Marriage versus living together Essay Example | Topics and Well Written Essays - 500 words - 2

Marriage versus living together - Essay Example They would not have anyone on their head to do the chores and thus be responsible for their own acts, behaviors and just about everything that comes under the heading of cohabitating. There is the premise that knowing the other partner is significant since it will form up as an essential ingredient in the line of marrying each other. One finds the strengths and the weaknesses of the other person when he lives with the partner and thus finds what is going on within their own lives and how best they could share their own selves with their chosen partners. Furthermore, the significance of living together by the couples becomes apparent when the issue of rockier marriage arises. This is because men and women would cheat after they are married and hence there would be no looking back by the other partner. In a living together scenario, if a partner cheats the other partner, there is always room for leaving the other partner high and dry and moving out of the house. The relationship ends there and then – no room for legal procedures, no court cases and no litigations at all. Cheating after marriage is a trauma that can neither be taken by a man nor by a woman, no matter whichever society they belong to. Nearly every culture has had some negatives drawn against the element of cheating in a marriage and thus all endeavors must be made to address this issue once and for all. Also, the pros and cons of living together have been outlined in cultural settings and have usually been described in detail by the cultural understandings and interpretations. Some religions like Islam are totally against such practices and even the religion of Christianity at some places and more so within the sexual domains has abstained from cohabitating in essence. Marriage however is a totally different perspective that is on offer even in the present times. It asks for more

Improving One's Writing Skills via Mastering Literal Skills Essay - 2

Improving One's Writing Skills via Mastering Literal Skills - Essay Example The meticulously written articles in magazines and graphically vivid details illustrated by novel writers tend to be attractive, and challenging in willing me to write similar pieces of literal work but with my touch of originality. Writing began with writing letters to my friends back in Korea and informing them of the changes and differences in culture between the two countries. The intriguing part was the ability to capture the details and put them in a new language portraying my actual emotions and interests abut a new country. I also kept a diary and a journal to document the everyday occurrences in my life, as well as all my embarrassing moments. I find writing enjoyable as I can express that which I feel without any inhibitions of offending others or having to withhold my true emotions. This is achieved through keeping a diary and writing short stories, although not everyone gets to read them, except my close friends and family. In addition, writing helps to think clearly by putting my train of thought in sequential order for later reference. This way it helps organize my thoughts to come up with logical explanations and rational thought thus my love for writing. My writing ability is not that good yet, but I enjoy writing any works that I can think of. I believe I hold good potential in bettering my writing skills to a higher level of communication and interaction with the readers of my works. I think I lack the ability to draw and capture the attention of readers for extended periods. This is in terms of holding their attention and keeping them interested as most of my works tend to be a rollercoaster of interest and disinterest, all depending on the readers emotional and logical inclination. In this course, I hope to develop the ability to master literal skills so that my written works do not end up sounding bland, general or below par.  

Education Essay Example for Free

Education Essay The terms dreadful and dreary are fitting descriptions to partly describe the education I had back in Korea. As Rose would explain it, schools that do well, with teachers and facilities that really contribute to the real education of the mind do exist (Rose 1989). However, during his and my time, the settings were somehow similar. I had gone through subjects that were forced on me as if food that makes one to flip over. Korean education for me was a little bit like â€Å"blind leading the blind† idea. Being raised a South Korean I experienced the hell education is. Vocational school really meant to prepare us for the world of work as it is also projected to do for people here in the United States. Back then, the vocational section of our school actually meant schooling for the average and the below average; students who seemed to have no other future like in the university, but to get married and work in some kind of factory or behind an isolated desk. Like the banking concept of Freire which the author elaborated as the absence of dialogue and problem-posing set-up and replaced or dominated by control and depositing of the all too-knowledgeable teacher, my past experience exactly mimic Freire’s descriptions when I was under the tutelage of mentors who also just passed on the kind of ignorance they received from others before them (Freire 1993 ch 2). It was a mixture of hell and a hellish kind of experience. Rose’s apt depiction of his adventure in a jungle of misappropriation of learning may not be as exactly the same as mine, but the fact that I just somehow drifted then and passively went through schooling was a dismal failure to me. Failure because I had emerged with the same credulity and only a bit sophisticated with getting away with my increasing ignorance about many things. Fortunately, despite my parents’ lack of know how, their wise supervision over us children became very crucial and important as I emerged an adolescent and a young person. The time when we reached mainland USA had somehow spelled differently for me. Things like being introduced to a teacher much like Rose had in the person of Mr. MacFarland (Rose 1989), worlds of ideas and opportunities opened for me when I was tutored by this wonderful person who had the patience to point to me my inadequacies and strengths in a very non-threatening yet forceful manner, awakening me to rise to the challenge of emerging from being average to strike at what I do best. I just wanna be average† (Rose 1989) is well maybe a safe battle cry for most because it removes the guilt and even more so the pressure to become somebody who actually has a lot more insecurities than the truly â€Å"average† guy. Or so I thought. However, things are a bit a changing as the song goes. I have a passion within me that had started to burn deep within and refuse to go away. This is the passion to inquire, to absorb, to learn and to explore the many â€Å"whys† that had cropped up incessantly since a teacher started to lead us how to make inquiries. This is exactly what Freire would have wanted. Teachers become dominators when they truly believe that the students are just out there in front of them as willing audience to a â€Å"play† with which only one is the protagonist and antagonist and that is the teacher (Freire 1993). Unless the mentor thinks as a student as well, immersing himself again in the shoes of his â€Å"mentees† he will soon forget that these little people in front of him actually have minds of their own; that no matter what one teaches, those minds will leave the hall devoid of real encounters and real and practical materials that they ought to carry with them until college days are over. Conclusion and recommendation Indeed, being average has its place, but when the teachers start to label and judge a student or students as only that, the teacher ceases to understand the mindset that is still very much malleable, and capable of immense exploits. Several suggestions not very different from the proposed learning set-up by Freire are in my mind. The management of the classroom experiences are structured or planned such that the students or pupils will have sufficient time and space to develop their powers of inquiry. This is their entitlement to empowerment; i. e. he students start to have a sense of control and directions with their own learning. When this happens, the students feel committed and engaged and are â€Å"hooked† as what has happened to Mike Rose. What Mike Rose described in his accounts are telling of the general atmosphere in most traditionally run schools not just even in the United States. Elsewhere in countries who look up to Uncle Sam are institutions following our footsteps and producing the same sad, sad stories of students who are gripped by the powerful influence of teachers who do not teach but make their audience depositories of a different kind. The process of developing an inquiring mind is not very easy. It takes a lot of creativity and constant research and innovations from that of the teacher to produce materials or activities that encourage the students to make and generate questions pertaining to and not only confined to the lessons defined in the syllabus. This is the reason that Freire often referred to as the teacher playing and assuming the role as well as that of the student. This stance takes into the premise then, that students in whatever economic status in life they may spring from, are not dumb and altogether passive. They start to be that way because most teachers expect them to behave as such. Various theoretical perspectives in learning actually boil down to the realization that in order for real learning to happen, the students must craft their own ideas and concepts, and must take ownership of the kinds of lives they must eventually lead. This is accountability and responsibility.

Important Qualities in the Life of Jesus :: Religion

Important Qualities in the Life of Jesus Ever since Jesus was born, he has always been perfect. There have never been any flaws that had to do with him. He had many different characteristics and qualities that were unique about him including holiness, purity, faithfulness, mercifulness, grace, righteousness, love, integrity, divinity, and courageousness. There is nothing that is more powerful than that of the triunity, which consists of God the Father, God the Holy Spirit, and God the Son. This report deals mostly with God the Son, which is Jesus. Jesus has all these qualities and we are supposed to be following in His footsteps. Most Christians try as hard to have these great characteristics, but there is no possible way that we could achieve such a goal. It is impossible for humans to reach that goal. It says in the Bible "For everyone falls short of the glory of God.". That right there is enough proof to show that we are not worthy of his presence. God is of the Spirit. He is not made of matter and mind, and he does not possess a physical nature. Some think that God is that of a human. There is no possible way that this could be, because in John 4:24 Jesus speaks "God is spirit, and those who worship him just worship in spirit and truth.". Even though Jesus had flesh was of the Spirit he still did have matter. He had flesh which is matter. In this flesh was very important qualities. God still possesses all of these qualities even though He does not have flesh. These characteristics would fit for either God the Father, God the Son, or God the Holy Spirit. They all work in the triunity and have these qualities even though one might display it in a different manner than the other. In the thirty-three years of Jesus' life, He had three very important characteristics that are something we all should try and follow: Loveliness, Faithfulness, and Forgiveness. Very often when people think of Love, they think of Jesus. In John 4:8,16 it says that God is love. This is a paraphrase but it is still stating something that is very important. That verse shows that Jesus had (and still does) mercy and compassion for us. Another verse that shows that God's love as apparent is John 3:16, "For God so loved the world that he

Economical and religious repression Essay

â€Å"Illustrate from Blake’s songs the ways the poet shows that the people of his time were alienated from their natural selves and from society by political, economical and religious repression† A major target of Blake’s in the conquest to correct the unnatural state of society was that of religion and the Church. Blake was an unconventional Christian. Although clearly religious, as seen in poems such as ‘The Lamb’ and ‘Night’, he abhorred the concept of organised religion and believed it to be an extremely damaging institution which was more concerned with the oppression of the lower classes and the continuance of the unequal status quo than with true religion. Blake believed the moral codes that were extolled by the Church were significantly damaging to society, making innocent concepts deviant and causing bitter unhappiness. In ‘The Garden of Love’, Blake conveys his feelings on the repressive qualities of religion. This poem is the basis for Blake’s theory on repressive religion, using ‘The Garden of Love’ as a basis for the damaging effects of religious ‘bans’, Blake then goes onto portray how the effects change with different experiences such as love and sex. In the poem, the speaker returns to ‘The Garden of Love’ where he used to ‘play’ (which seems to refer to the innocent discovery of sexuality by children) and finds that it has been transformed. Where once children used to ‘play on the green’ there are now ‘priests in black gowns’, and ‘gravestones’ where there used to be ‘flowers’. The speaker has become aware of Church law and its oppressive ‘bans’, Blake emphasises the influence of the religious morals by use of metrical technique. The power of ‘Thou shalt not’ paralyses the poem, with three successive stresses halting the regularly anapaestic rhythm. In the same way that ‘Thou shalt not’ stops the flow of the poem, the construction of the Chapel stops the innocent ‘play’ of children. In the design which accompanies the poem children are seen praying over the graves of ‘Joys & Desires’, which were murdered by the Church. Blake further expands his theory on how repressive religion alienates people of his day from their natural selves in his two poems on sexual intercourse, ‘The Blossom’ and ‘The Sick Rose’. ‘The Blossom’ is a celebration of what Blake would call completely natural sex, being free from morals and repressive religion it is a wonderful and joyous occasion, so full of emotion that it makes the robin sob with joy. ‘The Blossom’ is full of positive language, such as ‘happy’, ‘merry’ and ‘pretty’ and contains a simple and bouncing rhythm that conveys the naturalness of the act and how positive such sex is. ‘The Sick Rose’ on the other hand portrays sexual intercourse at its most depraved and shameful. The poem is a vision of sex under the influence of repressive religious morals and restricting social conventions; it portrays sexual intercourse under the influence of repressive religious morals. The poem utilises a complicated and lumpy rhythm, with a mix of anapaestic and iambic feet and a disturbing first line which is difficult to scan, the world of ‘Experience’ is clearly evoked through Blake’s metrical technique. The poem’s imagery of an ‘invisible worm’ ‘flying at night’ in a ‘howling storm’ is full of darkness, violence and depravity. The Rose hides (implied by ‘found out’) her sexual pleasure, her ‘bed of crimson joy’, which reveals the hypocrisy of female pleasure in this depraved form of sex; the Rose has sexual desire but hides it from the ‘invisible worm’. In the final two lines Blake sums up his point of the poem, that this kind of sexual intercourse, this ‘dark secret love’, ‘Does thy life destroy’. Through his portrayal of love and sex in the Songs, Blake shows the damaging effects of religious repression. Repressive religious morals and laws have led to the body becoming detached from the soul, and sex, which the Church associates with the body, has become a seedy and deviant act. In these poems, Blake has shown that the Church has alienated people from their natural selves. In ‘My Pretty Rose Tree’, Blake reveals his beliefs on the unnatural constraints of marriage. Blake repudiated any kind of binding contracts or morals, which might constrain the natural self from its freedom and marriage fell firmly within his sights. As far as Blake was concerned, marriage was a dead institution (as revealed by the ‘marriage hearse’ of ‘London’) and an unnatural social prison which severely damaged peoples’ natural selves. In the poem, a ‘flower was offered’ to the speaker, a metaphor for an extra-marital affair, by a woman which the speaker finds attractive (‘Such a flower as May never bore’). However, the unnatural constraints of marriage cause the speaker to unhappily, suggested by the slowing of the rhythm with a double stress in ‘And I passed the sweet flower o’er’, turn down the offer and return to his wife, his ‘Pretty Rose tree’. The artificial boundaries of marriage have led to the speaker giving up the chance of being happy with his ‘sweet flower’ and to being trapped with his jealous ‘Rose tree’ whose ‘thorns’ are his ‘only delight’. Blake suggests that without the constraints of marriage that the speaker would have been free to follow his heart, rather than conforming to an artificial law and becoming unhappy. In ‘London’, Blake further expresses his attitude towards marriage. In the poem, marriage is presented as a ‘hearse’, a vessel for carrying the dead, though with their bodies (their sexual selves) being dead in a loveless and institutionalised marriage which extols the virtues of the soul over the deviant and depraved body. Blake blames the unnatural state of love in society on the Church’s separation of body and soul. The separation has forced the soul to be encapsulated in marriage and the body to be forced to become deviant and turn to ‘youthful Harlots’. Sexual pleasure has only two options, either a loveless marriage or buying pleasure from seedy and diseased prostitutes. Marriage, in Blake’s eyes, has made all sexual pleasure the kind found in ‘The Sick Rose’, depraved and hidden, whereas in a world free from the unnatural constraints alienating people from themselves, people would be able to enjoy the pleasure found in ‘The Blossom’.

Arteriosclerosis Artery and Blood Sugar - Free Essay Example

Sample details Pages: 1 Words: 427 Downloads: 3 Date added: 2017/09/23 Category Advertising Essay Type Narrative essay Tags: Obesity Essay Did you like this example? Arteriosclerosis refers to several diseases in which the arterial wall thickens and loses its elasticity. Commonly confused with atherosclerosis, which is the formation of plaques consisting of cholesterol and other substances on the arterial walls, arteriosclerosis is the thickening and stiffening of the artery walls from too much pressure. Atherosclerosis can lead to arteriosclerosis, which comes from the Greek for â€Å"hardening of the arteries. † The most common sites for arteriosclerosis are arteries in the brain, kidneys, heart, abdominal aorta, or legs. Symptoms of arteriosclerosis vary according to which arteries are affected. Leg pain when exercising might indicate peripheral arterial disease. Sudden weakness or dizziness could be caused by an obstruction in the carotid artery in the neck, which produces stroke-like symptoms. Chest pain or symptoms of a heart attack might indicate obstruction of the coronary arteries. Arteriosclerosis can also cause erecti le dysfunction. Risk factors for arteriosclerosis include smoking, obesity, high blood pressure and/or cholesterol, stress, and diabetes. A virus or allergic reaction, chronic kidney disease, irritants such as nicotine and drugs, or too much of the amino acid homocystine can also lead to arteriosclerosis. A family history of early heart disease is also a risk factor for developing arteriosclerosis. If you experience any signs of restricted blood flow, you should see your doctor. Those with poor blood flow in one area of the body are likely to have arteriosclerosis or atherosclerosis in another part of the body. During a physical exam, your doctor may find signs of either arteriosclerosis or atherosclerosis by several methods, including listening to your arteries through a stethoscope. Decreased blood pressure in a limb or lack of a pulse in a narrowed artery could indicate arteriosclerosis. Other warning signs include a bulge in the abdomen or behind the knee. The physician mi ght also notice poor wound healing in an area with restricted blood flow. Blood tests, imaging, ultrasounds, electrocardiograms (EKGs), and other tests help a physician diagnose arteriosclerosis. Treatment varies according to the symptoms and severity of the condition, but can include exercise, medication, or surgery. Some treatments include reducing dietary calcium and increasing magnesium intake. Cholesterol lowering drugs, aspirin therapy, anticoagulants, and vasodilators are used in some cases. Patients should also try to control stress, eat a healthy diet, get regular exercise, refrain from smoking, and maintain healthy levels of cholesterol, blood sugar, and blood pressure. At least four different surgical methods are available for treatment of arteriosclerosis. Another form of treatment is thrombolytic therapy, in which a doctor inserts a clot-dissolving drug into the artery to break up the clot. Don’t waste time! Our writers will create an original "Arteriosclerosis: Artery and Blood Sugar" essay for you Create order

Taming Of The Shrew By William Shakespeare And 10 Things I...

â€Å"Literature has documented the familiar yet profound transformation of sex roles associated with the process of societal modernisation† (Ronald Inglehart, Rising Tide: Gender Equality and Cultural Change Around The World, 2003) Detecting the intertextual relationship between Taming of the Shrew by William Shakespeare and 10 Things I Hate About You by Gil Junger, has greatly enhanced and enriched my understanding of love and gender and it’s varying ideals throughout the centuries. Taming of the Shrew depicts the quintessential features of a 16th century marriage, whilst 10 Things I Hate About You, its 21st century counterpart, has been rebooted to match the modern cultural expectations and ideals of love, relationships and marriage. The†¦show more content†¦(Act 5, Scene 2, page 9). Kate is discussing the cultural idea of Elizabethan societies women being refined and restrained. The 16th century â€Å"was a time dominated by men while women themselves remained meek and submissive — these traits were crucial in their belonging and survival in both their family and society† (Pople, 2015). Kate is denouncing the ability of women as a gender and their capacity to be equals to their husbands - heavily influenced by the Elizabethan cultural idea that women existence is based around serving their husband and being submissive to their dominance. Kat’s changing role in 10 Things I Hate About You embodies the shift in cultural and social expectations of a 21st century female. Kat’s independence and autonomous is a result of movements such as 3rd Wave feminism and the Riot Grrrl movement which were prevalent during the 90s, and the consequent social expectation for a character with self-importance, confidence and assertiveness. Kat expresses to Patrick â€Å"Why should I live up to other people’s expectations instead of my own?† Kat is reaffirming the feminist belief that personal happiness and achievement will always come before satisfying the needs of the opposite gender and impressing others. Kat is demonstrating her self-dependance and aspiration to live in liberation: as her own