, confidence, trustworthiness, respect;. b) Thinking: analytic and conceptual thinking; c) Expectations: disposal of achievement of high objectives, disposal for permanent comprehension of reality (e.g. the students, the order), and undertaking of initiatives; d) Leadership: flexibility, accountability, passion for learning; e) Relations with other:  fertile interaction with involved in the educational process, skills of common work, comprehension. ΙΙ. Pedagogical Skills and Knowledge Didactic and pedagogical skills are not only understood as familiarization with techniques that are then used mechanically, but also as the acquisition of routines which, without a doubt, every teacher needs in order to save time and energy for the more significant aspects of his work; at the same time, they refer to a set of theoretical principles and research data that lead to a variety of techniques and strategies which a teacher chooses and shapes, depending on the circumstances (for the discussion on teacher skills as an element of professional competency, see Beyer 2002: 311, Conczi et al. 1990, Oser et al. 2006: 1-7). A plethora of related studies shows specific actions by teachers which can be considered factors for their effectiveness. With regard to the teaching approach, it seems that the more effective teachers (McBer 2000, Jasman 2002, Anderson 2004): set realistic objectives, try and give incentives to students for learning, apply various teaching methods, select participative forms of teaching, test and create didactic material, present information in a clear manner, combine words with pictures, use various teaching aids, maximize teaching time through systematic measures (e.g. planning, reduced disturbances in the classroom), assign work that will stir the interests of the students, monitor and evaluate the progress of students, set evaluation criteria for students and inform the students about them, and provide feedback to the students. Another decisive factor in effectiveness is a teacher’s ability to recognize the diversity of students, to choose the best method possible for each student, and to create incentives for students (Harslett et al.2000). Yet another important factor is teachers’ cooperation not only with the students, but also with the parents of the students, their colleagues and the community at large (Jasman 2002). Lastly, effectiveness, to a great extent, depends on the way problems in the classroom are managed. Research shows that more effective teachers keep all happenings in the classroom in check, that they are constantly on alert, that they swiftly deal with any problem that may arise and that they adopt various ways of working with students (Everston and Randolph 1999, Wang et al. 1999). A basic qualification, whatever the case, is the acquisition of an extended body of  knowledge which contributes to the way the teacher performs in practice (Birman et al. 2000, Hawley Valli 1999). Generally, a teacher’s training is classified into three fields: subject knowledge, pedagogical and didactic studies, and teaching practice. However, what still needs to be defined is what should be taught in these educational fields, especially in pedagogical studies. A way to define the contents of â€Å"professional knowledge† is to provide answers to the following questions: â€Å"What makes up the pedagogical and didactic work of a teacher?† and â€Å"What knowledge type and qualifications are needed for a teacher to cope?†According to Shulman, pedagogical thought and action go through the following stages: a) understanding / perception; b) modification / transformation; c) teaching; d) evaluation; e) feedback; f) reflection. For a teacher to cope with the above, â€Å"professional studies† are required, that is: a) pedagogical content knowledge and b) curriculum studies (Shulman 1986, Shulman 1987: 14-19). Turner-Bisset suggests a course that would instil the necessary qualifications and focus on the following fields (Turner-Bisset 1999: 43-48, Turner-Bisset 2001): â€Å"substantive knowledge†, â€Å"syntactic knowledge†, beliefs about the subject, knowledge of curriculum, knowledge of contexts, knowledge of self, didactic training, knowledge of learners, knowledge of objectives and learning outcomes, general pedagogical knowledge, pedagogical-didactic amalgam and learning subject. This body of knowledge, that can guarantee a teacher’s expertise, is determined by existing conditions and contexts, as well as the personal experiences, beliefs and needs of each teacher, a fact that renders an a prior definition of this knowledge extremely difficult. Nevertheless, there are knowledge fields that constitute a necessary prerequisite for every teacher, or at least for a large part of them, (Meijer et al. 1999, Meijer et al. 2001), and which form the basic part of â€Å"professional knowledge†. These include: a) Subject knowledge: the teaching subject does not coincide with the corresponding science; however, teaching a particular subject requires familiarization with scientific knowledge. The way each scientific field is approached and studied is strongly defined by the job and duties defined in the job description. For such a specific comprehension of scientific knowledge as a way of teaching, familiarization with the science and its dimensions is necessary. A classification of the dimensions of scientific knowledge is the following (Kennedy 1990): i)  science content (opinions, axioms, facts, etc.). It relates to the â€Å"facts† and â€Å"principles† of the science being taught, from which the teacher derives appropriate examples, pictures, etc. for instruction; ii) relations, organization and structure of the contents of a scientific subject. This knowledge on the subject defines the way it is presented to the students, the questions that would pass on the knowledge in a better way, etc.; iii) the research methodology on the scientific field. This knowledge of the methodology contributes to a better choice by a teacher of the methods through which he will approach the subject, the exercises, the questions, etc.; iv) the procedures and ways that contribute to the generalization of the â€Å"truth†, explored in every scientific field and now being acknowledged (syntactic knowledge). Moreover, a teacher should be in a position to approach the subject being taught with specific questions, such as which social norms are connected to the subject, what is its relation to social issues and its value in everyday life (Kennedy 1990). He should also be in a position to diagnose misinterpretations of the knowledge offered by the students and fully comprehend the procedures required for the acquisition of the knowledge and skills connected to the subject being taught (Shulman 1987: 9, Perrone Traver 1996: 395-397, Darling–Hammond BaratzSnowden 2005: 14-16). An extra requirement for a teacher would be knowledge on every subject in the curriculum of the grade he teaches, as this allows him to adopt an interdisciplinary approach to the material, i.e. using pictures, analogies and knowledge acquired by students through other subjects (Ernest 1989). Finally, knowledge of the subject taught is related to a teacher’s beliefs. Research has shown that teachers’ effectiveness is strongly influenced by the opinion teachers have of the subject they teach (Askew et al. 1997, Medwell et al. 1998, Newton Newton 1998). Moreover, teachers with a more â€Å"holistic† outlook on the subjects they teach tend to be more effective (Turner-Bisset 2001: 28-29). b) Knowledge of learners: this comprises knowledge on the biological, social, psychological and cognitive development of students, on issues related to group dynamics and interaction between students as well as teachers and students, students’ behavioral problems, learning motivation, adjustment issues, learning difficulties, etc. c) Teaching methodology: a way to define the necessary qualifications of a teacher is to give a detailed description of the  teaching methodology. A schematic presentation of the specific structural elements of instruction follows: i) lesson planning, i.e. a teacher’s pre-lesson activities and actions (for example, organization of content into thematic units, transformation of teaching material into teachable knowledge, definition of teaching goals, methodological organization of teaching, time planning, selection of evaluation process). Planning can vary, depending on whether it is short-term (weekly lesson planning or unit planning) or long-term (for the entire semester or academic year); ii) teaching performance, i.e. enforcing the choices made during planning (didactic organization, teaching path, application of teaching forms, direct actions of the teacher, use of teaching methods and aids; iii) Evaluation of teaching, i.e. evaluating the results mainly by assessing student performance (e.g. goals, forms, basic principles, assessment techniques). d) Curriculum knowledge: the school curriculum is a tool, which, in a way, determines the didactic choices of a teacher. Teachers should, therefore, know the curriculum, textbooks, the rules and laws of the education system and, as a whole, the state’s role in education (Shulman 1986: 10, Shulman 1987: 9-10). At the same time, however, the demands of society today call for a critical approach to the curriculum and its adaptation to the needs deriving from context. e) General pedagogical knowledge: this field relates to the organisation of the classroom, to motivating and retaining students’ attention, pooling resources, learning theories and pedagogical theories. Shulman refers to â€Å"principles and strategic classroom management and organization, which exceed the knowledge of specific subjects† (Shulman 1986). This type of knowledge is nonetheless acknowledged, as it secures a framework of mental representations necessary for the comprehension and interpretation of the school classroom. Moreover, this knowledge is absolutely essential for lesson planning, as it guides the teacher’s didactic choices (Ernest 1989: 19-20). f) Knowledge of contexts: a teacher is called upon to evaluate the contexts in which he teaches and act accordingly, as his actions are defined by surrounding circumstances; in other words, there are no predetermined attitudes that would suit every occasion. Still, there are certain outlooks on reality, certain principles, research findings, that a teacher can use to interpret the context, as well as a host of techniques and strategies which can be used, depending on the  situation. Hence, knowledge of contexts refers to knowledge of the environment and the circumstances where a teacher is required to work: the school, the region, the state. Specifically, it comprises knowledge of the students and their family background, as well as the entire local community, education system, the organization and management of the school unit, the history and philosophy of education in every state, the institutional framework and administrative structure of education. g) Knowledge of â€Å"self†: a basic qualification of teachers, related to their views on their role, responsibilities, training and qualifications, rights and professional development, working conditions, values, and philosophy, etc. and is mainly connected to their professional development through reflection, to learning through their teaching experience, in relation to their working environment (Lambert 1984, Kagan 1992). The way teachers perceive their role defines not only their options, but also the way they comprehend, interpret and use this knowledge (Clandinin Connely 1987). In conclusion, the qualities that can ensure a teacher’s effectiveness are not the sum of his knowledge, but rather the link between the different types of knowledge he possesses. These types of knowledge do not simply coexist: they should form a complete, inseparable unit of knowledge (Kennedy 1990). The degree of connectivity between these separate types of knowledge sets apart a â€Å"competent† teacher from an â€Å"excellent† one, as a â€Å"competent† teacher manages to combine these knowledge forms in part, whereas an â€Å"excellent† teacher uses the knowledge deriving from each separate field most effectively (Turner-Bisset 2001: 131-141). FOREIGN STUDY A wide range of empirical studies examine the impact of teacher characteristics on teacher effectiveness in order to draw conclusions about the extent to which these characteristics are, in fact, linked with teacher performance. Greater clarity on the empirical evidence can inform the wisdom of current practice, guide state efforts as they struggle with No Child Left Behind compliance regarding teacher quality. The framework for this study includes five broad categories of measurable and policy-relevant indicators to organize the teacher characteristics assumed to reflect teacher quality. It is notable that findings for these characteristics frequently differ for  teachers at the elementary school level and teachers at the high school level and that the body of research on the subject of teacher quality suggests that the context of teaching matters (e.g., differences in grade levels, subject areas, and student populations). A refined understanding of how teacher attributes affect their performance across these different teaching contexts can be helpful in determining the range of potentially effective policy options. The highlights of the empirical evidence include: Teacher experience †¢ several studies have found a positive effect of experience on teacher effectiveness; specifically, the â€Å"learning by doing† effect is most obvious in the early years of teaching. Teacher preparation programs and degrees †¢ Research suggests that the selectivity/prestige of the institution a teacher attended has a positive effect on student achievement, particularly at the secondary level. This may partially be a reflection of the cognitive ability of the teacher. †¢ Evidence suggests that teachers who have earned advanced degrees have a positive impact on high school mathematics and science achievement when the degrees earned were in these subjects. †¢ Evidence regarding the impact of advanced degrees at the elementary level is mixed. Teacher certification †¢ Research has demonstrated a positive effect of certified teachers on high school mathematics achievement when the certification is in mathematics. †¢ Studies show little clear impact of emergency or alternative-route certification on student performance in either mathematics or science, as compared to teachers who acquire standard certification. Teacher coursework †¢ Teacher coursework in both the subject area taught and pedagogy contributes to positive education outcomes. †¢ Pedagogical coursework seems to contribute to teacher effectiveness at all grade levels, particularly when coupled with content knowledge. †¢ The importance of content coursework is most pronounced at the high school level. †¢ While the studies on the field experience component of teacher education are not designed to reveal causal relationships, they suggest positive effects in terms of opportunity to learn the profession and reduced anxiety among new teachers. Teachers’ own test scores †¢ Tests that assess the literacy levels or verbal abilities of teachers have been shown to be associated with higher levels of student achievement. †¢ Studies show the National Teachers Examination and other state-mandated tests of basic skills and/or teaching abilities are less consistent predictors of teacher performance. Given that many dimensions of teacher characteristics matter—preparation in both pedagogic and subject content, credentials, experience, and test scores—the findings from the literature imply that there is no merit in large-scale elimination of all credentialing requirements. Nor are improvements in teacher quality likely to be realized through the status quo. Most of the research does not seek to capture interactions among the multiple dimensions of teacher quality, and as a result, there are major gaps in the research that still need to be explored. Nor does the research fully address evidence about teacher quality at the elementary and middle school levels, in subjects other than mathematics, or among different populations of students (such as high poverty, English language learners, or special education). In opposition to those who propose to eliminate all requirements for entering the teaching profession, this analysis supports a judicious use of the research evidence on teacher characteristics and teacher effectiveness. The evidence indicates that neither an extreme centralized bureaucratization nor a complete deregulation of teacher requirements is a wise approach for improving teacher quality. What holds a great deal more promise is refining the policies and practices employed to build a qualified body of teachers in elementary schools, middle schools, and high schools; for disadvantaged, special needs, and advantaged students; and for math, science, languages, English, social studies, and the arts. Education policy makers and administrators would be well served by recognizing the complexity of the issue and adopting multiple measures along many dimensions to support existing teachers and to attract and hire new, highly qualified teachers. The research suggests that investing in teachers can make a difference in student achievement. In order to implement needed  policies associated with staffing every classroom—even the most challenging ones—with high-quality teachers, substantial and targeted investments must first be made in both teacher quality and education research.

Debate of Nature vs Nurture

Debate of Nature vs Nurture The historical debate regarding nature and nurture has been going on for years and is still unresolved. Many theorists believe what we have inherited and our genes, makes us the way we are and affects how we develop. Other theorists believe it is the way we are brought up and our experiences, that make us the way we are and how we develop. [1] Nature is the coding of genes in each cell in us humans determine the different traits that we have, more dominantly on the physical attributes like eye color, hair color, ear size, height, and other traits. However, it is still not known whether the more abstract attributes like personality, intelligence, sexual orientation, likes and dislikes are gene-coded in our DNA, too. [2] The nurture theory holds that genetic influence over abstract traits may exist; however, the environmental factors are the real origins of our behavior. This includes the use of conditioning in order to induce a new behavior to a child, or alter an unlikely behavior being shown by the child. According to John Watson, one of the strongest psychologists who propose environmental learning as a dominating side in the nature vs nurture debate, once said that he can be able to train a baby randomly chosen in a group of 12 infants, to become any type of specialist Watson wants. He stated that he could train him to be such regardless of the childs potentialities, talents and race. [2] In the case of personality traits, non-shared environmental effects are often found to outweigh shared environmental effects. That is, environmental effects that are typically thought to be life-shaping (such as family life) may have less of an impact than non-shared effects, which are harder to identify. One possible source of nonshared effects is the environment of prenatal development. Random variations in the genetic program of development may be a substantial source of nonshared environment. These results suggest that nurture may not be the predominant factor in environment. Environment and our situations, do in fact impact our lives, but not the way in which we would typically react to these environmental factors. We are preset with personality traits that are the basis for how we would react to situations. An example would be how extraverted prisoners become less happy than introverted prisoners and would react to their incarceration more negatively due to their preset extrave rted personality [3] Throughout the stages of our life nature and nurture play a large part and help dictate where we will end up in the future for example if you were brought up in a place with a really bad drug problems its likely that you will also develop a drug addiction, also if you were brought up in an area with a lot of gang problems its likely that you will become involved in gang related issues. Neglect and abuse can also affect your development as it could leave you with psychological issues that if left unresolved could cause problems in your adult life, for example if at a young age you see your father beating your mother you might begin to think that this is what is suppose to happen unless told otherwise, leading to you in the future having psychological problems. At childhood the brain is like a sponge and will absorbs any information it is told by the senses. Childrens temperament such as their characteristics and ways of responding to emotional events, novel stimuli, and their own impulses seem to be in part affected by their individual genetic makeup. Similarly, being slow or quick to learn from instruction and everyday experiences has some genetic basis. Inherited characteristics and tendencies are not always evident at birth. Many physical features emerge gradually through the process of maturation, the genetically guided changes that occur over the course of development. Environmental support, such as food, reasonably safe and toxin-free surroundings, and responsive care from others, is necessary for maturation to take place; nature never works alone.[4] Birth and Infancy How a mother handles her pregnancy is critical to a babys development, if a pregnant mother drinks large quantities of alcohol   it can affect her unborn baby extremely, children born with foetal alcohol syndrome tend to be born smaller, tend to have smaller heads and may have heart problems and learning difficulties. Also it is important that during the pregnancy the mother stays healthy as possible as if the mother develops any infections such as rubella it can cause impaired hearing and eyesight or heart damage, things like a mothers diet could also affect their unborn child as you are affected by what your mother eats for example if a mothers diet is high in fat and sugar the child will be have a risk of heart disease and malnutrition, if a mother eats a low amount of healthy food during their pregnancy it can lead to poor health for the child. During infancy Relationships are particularly important as infants learn primarily through their relationship with others. Eye contact, smiles and imitation set the stage for more sustained communication and meaningful exchanges and engagement with parents and other caregivers, and a growing world of relationships. [5]   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bibliography http://www.studymode.com/essays/M1-Discuss-The-Nature-Nurture-Debate-1503784.html https://explorable.com/nature-vs-nurture-debate https://en.wikipedia.org/wiki/Nature_versus_nurture#Personality_traits http://www.education.com/reference/article/nature-nurture/ http://www.beststart.org/OnTrack_English/2-factors.html

Spirituality and John Coltrane Essay -- Essays Papers

Spirituality and John Coltrane After being fired from Miles Davis's band in 1957 for his chronic use of heroin, John Coltrane was hurt tremendously. He decided it was time he quit using heroin. He took a month off from music while he went "cold turkey." During this month in the early spring of 1957, Coltrane had a momentous religious experience (Nisenson, 40). Coltrane asked God to give him "the means and privilege to make others happy through music" (Coltrane, 1995, 2). As time went on, Coltrane felt that he was leading a life that was "contradictory to the pledge and away from the esteemed path" that he had made to God (Coltrane, 1995, 2). Starting with A Love Supreme (recorded in December, 1964), Coltrane stuck to his pledge. In doing so, Coltrane would seek for the "truth" in sounds, Einstein, the Kabbalah and Sufism. Coltrane's version of God was not limited to denominational name, and this broad palette of spirituality helped guide him through his life and his music until his death on July 16 , 1967. A Little Background John William Coltrane was born September 23, 1926 in Hamlet, North Carolina. He was the grandson of a Reverend, Walter Blair. Blair was the pastor of St. Stephen's African Methodist Episcopal Zion Church. John's father, John Robert Coltrane, loved to play the violin and the ukulele (Nisenson, 4). John Coltrane received some of his musical training from the Zion Church his grandfather was the pastor of. First, the young Coltrane played clarinet, and eventually moved to saxophone, which was the instrument he was associated with from that time on. During his earliest days of playing music, the church had an impact on him. But in 1943, he moved to Philade... ...ystery of Humanity: Tranquility and Survival. New York: University Press of America, 1986. Coltrane, John. Live in Japan. Impulse, GRD-4-102, 1991. Coltrane, John. A Love Supreme. Impulse, GRD-155, 1995. Coltrane, John. The Major Works of John Coltrane. Impulse, GRD-2-113, 1992. Coltrane, John. Meditations. Impulse, IMPD-199, 1996. Davis, Miles with Quincy Troupe. Miles: The Autobiography. New York: Touchstone, 1990. Einstein, Albert. Relativity: The Special and General Theory. Trans. Robert W. Lawson. New York: Crown, 1931. Halevi, Z'ev ben Shimon. Kabbalah: Tradition of Hidden Knowledge. London: Thames and Hudson, 1979. Nisenson, Eric. Ascension: John Coltrane and His Quest. New York: St. Martin's, 1993. Thomas, J. C. Chasin' the Trane: The music and mystique of John Coltrane. London: Elm Tree, 1976.

evilmac Variety of Evils in Macbeth Essay -- Macbeth essays

Variety of Evils in Macbeth      Ã‚  Ã‚   The tragedy Macbeth by William Shakespeare manifests a rich variety of evils, not only by the main characters of Macbeth and Lady Macbeth, but also by the witches.    Clark and Wright in their Introduction to The Complete Works of William Shakespeare interpret the main theme of the play as intertwining with evil:    While in Hamlet and others of Shakespeare's plays we feel that Shakespeare refined upon and brooded over his thoughts, Macbeth seems as if struck out at a heat and imagined from first to last with rapidity and power, and a subtlety of workmanship which has become instructive. The theme of the drama is the gradual ruin through yielding to evil within and evil without, of a man, who, though from the first tainted by base and ambitious thoughts, yet possessed elements in his nature of possible honor and loyalty. (792)    Roger Warren states in Shakespeare Survey 30 , regarding Trervor Nunn's direction of Macbeth at Stratford-upon-Avon in 1974-75, how the witches represented the evil force of   black magic:    Much of the approach and detail was carried over, particularly the clash between religious purity and black magic. Purity was embodied by Duncan, very infirm (in 1974 he was blind), dressed in white and accompanied by church organ music, set against the black magic of the witches, who even chanted 'Double, double to the Dies Irae. (283)    Fanny Kemble in "Lady Macbeth" asserts that Lady Macbeth died as a result of her evil acts:    Lady Macbeth, even in her sleep, has no qualms of conscience; her remorse takes none of the tenderer forms akin to repentance, nor the weaker ones allied to fear, from the pursuit of which the tortured soul, ... ...nk. "Macbeth." The Riverside Shakespeare. Ed. G. Blakemore Evans. Boston: Houghton Mifflin Company, 1972.    Knights, L.C. "Macbeth." Shakespeare: The Tragedies. A Collectiion of Critical Essays. Alfred Harbage, ed. Englewwod Cliffs, NJ: Prentice-Hall, Inc., 1964.    Lamb, Charles. On the Tragedies of Shakespeare. N.p.: n.p.. 1811. Rpt in Shakespearean Tragedy. Bratchell, D. F. New York, NY: Routledge, 1990.    Mack, Maynard. Everybody's Shakespeare: Reflections Chiefly on the Tragedies. Lincoln, NB: University of Nebraska Press, 1993.    Warren, Roger. Shakespeare Survey 30.   N.p.: n.p., 1977. Pp. 177-78. Rpt. in Shakespeare in the Theatre: An Anthology of Criticism. Stanley Wells, ed. England: Oxford University Press, 2000.    Wilson, H. S. On the Design of Shakespearean Tragedy. Toronto, Canada: University of Toronto Press, 1957.

Cargo Ship

Unitized Cargo Ship The concept of utilization is not a new one; it was used by the USA army in the second world army war to provide its forces fighting in Europe with weapons and ammunition. Unitization since that time has been used and developed to comprise all modes of maritime transport, as well as air and land transport modes. Definition: Utilization is a grouping together of two or more (Usually of a homogeneous nature) and securing with banding, glue, shrink-wrap, slings or permanent (e. g. lover leaf), to form a unit which, together with a Base (skids, pallets, etc. ) Or a permanent sling allows Mechanical handling equipment (e. g. tynes of a fork Life truck) to lift and transport the unit. In addition, Unitized cargo can aslo be defined as the grouped cargo that is carried aboard a ship in pallets, containers, wheeled vehicles, and barges or lighters. In other words, unitization of cargo is the process of grouping products and loading them onto a pallet once the products are properly packed.In other words, the whole process starts with packaging of products into individual packages before being put into an outer pack before they’re shrinking wrapped and loaded onto a pallet. Advantages of unitization: * Ease of tallying. * Reduced breakage. * Reduced pilferage * Faster speed of working between ship and shore (and on ship or shore). * Reduced labour requirements when handling between interfaces. * May make more effective use of vertical storage space in sheds and holds by stacking 4,5 or 6 units high.Disadvantage of unitization: * Loss of spaces below decks where the ship of the vessel is compatible with the space of the unit. * Loss of spaces caused by the shape of the package beginning unitized, e. g. drums on pallets. * Collapsed or crushed units requires labour intensive efforts to rectify, handle and store. * An element of extra cost involved in the pallet, slings , skids, shrink-wrap, strapping , etc.