Good Friday and Easter

Good Friday and Easter Good Friday and Easter Good Friday and Easter By Maeve Maddox Reader Elaine Peters wonders if the word Good in Good Friday has anything to do with the word God, pointing out that the English good-bye is a shortened version of the once common expression God be with ye. The word goodbye is the result of running words together until theyve dwindled into a compressed version of the original. The English words good and god, however, are not related. Both stem from Indo-European roots. The word god meaning deity, is thought to come from a word meaning that which is invoked. Or, It could come from a different Indo-European word meaning to pour as in the pouring of a libation. The word good, meaning having a desirable quality, comes from a Proto-Indo- European base word with the meaning to unite, be associated, suitable. Like the word nice, good can be used in so many contexts that it is probably a word to be avoided by careful writers. For example, good can have the following meanings: prosperous: He makes a good living. beneficial: Spinach is good for you. welcome: The doctor gave him good news. fertile: The land isnt very good in this area. attractive: Actors must have good looks. genuine: This money is not good. advantageous: I got a good deal on this couch. Among the many meanings of good are virtuous, moral, and wise. One of the meanings of the word holy is infinitely good. From such meanings come the expressions the Good Book and Good Friday. To call the day of the crucifixion of Jesus Good Friday could seem a little perverse, but seen from the perspective of Christian belief, the day marks the salvation of mankind and the triumph over death. For that reason it is called Good Friday in the Christian calendar. The Christian use of the word Easter for the religious celebration of the passion and death of Christ is one of those ironies of linguistic history. The word Easter derives from the name of an ancient Germanic goddess of fertility and sunrise, Austron. Her feast was celebrated at the spring equinox. Anglo-Saxon converts to Christianity adopted the name and, according to the Venerable Bede, some of the practices of the old worship for their Mass of the Resurrection as well. The word east derives from the same word as does the name of the goddess. The German word for Easter is similar: Ostern, but most European languages use words derived from Medieval Latin pascha: French: PÃ ¢ques Dutch: Pasen Italian: Pasque Spanish: Pascua Portuguese: Pscoa* Russian: nacxa [pass-kha]* (with thanks to Andre, Andriano, and Alexey) The Latin word come from a Hebrew word which passed into Aramaic as pasha and from there into Greek and Latin. William Tyndale, translating the Bible in 1530, translated Hebrew pesah as pass over. During the Middle English period, some writers used the word Pasche for Easter, but the pagan word is the one that has survived into modern English. Even though English speakers use Easter as the name of the festival, they do have an adjective, paschal, that has the meaning of or pertaining to Easter. One of my family traditions was the eating of the Paschal Egg on Easter morning. We cut one of our colored eggs, usually a purple one, into four pieces, one for each member of the family. I suppose that an Easter egg hunt could be referred to as a paschal event. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:20 Words with More Than One SpellingThe Possessive Apostrophe6 Foreign Expressions You Should Know

An Overview of Third-Wave Feminism

An Overview of Third-Wave Feminism What historians refer to as first-wave feminism arguably began in the late 18th century with the publication of Mary Wollstonecrafts Vindication of the Rights of Woman (1792), and ended with the ratification of the Twentieth Amendment to the U.S. Constitution, which protected a womans right to vote. First-wave feminism was concerned primarily with establishing, as a point of policy, that women are human beings and should not be treated like property. The Second Wave The second wave of feminism emerged in the wake of World War II, during which many women entered the workforce, and would have arguably ended with the ratification of the Equal Rights Amendment (ERA), had it been ratified. The central focus of the second wave was on total gender equality -   women as a group having the same social, political, legal, and economic rights that men have. Rebecca Walker and the Origins of Third-Wave Feminism Rebecca Walker, a 23-year-old, bisexual African-American woman born in Jackson, Mississippi, coined the term third-wave feminism in a 1992 essay. Walker is in many ways a living symbol of the way that second-wave feminism has historically failed to incorporate the voices of many young women, non-heterosexual women, and women of color. Women of Color Both first-wave and second-wave feminism represented movements that existed alongside, and at times in tension with, civil rights movements for people of color - a slight majority of whom happen to be women. But the struggle always seemed to be for the rights of white women, as represented by the womens liberation movement, and black men, as represented by the civil rights movement. Both movements, at times, could have been legitimately accused of relegating women of color to asterisk status. Lesbians, Bisexual Women, and Transgender Women For many second-wave feminists, non-heterosexual women were seen as an embarrassment to the movement. The great feminist activist Betty Friedan, for example, coined the term lavender menace in 1969 to refer to what she considered the harmful perception that feminists are lesbians. She later apologized for the remark, but it accurately reflected the insecurities of a movement that was still very heteronormative in many ways. Low-Income Women First- and second-wave feminism also tended to emphasize the rights and opportunities of middle-class women over poor and working-class women. The debate over abortion rights, for example, centers on laws that affect a womans right to choose an abortion - but economic circumstances, which generally play a more significant role in such decisions today, are not necessarily taken into account. If a woman has the legal right to terminate her pregnancy, but chooses to exercise that right because she cant afford to carry a pregnancy to term, is this really a scenario that protects reproductive rights? Women in the Developing World First- and second-wave feminism, as movements, were largely confined to industrialized nations. But third-wave feminism takes a global perspective - not by merely attempting to colonize developing nations with Western practices, but by empowering women to actualize change, to gain power and equality, within their own cultures and their own communities and with their own voices. A Generational Movement Some second-wave feminist activists have questioned the need for a third wave. Others, both inside and outside of the movement, disagree with respect to what the third wave represents. Even the general definition  provided above may not accurately describe the objectives of all third-wave feminists.But its important to realize that third-wave feminism is a generational term - it refers to how the feminist struggle manifests itself in the world today. Just as second-wave feminism represented the diverse and sometimes competing for interests of feminists who struggled together under the banner of womens liberation, third-wave feminism represents a generation that has begun with the achievements of the second wave. We can only hope that the third wave will be so successful as to necessitate the fourth wave - and we can only imagine what that fourth wave might look like.

Terrorism is a form of risk that is impossible to manage. - Discuss Essay

Terrorism is a form of risk that is impossible to manage. - Discuss - Essay Example fact, the above views present the reality as it has been experienced by many people around the world after a series of relevant attacks that have been occurred in U.S., in Spain, in Britain and in almost all countries of the Middle East region. From another point of view, Kunreuther (2006, 38) has supported that ‘natural disasters and terrorist attacks are examples of what have been classified as low probability-high consequence (LP-HC) events; despite the first half of their title, these events are now in the headlines with increasing frequency’. It should be noticed however that although the above events are considered as quite possible to be repeated frequently, there is no sufficient provision for their prevention. Moreover, it has been stated that ‘there are features of these potentially catastrophic events that need to be carefully examined in order for individuals, firms, and governments to take steps today to reduce the risk of their occurrence in the future and to reduce the consequences should they occur; every government in the world faces the question of how to help its citizens face the risks of catastrophe but reducing these risks requires a concerted effort by individuals and firms’ (Kunreuther, 2006, 38). This weakness of the state to respond effectively to the needs of individuals and institutions that have suffered significant losses from terrorist attacks has led to the need for the creation of specific programs offered by insurance companies that focus on the provision of compensation to the victims of terrorist attacks (either individuals or organizations). Under these terms it has been found that ‘the institutions, programs, and policies that provide benefits to businesses and individuals affected by an accident, natural disaster, terrorist attack, or other type of loss can be thought of as a system composed of four primary compensation mechanisms: insurance, the tort system, government programs, and charity; together these

Guido of Arezzo A change in Music History Research Paper

Guido of Arezzo A change in Music History - Research Paper Example For a 10 year period from approximately 1015 to the time he left Pompey, there is very little documented reference to his life. (Adduci) He left the Monastery in 1025 because of his undocumented (musical) differences.The church wanted to maintain the oral tradition. They were threatened by innovation. Losing control over the chants would give more power to the people to compose. The church had recognized a sort of power by forbidding any composition other than church composition. After leaving Pompey, he went to Arezzo where he was given a job as teacher in the cathedral and possibly regain his previous job as cantor. He lived there until his death until 1050. During this time he wrote treatises, his famous hand and changed the staff system of notation.Music notation in the 10th century was complicated and not comprehensible to the majority of the catholic monks. It was mostly an oral tradition that was common in most cultures. In the Hebrew Torah, the voice rises and lowers accordin g to a notation that is learned through oral tradition today. The use of lines and dots was common to the Greeks also. The neumes could only be read by a select few. It was highly improbable that the chants of the Northern cathedrals were recognizable by Rome. As they only indicated the direction of the voice, the sound of the chant changed depending on the region of the church. The same chant sung in Northern Europe would not sound the same as it would in Rome. The neumes showed the inflection and descent of the voice.... He lived there until his death until 1050. During this time he wrote treatises, his famous hand and changed the staff system of notation. Music notation in the 10th century was complicated and non comprehensible to the majority of the catholic monks. It was mostly an oral tradition that was common in most cultures. In the Hebrew Torah, the voice rises and lowers according to a notation that is learned through oral tradition today. The use of lines and dots was common to the Greeks also. The neumes could only be read by a select few. It was highly improbable that the chants of the Northern cathedrals were recognizable by Rome. As they only indicated the direction of the voice, the sound of the chant changed depending on the region of the church. The same chant sung in Northern Europe would not sound the same as it would in Rome. The neumes showed the inflection and descent of the voice. The development of early church notation lead towards fewer and fewer monks chanting. As the church grew there were fewer men to pass on the oral tradition. The first illustration shows the lines of the neumes. Guido d'Arrezo A change in Musical History Early notation of pre d'Azzero church chants were signs above the words. The inflection of the voice were indicated by complicated, non standardized notation which had been used for generation upon generation. There are factures which must be taken into consideration as to the difficulty of the form of notation. The chanting was only allowed to be performed by the Church. Each chant was passed from one generation to another. The notation was based on the inflection of the voice not on changes of tone. Church documents were limited due to fewer and

How Cultivation Theory Applies To Racial Problems Media Essay

How Cultivation Theory Applies To Racial Problems Media Essay Introduction American cartoons comprise the most popular film product industry for children worldwide, and have gained considerable attention in terms of educating children. As an excellent medium for storytelling, children learn the basic concepts of what the world is like and what love and ethics are from the fairy tales they watch. I am currently studying one of the communication theories, namely, cultivation theory. American cartoons, particularly Disney movies, are classic objects of study. The cultivation theory developed by George Gerbner and Larry Gross of the University of Pennsylvania states that the more time people spend living in the television world, the more likely they are to believe the social reality portrayed on television. Therefore, heavy television viewers have a higher estimation for a particular social reality (e.g., violence, prostitution, affluence, occupation, and marital discord) than what real-world phenomena can justify. Thus, to make the theory applicable to the real world, the study emphasizes the harm that television shows might bring to people. In my opinion, early education is essential to the development of an individuals personality; it also determines his/her later ideology. Thus, the effects of cartoons on childrens self development are worth studying. American cartoons and animation movies have benefits, particularly in teaching children the values of honesty, bravery, and friendship, and the fact that justice and good will triumph over evil. However, we can also see that the protagonists often use violence to defeat evil. Along with violence, gender problems and religious issues also show up in most films more than we think, and children learn about them without guidance. Children could easily confuse reality and fantasy, particularly in our current society where parents who are busy with work and socializing use video games and television shows as substitute companions for their children. In a nutshell, studying American cartoons is crucial for us because they may drastically affect childrens upbringing by presenting negative messages. The cultivation theory deeply focuses on the effects of violence on the behavior of people. In this paper, I will analyze the issue of racial discrimination in cartoons to make the study of the cultivation theory more complete. Discrimination is another essential topic that has been largely neglected due to the focus on violence in cartoons. Literature Review Dixon (2006) believes that heavy viewers of television are more likely to think that an African-American suspect is guilty; they also view the world as a more dangerous place than it actually is. Television encourages violence and aggression. Durkin (1985) supports the view that children obtain information on gender roles and racial views from television and model their behaviors based on television characterization. Gerbner describe the process of blurring, blending, and bending that is experienced by individuals with heavy viewing habits. (Griffin, 2011). Heavy television viewers create a common outlook through constant exposure to the same images and labels. In movies, the heroes and the victims are always fair-skinned, whereas the criminals or villains are always black- or dark-skinned. Mastro and Stern (2003) add that races other than whites are under-represented, negatively depicted, and are often targets of mockery. From Larsons theory, the more children watch television programs, the more likely they are to develop and entertain more traditional gender and racial stereotypes based on what they view in the media (Larson, 2002). Waver (2011) analyzes racial related-phenomena in American movies and finds that the race of the actors clearly affects the desires of white audience members to see the films. The higher the percentage of black actors in the movie, the less interested white individuals were in seeing the movie.   Analysis Most Disney movies feature gorgeous princesses, including The Little Mermaid, Snow White, and Rapunzel, who are all depicted as Caucasians. The princess in the film The Princess and the Frog was dark-skinned but her prince was a white man. Most heroes in these movies are all fair-skinned, but the skin tones of the villains are diverse. In the movies, the storylines usually start with a white man who breaks into a new cultural environment, changes the locals points of view and customs, and leads them defeat the bad guy, after which he becomes the hero. Tarzan even became king of the forest. This stereotype exists in numerous American movies. According to the cultivation theory, children may subconsciously develop behavioral stereotypes, although what they view could be biased, distorted or misleading (Oliver, 2001 , Smith, 1994). American cartoon movies also add their own value to foreign cultures, which may adversely affect childrens knowledge of the actual status of other nations. For instance, the song of the Disney movie Aladdin (1992) used inappropriate words to describe the hometown of Aladdin. In the song, the words à ¢Ã¢â€š ¬Ã‚ ¦where they cut off your ear if they dont like your face. Its barbaric, but hey, its home offended the Arab Americans, who believed that the lyrics are a misrepresentation of the Arab culture and should be removed. In 1993, the New York Times published a critique of the said movie, which was entitled It is racism, but hey, its Disney. The article pointed out that To characterize an entire region with this sort of tongue-in-cheek bigotry, especially in a movie aimed at children, borders on barbaric (New York Times, 1993). Another Disney movie, Mulan, twisted certain facts of the Chinese culture. In the movie, Mulan was characterized as an independent, liberal woman who suggeste d to that the princesses chase love bravely. Although this is an accepted idea in modern society and could be deemed proper by most people, it is not the real ideology in ancient China; it is not part true history and real tradition. In another animation movie, Pocahontas, the love story was exaggerated and deviated from what actually occurred in history. The contents of some American cartoons are more suited to adults. For instance, the show South Park features sarcasm, dirty words, and improper content that could easily be misunderstood by children. In an episode in the 11th season of the show With Apologies to Jesse Jackson, the word nigger was used 43 times. Although the purpose of this episode was not to humiliate black people, as the episode was in fact highly accepted by blacks, children may misconstrue the purpose of this cartoon and learn a new word that they could abuse. Another Disney movie entitled Song of the South featured a song called Zip-a-Dee-Doo-Dah, which won the Oscar for Original Score in 1946. However, the movie had racist tendencies when viewed from the criterion of today. The story takes place in the South after the Civil War, and Uncle Remus, a freed slave, tells stories to children and makes them laugh. Adam Clayton Powell Jr. viewed the portrayal of the happy life as a slave with suspicion and posited that it is humiliating to minorities. Disney did not publish the DVD in the United States to avoid eliciting resentment from the public. à £Ã¢â€š ¬Ã¢â€š ¬ Griffin (2000) describes the effects that media can have on the audience as being similar to a cue ball. The effect of the cue ball exists regardless of the distance of the cue ball to the other balls. A similar effect can be seen in the posters of most movies, where the characters outlook is already published before the audience even sees the movie. For instance, in the movie Aladdin, the skin tones of Aladdin and Jasmine are fairer than those of the other people in the movie, and Jafars appearance could already give a general impression of his villainy even before the movie is viewed. Fair skin can thus be mistakenly connected to purity and kindness, whereas black or dark skin could be associated with criminality and craftiness. The problem is not limited to movies alone. The audience has its own personal interest, which causes the racial issue in movies to become an infinite loop. According to the study by Weaver in 2011, white people are more inclined to choose movies with white cast members than movies with cast members from other races, thereby decreasing opportunities for white children to see more movies from different aspects, as well as the opportunities for them to change their stereotypes. White audience members that practice selective avoidance if they perceive that a film has a black theme is precisely the concern that black actors such as Will Smith have expressed, especially when it comes to romantic leads in movies (Jones, 2005). Last year, only two of the 30 highest grossing films featured major non-white characters. According to the cultivation theory, when audience members repeatedly view the same scenario from various television shows and movies, they will associate it with the outside world in their mind. Racism is a phenomenon that cannot be completely eliminated, particularly in a country with so many ethnicities, such as the United States. The high rate of positive roles that white people portray indicates the constancy of racism in the future. Conclusion Children from all over the world watch Disney and other American cartoons. Thus, these movies and shows have far-reaching effects. Growing up exposed to many classic and fantastic stories have kept children well entertained and educated, as they come to appreciate the stories being told and the excellent techniques and artwork used in the telling. The positive influences that these movies have on children are undeniably more immense than the negative influences, as they teach children to be independent, tough, and patriotic. Advocating liberty, human rights, and American ideology is necessary for a nation to unite and educate people. However, praising American culture while criticizing others is not respectful. Racism is not a concept that children should learn. We can strengthen their idea of equality by using the cultivation theory, which could result in a decrease in conflicts between races, genders, and other issues. As embodied in the cultivation theory, when television predominates the lives of children, its influence can permeate the behavior, language, thoughts, and actions of children. Moreover, negative messages tend to be received more easily than positive messages. Thus, the effects of media on children should be studied, and possible modifications should be introduced. Recent American cartoons already manifest some changes. For instance, the main character in the movie Megamind has blue skin, and the classic image of the superhero is the one being mocked. An upcoming movie entitled Escape From Planet Earth will feature stories of several blue characters. Guidance from parents is also essential in eliminating or mitigating the influence of cultivation effect on children. A childs knowledge of the world and his ability to tell right from wrong are not yet mature, so parents can help their children understand what is on screen by explaining the contents of television shows to them. The movie rating system should be used worldwide. The cultivation theory also clearly posits that the cultivation effect occurs only after long-term, cumulative exposure to television (Weimann2000). Thus, decreasing the amount of time children spend watching television is also necessary.

Education †high school Essay

High school, as well as college, is just another part in everyone’s lives. Almost everyone goes through such a transition between two very diverse and different worlds. These diverse worlds can be compared and contrasted; however, not all are aware of the possible similarities and differences between them. The purpose of this essay is to compare and contrast the students in high school and students college in terms of the level of the academics, time schedule, as well as the culture practiced by each student. First of all, high school is the first step to a higher level of learning. High school equips us with the proper knowledge needed in order to survive college and other higher levels of learning. Also, there are many subjects in high school such as: math, science, English, art, piano classes and many other subjects. The students are more relaxed and they will learn more carefully. Compared to the time schedule of college students, high school students’ schedules are much more fixed because the standard call time is at 7:30 a. m. and end at 3:00p. m. Students are much more immature and they need guidance in order to lead themselves to better lives. They study inside a single classroom all day, thus having little freedom; on the other hand, the students in the college have different single rooms for each subject. College, on the other hand, is a different story. The subjects a student will learn and discuss are much more specific since students finally chose the best major and a career path students will take in the future. College students are more experience and their workload is much more complex and heavy. They have more responsibilities to carry out in college. The curriculum is much more specific and complicated because detailed topics are being discussed regarding your chosen career path. College student’s time schedules are very flexible because the students can choose their own desired time schedule. These students are much more outgoing and independent compared to high school students. The culture of college students is much more diverse because there is a huge number of students inside a college; many student come from all over the world. College introduce students to each others culture and nationality. People can really see the distinctive difference between these two phases in life; however, there are also some similarities students will experience during their transition into college live. Friends from your high school will usually be there for you especially when you keep a constant connection between them. Studying habits such as cramming for a test or homework, breaking the rules and disciplinary sanctions are still evident in both high school and college to help each other’s. To sum up, we all know that almost all students goes through high school and college. We can compare that college is much more challenging and complex than high school. This is a higher level of learning, thus, requiring more time, effort as well as devotion to studies. Even though college is very tiring at time, I still believe that college is a much more enjoyable and exciting. To have that kind of freedom in your schedule is very rewarding; however, proper judgment is a must since we are all mature students now.

Decision Tree Model - 3401 Words

Instructor’s Manual Chapter 1 1 Chapter 1 I 1.1 Chapter Outline A Decision Tree Model and Its Analysis †¢ The following concepts are introduced through the use of a simple decision tree example (the Bill Sampras summer job decision): Decision tree Decision node Event node Mutually exclusive and collectively exhaustive set of events Branches and final values Expected Monetary Value (EMV) Optimal decision strategy †¢ Introduction of the folding back or backward induction procedure for solving a decision tree. †¢ Discussion on sensitivity analysis in a decision tree. Summary of the General Method of Decision Analysis. Another Decision Tree Model and Its Analysis †¢ Detailed formulation, discussion, and solution of the†¦show more content†¦If the forecast indicates a rainy day, she should cancel the show. If the forecast indicates a sunny day, she should continue with the show. The EMV of this strategy is $6,200. Manual to accompany Data, Models Decisions: The Fundamentals of Management Science by Bertsimas and Freund. Copyright 2000, South-Western College Publishing. Prepared by Manuel Nunez, Chapman University. Instructor’s Manual Chapter 1 4 1.2 (a) See decision tree above. (b) Once Monday s bid is made, Newtone s optimal strategy is to accept the bid if it is a $3,000,000 bid and reject it if the bid is for $2,000,000. If Monday s bid is rejected, then accept Tuesday s bid, regardless of the amount offered. The EMV of this strategy is $2,600,000. Manual to accompany Data, Models Decisions: The Fundamentals of Management Science by Bertsimas and Freund. Copyright 2000, South-Western College Publishing. Prepared by Manuel Nunez, Chapman University. Instructor’s Manual Chapter 1 5 1.3 (a) As shown in the table below, as p decreases James optimal decision changes as to take Meditech s offer. 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