Christian Fellowship Have Heard Of Evangelism Essay

Many within the Christian fellowship have heard of evangelism. Nevertheless, it is not at all surprising that many aren’t quite familiar with the true definition of the term. Furthermore, there are many Christians whom would consider themselves to be faithful and committed followers of Christ who obey and believe the Word of God with a testimony that reveals that they are being the best servant that he or she can be towards the risen Savior. Often times, Christians lead their lives without much consideration about sharing the gospel with anyone other than their immediate family members or close friends. Event then, Christians aren’t too sure of what they should say or how it should be said. Christians have become extremely sensitive of not offending another individual when it comes to the gospel of Jesus Christ. It is often considered that evangelism is the responsibility of the senior pastor and staff ministers. â€Å"Sometimes our problem may be any one of a l ong list of excuses. Perhaps we don’t know the gospel well enough – or we don’t think we do. Maybe we think it’s someone else’s job, the work of a minister or a missionary† (Dever, 2007, p. 16). Dever asks the question, â€Å"What is the gospel† (Dever, 2007, p. 31)? For Christians who have been saved for any good length of time, the gospel is commonly known as the good news of the Lord Jesus Christ being full of love and compassion, who was born to a virgin mother in a manger who came to save a dying world from theirShow MoreRelatedA Look At Discipleship Within The Millennial Generation And How They Evangelize1307 Words   |  6 PagesThis paper takes a look at Evangelism in 2016. It will discuss some views based upon studies of the Millennial Generation and how they evangelize. Over recent years’ studies have shown that although Evangelism amongst some generations seem to be declining. Evangelism amongst the Millennial Generation seems to be exploding. 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Shortly after completing this book, the active andRead MoreTalk and notes Regarding a Sunday Sermon Regarding the Book of Acts2706 Words   |  11 PagesActs 4.23-31 23 When they were released, they went to their friends and reported what the chief priests and the elders had said to them. 24 And when they heard it, they lifted their voices together to God and said, â€Å"Sovereign Lord, who made the heaven and the earth and the sea and everything in them, 25 who through the mouth of our father David, your servant, said by the Holy Spirit,â€Å"‘Why did the Gentiles rage,†¨and the peoples plot in vain?26 The kings of the earth set themselves,†¨and the rulersRead MoreSda Manual Essay101191 Words   |  405 PagesVersion. Copyright  © 1973, 1978, 1984, International Bible Society. Used by permission of Zondervan Bible Publishers. 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The Concert Is Berliozs Symphonie Fantastique - 1521 Words

The concert is Berlioz’s Symphonie Fantastique, performed by The Chicago Symphony Orchestra, conducted by Stà ©phane Denà ¨ve, recorded in high definition at Orchestra Hall in December 2013. Symphonie Fantastique composed in 1845, by Hector Berlioz (1803–1869), is a program symphony; a five movement orchestral work that tells the story described by the CSO (2013) â€Å"as a purely musical melodrama†, a colorful illustration of the life of an artist, â€Å"replete with unrequited love, witches, guillotines and colorful, opium-induced hallucinations†. Its composer, Hector Berlioz at the age of twenty-seven wrote â€Å"Symphonie Fantastique both to explore German Romanticism and to give his hometown of Paris a symphony of its own; something not yet native to this city of operas and ballets† (CSO, 2013). Berlioz’s symphonic back ground in the operatic overture alludes to his program notes presented â€Å"as the spoken text of an opera† . The memorable dramatic flair of Symphonie Fantastique is understood to be one of the most well-known pieces of program music in his repertoire and is suggested that the story is a self-portrait of its composer, Hector Berlioz. Innovative the time, Berlioz devised a program to be given out to audience members at the performances stating it is â€Å"indispensable for a complete understanding of the dramatic outline of the work.† Berlioz’s outlines the story in the preface of the program for his Symphonie Fantastique (1830): A young musician of morbid sensitivity andShow MoreRelatedThe Music Of The Concert914 Words   |  4 Pagesthe program that was handed out to find out basic information about the concert. The history of the pieces helped in understanding them. The concert featured many well-known works of famous composers such as Camille Saint-Saens, Modest Mussorgsky, and Berlioz. The three pieces that are the most memorable in my mind are â€Å"Overture to La Cenerentola†, â€Å"Là   ci darem la mano†, and â€Å"March to the Scaffold† from Symphonie Fantastique. Beginning with the first piece called â€Å"Overture to La Cenerentola† composedRead MoreI Attended Western Kentucky University s Symphony Concert885 Words   |  4 PagesI attended Western Kentucky University s symphony concert. It was on Friday, October 30th at 7:30pm. It was held in Van Meter Hall. Their event was named â€Å"It s time for a treat.† The symphony was conducted by Dr. Brain St. John. Before it began, I read over the program that was handed out to find out basic information. The history of the pieces helped in understanding them. The concert featured many well-known works by famous composers such as Camille Saint-Saens, Modest Mussorgsky, and BerliozRead MoreThe Symphony Of The Key Of Change3582 Words   |  15 Pagesdouble with the strings to play the melody. This practice, in turn, made it so that there was great balance and clarity within pieces of the Classical era, though little diversity among the different instruments (â€Å"History of Classi cal Music†). As concert halls grew larger and classical music became more democratic, music began to change. These facts, coupled with the growing improvements in the manufacture of wind and brass instruments, pushed composers like Beethoven to focus on making music thatRead MoreEssay about The Ideals Of Instrumental Music840 Words   |  4 Pagesdetailed drama that constitutes the story of Berliozs Symphonie fantastique (1830). Because his imagination always seemed to run in parallel literary and musical channels, Berlioz once subtitled his work quot;Episode in the life of an artistquot;, and provided a program for it which was in effect a piece of Romantic autobiography. In later years, he conceded that if necessary, when the symphony was performed by itself in concert, the program would need not be given out for theRead MoreLes Nuits DEte2052 Words   |  9 PagesAmy Shuford 5 April 2011 Music History II Research Paper – Les Nuits d’Ete Dr. Christina Reitz An Analysis of Hector Berlioz’s Les Nuits d’Ete Born in 1803, in the village of La Cà ´te-Saint-Andrà ©, France, Hector Berlioz produced some of the most invigorating and exciting music of the Romantic period (Holoman, 1, 6). Romanticism primarily focused on subjectivism, therefore people were concentrating more on their emotions and spirituality and less on logical explanations for the problems of humanityRead MoreFranz Liszt was a Great Romantic Composer4170 Words   |  17 Pagesvirtuoso career was over (De Portales 111-112). Another reason he made the choice was that in 1847 Liszt once again fell in love upon meeting a princess, named Carolyne Sayn- Wittgenstein, in Kiev. She gave him a large sum of money after a charity concert and he deeply desired to meet her to thank her (De Pourtales 117). They met and fell in love. In 1848, after knowing each other for a couple of months they went back to Weimar together, even though she was married to another man (De Pourtales 121-122)

Anomaly free essay sample

Its a family tradition to go to dinner at my grandmothers house for all major holidays. After the meal ends, the youngest children retreat to the basement to play game cube, while the remainder of my family withdraws to the living room. For several years, I would remain at the empty dinner table, reading whatever book had caught my interest. Ill never forget the day that this all changed. My aunt came into the dinning room, sat across from me and proceeded to share some loving words. Staring at me intently, she said, Shut that book and talk to me before I hit you with this fork! My aunt might as well have held my head underwater and told me to take a deep breath. Much to the despair of my garrulous family, not once have I felt the need to question my quiet disposition. Ive been content to remain the attentive listener, saying nothing, but hearing everything. We will write a custom essay sample on Anomaly or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page With this contentment came the wonderful, incessant, and false accusations that I was antisocial. To which I responded with a silent smile. There was a time when I foolishly believed that my family would accept my preference for muteness; however, they seem to believe that I truly desire continuous harassment to encourage me to speak. In my opinion, Im the only one who has adapted well to the familial talkativeness. What would be the point of all these voices if there werent someone to shut up and listen? My silence isnt the only thing my family finds perplexing. Im the odd one who screamed NO! at 1am, because an anime character was horrifically killed. Tits just a cartoon, my sister had insisted. After which, a pillow managed to fly and hit her on the head, in hopes that some sense would be knocked in to it. Im also the strange one who suffered separation anxiety when my beloved computer, Steve, was shipped off to Dell for repairs. Im the weird one who transitions to a nocturnal b iorhythm during the summer, so I can listen to music, read, and write without the presence of my dear siblings, who seem to think that if I want to be alone they should come near me and make as much noise as possible. My family doesnt completely misunderstand all of my oddities. Theyre well aware that my happy place is sitting in one of the black comfy chairs within Borders, specifically one that is outside of the manga/comic/graphic novel aisles. Ive realized that reading a book of any greater length would make it extremely difficult for my parents to pry me from the chair. Fortunately, complete understanding is not needed, and as they learn to accept my eccentricities, I have hope that one day I will be able to remain silent without being threatened with eating utensils.

Role of Education in Women Empowerment with Special Reference to the Economy of Assam Essay Example

Role of Education in Women Empowerment with Special Reference to the Economy of Assam Essay Women’s contribution to the economy of Assam cannot be ignored. From household activities to economic activities out of the household have been performed successfully by the women of Assam. Women constitute almost half of the population in the state; though a large womenfolk of state are still illiterate, the weak, backward and exploited.Thus, the term Women empowerment comes into existance. If we plan for a economically developed country, we must think for the better status of women. This is possible only through the attainment of the higher level of literacy as well as education for women. It has been already proved that educated women can play a very important role in the economic development of the country. Women education promote women empowerment, which in turn leads to the economic empowerment of women themselves as well as the society as a whole with the knowledge, skills and self-confidence.Now, It is high time to devote more attention on the women education in our st ate to realise the women’s contributions at large to the economy of the state . KEYWORDS: Women Education, Women Empowerment, Economic Development. Introduction – ‘Economy of Assam can be described as underdevelopment one. ’ This is because of its intact poverty, underutilised manpower untapped natural resources. 1 The researchers and authors have never given importance of the contribution of women in the economy of Assam.Whereas, women’s contribution to the economy of Assam cannot be ignored. From household activities to economic activities out of the household have been performed successfully by the women of Assam. Despite they are almost fifty in hundred and bearing all the positive aspects, it is a matter of fact that women in this world are living with an insignificant status, both in the family and society. Out of all poverty-stricken people living in this world, 70 percent are women.For those women, poverty does not just mean scarcity and wan t; it means rights denied, opportunities curtailed and voices silenced. If we consider the some facts, we find women work two-thirds of the world’s working, whereas women (i) earn only 10 percent of the world’s income, (ii) own less than 1 percent of the world’s property, (iii) make up two-thirds of the total adults worldwide who cannot read or write. 2 All these hold good in case of Assam economy also. This is the background, the world community thought over the entity of empowerment of women, its need and significance.Empowerment recognizes the inner power of individuals; our understanding of women empowerment reminds us that change- improvement in the physical, economic, political or social well-being of women. Question arises what is the mosly cited factor responsible for bringing about the women empowerment. It is education, which is one of the most important means of empowering women with the knowledge, skills and self-confidence necessary to participate f ully in the development process. Education is important for everyone, but it is especially significant for girls and women.This is true not only because education is an entry point to other opportunities, but also because the educational achievements of women can have ripple effects within the family and across generations. It is not possible for an economy to be developed, without giving due importance on women (which constitute the half of total) and their activities. The empowered women only are shared with that status. In the similar way, this is possible only with women education, both with quality as well as quantity. Objectives – 1.To see the status and trend of women empowerment in the study area in terms of various indicators. 2. To see the contribution of women in the economy of Assam and to see how empowerment of women is helpful for the development of an economy. 3. To see the role of women education in the realisation of women empowerment and thereby growth of th e economy. 4. To overcome the constraints faced by the women in the study area and to forward some meaningful inferences and suggestions on the findings of the study. Key Questions – Assam economy has a great contribution of women folk.The amount of contribution can be enhanced considerably by getting the empowered women; which is finally realised only by creating environment for qualitative as well as quantitative women education. Data source and Methodology- The Study Area- Assam, a constituent State of India, is located in North Eastern part of the country and situated within the longitude 90o E to 96o E and latitude 24o N to 28o N. The area of the state is 78,438 sq. kms. The economy of Assam is mainly agrarian in nature. The population of the state is Total 31. 7 million according to 2011 census of which 1,52,14,345 are female. As regards sex ratio, it is 954 females per 1000 males as per report of 2011 census. Basic data on the position of women in the state vis-a-vis m en reveals that there is a glaring inequality between them. Methodology – The study is basically analytical and descriptive. Moreover, it is prepared mostly with secondary data, also depending on observation. The techniques of synthesis have been applied to analyze the data and as such, the findings and suggestions have been sorted out. Results and Discussion-Women in Economy There is an important co-relation between women and economy in the context of Assam economy. The activities for women in soil conservation, social forestry, dairy development and other occupations allied to agriculture like horticulture, livestock including small animal husbandry, poultry, fisheries etc are being expanded to benefit women workers in the agriculture sector. Economic Development may be rgarded as a woman’s path to self-mastery. Women get the opportunity to gain social, political and economic skills, which opens a greater field of action.Women who received credit and who sustained s ocial, political and business-development training for more than three years displayed greater independence, increased household decision-making, more control of resources, and more equality within the home. Education The female literacy level among the women in Assam have been growing up in the podt- independence era. Table: 1 Female Literacy at a glance in Assam Particulars Unit 2001 Census 2011 Census (P) LiteracyTotalPer cent 63. 2573. 18 a) MalePer cent 71. 8 78. 81 b) Female Per cent 54. 61 67. 27 Source: Gov of Assam, Economic Survey, Assam, 2010-11 The table shows that the female literacy inceased to 67. 27 per cent in the 2011 census, which was 54. 61 per cent in 2001 census. For a state, 12. 66 percent increment in a decade is not said to be a less amount. But there is a lot of works to be done by the policymakers of the state. Although during 1991-2001, annual average growth rate of female literacy (1. 3 per cent) was more than that of male literacy rate (0. 997 per cen t). Women Empowerment -Empowerment recognizes the inner power of individuals; women empowerment reminds us that change- improvement in the physical, economic, political or social well-being of women. When poor or weak women become actors for change, able to analyze their own lives, make awareness, skills, knowledge, confidence and experience and structures their own decisions and take their own actions. Many scholars have provided suitable definitions of women empowerment. â€Å"Empowerment is the process by which the powerless gain greater control over the circumstances of their lives.It includes both controls over resources and over ideology †¦. a growing intrinsic capability- greater self confidence, and an inner transformation of one’s consciousness that enables one to overcome external barriers †¦. 3 Women Education leads Women Empowerment We have already discussed that education acts as the best tool to be helpful in women in difficult circumstances. Adding value of education to their lives, the disadvantaged groups, women in extreme poverty, destitute women, omen in conflict situations, women affected by natural calamities, women in less developed regions, the disabled widows, elderly women, single women in difficult circumstances, women heading households, those displaced from employment, migrants, women who are victims of marital violence, deserted women and prostitutes etc can have their solution to be free extensively from the constrains faced by them. It is known to all that female education has a long-term effects. Educated women have fewer, healthier children, and they have them when they are older.The result is children who are more successful in school, largely because they benefit from their mothers’ education. Educating girls and integrating them into the labor force is one way to break an intergenerational cycle of poverty. In contrast to all odds, education is the most important means of empowering women with the k nowledge, skills and self-confidence necessary to participate fully in the development process. Education is important for everyone, but it is especially significant for girls and women.This is true not only because education is an entry point to other opportunities, but also because the educational achievements of women can have ripple effects within the family and across generations. Investing in girls education is one of the most effective ways to reduce poverty. Investments in higher education for girls yields especially high dividends. Girls who have been educated are likely to marry later and to have smaller and healthier families. Educated women can recognize the importance of health care and know how to seek it for themselves and their children.Education helps girls and women to know their rights and to gain confidence to claim them. Education has far-reaching effects. The education of parents is linked to their childrens educational attainment, and the mothers education is usually more influential than the fathers. An educated mothers greater influence in household negotiations may allow her to secure more resources for her children. Educated mothers are more likely to be in the labour force, allowing them to pay some of the costs of schooling, and may be more aware of returns to schooling.And educated mothers, averaging fewer children, can concentrate more attention on each child. Closing the gender gap in education is a development priority. The 1994 Cairo Consensus recognized education, especially for women, as a force for social and economic development. Universal completion of primary education was set as a 20-year goal, as was wider access to secondary and higher education among girls and women. Closing the gender gap in education by 2015 is also one of the benchmarks for the Millennium Development Goals (MDG). 4 Present Status -The status of women and their empowerment in terms of various indicators such as access to education, employment, hous ehold decision making power, financial autonomy, freedom of movement, exposure to media, political participation, experience of domestic violence etc can not be daid to be satisfactory in the state of Assam. We have miles to go for having positive indicators, like, decision making, poverty eradication, micro credit, education, health, nutrition, drinking water and sanitation, housing and shelter, environment, science and technology, support services, violence against women, rights of the girl child, mass media.The female work participation rate in Assam which was 4. 66 per cent in 1971 increased to 21. 61 per cent in 1991 and declined to 20. 71 per cent in 20016 The Girls’ Educational Index (GEI) in early 80s was 0. 499 in Assam (G. O. I. , 2002). During 1990s the GEI for India was increased to 0. 575 in Assam. Assam was ranked in 29th position among 32 States and Union Territories according to GEI measure and was ranked below Manipur, Meghalaya, Mizoram and Nagaland (Assam H uman Development Report, 2003). In Assam women may be visible at public places and institutions, as there is freedom of movement, but her visibility does not give her power, she is very unlikely to be a member in the decision making bodies of these institutions. Data on managerial bodies of schools and colleges, public institutions, religious institutions reveal the invisibility of women in power. Key Findings The female literacy level among the women in Assam have been growing up in the podt- independence era. The female literacy inceased to 67. 27 per cent in the 2011 census, which was 54. 61 per cent in 2001 census.For a state, 12. 66 percent increment in a decade is not said to be a less amount. But there is a lot of works to be done by the policymakers of the state. Occupational structure of women of Assam reflects that a major part of the total women are engaged in agriculture sector and generated a considerable amount of income for their livelihood. In these days, the young generation are showing tendency in service and business sector , which is an indicators of the movement of the society towards development. Women engaged in service are not satisfactory but there is tremendous improvement.Like service sector an identical picture is also seen in case of business sector. A substantial amount of educated young women are attracted towards different types of business activities, small scale and cottage industries based on locally available natural resources, shopkeeper etc. Various types of income sources are adopted by the women in tribal communities of Assam, such as, agriculture, weaving, poultry, piggery business, service, traditional industries and wage labour. Among these activities traditional industries like handicraft, weaving, preparation of traditional wine, piggery and poultry are mentionworthy.Women of Assam enjoy somewhat a disadvantageous position both in absolute sense and relative to men in the area of access to education, employment,exp osure to media, household decision making capacity, workforce participation rate, control over resources etc. Micro-finance – including micro-credits – is often considered as an instrument that promotes empowerment. Whilst it can stabilise livelihoods, broaden choices, provide start-up funds for productive investment, help poor people to smooth consumption flows and send children to school, it can also lead to indebtedness and increased exclusion unless programmes are well-designed.Suggestions – It is stablished fact that education is the key role player for empowerment of women, which is, in turn, responsible for economic development as a whole. So, for creating the goal an empowered women for economic development, the following strategies need to be taken into action by the Govt. in partnership with NGO and Community— 1. Creating community demand for girls education not only elementary level but also all the level of education. 2. The Technical and Voca tional education should be made available for girls. 3.Nos of such school need to extent up to all village of the community. 4. The adult education programme in rural area is essential. 5. Efforts should made to solve the drop out problem of girls education in rural area 6. Participation of women in the high income generating activities like fashion designing, tailoring, food processing beautician, need to increase. For which following means should be adopted: a. Training facilities should be there in rural area through which the women of the community will get better chance to be specialized in this field. b.Knowledge and information on Global changing business environment like marketing in formation, the change of test, habit, preference of the consumer should be provided regularly through government and Non-government efforts like NGO, SHGs, Mahila Sangathan. c. Gender and poverty sensation programme should be developed to create an environment where by all will work together to remove all the disparities physical, social and economic. Conclusion – Achieving women’s economic empowerment is not a â€Å"quick fix†. It will take sound public policies, a holistic approach and long-term commitment from all development actors.Providing supplementary services – such as training, working through groups rather than individuals, or alongside other investments in awareness raising – has been shown to increase women’s direct control over resources. 5 In the United Nation’s 2005 report on the Millennium Development Goals (MDG), Kofi Annan, the Secretary General of the United Nations, writes: â€Å"The full participation of women to all levels of decision-making is a basic human right. † The central argument is that women play a fundamental role in development.Accordingly, in the same report, Kofi Annan argues that gender equality is in fact a â€Å"prerequisite† to achieving the other MDGs. 6 Former World B ank President, James Wolfensohn, addressing the Fourth UN Conference on Women, said: Education for girls has a catalytic effect on every dimension of development: lower child and maternal mortality rates; increased educational attainment by daughters and sons; higher productivity; and improved environmental management. Together, these can mean faster economic growth and, equally important, wider distribution of the fruits of growth in economy.More education for girls will also enable more and more women to attain leadership positions at all levels of society: from health clinics in the villages to parliaments in the capitals. This, in turn, will change the way societies will deal with problems and raise the quality of global decision-making. 6 References – 1. Dhar, P. K. , ‘The Economy of Assam- Including Economy of North East India’,( 2009), Kalyani Publishers, Guwahati 2. Islam, N. , ‘Economic Empowerment of Women in the District of Goalpara: A Case Study with Special Reference to Swarnajayanti Gram Swarojgar Yojana’, National Seminar Volume, (Ed. ) Kshyap, S. K. Goswami, N. and Dutta, A. , ‘Economic Empowerment of Women in the North East Region: Issues and Challenges’, Barbhag College, Kalag, Nalbari (Assam) September, 2012 (ISBN 978-81-910818-3-7) 3. Mahanta, B. (Supervisor: Prof. P. Nayak),‘Women Empowerment in Assam: A Human development Approach’(M. Phil Synopsis), Department of Economics, North Eastern Hill University, Shillong (2008). 4. Assam Human Development Report, 2003 and Govt. of Assam). 5. FAO (Food and Agriculture Organization of the United Nations) (2011), The state of food and agriculture, 2010-2011: women in agriculture, closing the gender gap for development, FAO, Rome. . Duflo, E. , â€Å"Women Empowerment and Economic Development’’, Massachusetts Institute of Technology, Journal of Economic Literature 2012, 50(4), 1051–1079, http://dx. doi. org/10. 1257/jel. 50. 4. 1051 ++++++ From: Name: NAZRUL ISLAM Designation: Asstt. Professor ; HoD, Economics. Sex: Male Name of the Institution: Dalgoma Anchalik College, Matia, Goalpara -783125. Address for Correspondance: Nayapara, Krishnai, Goalpara -783126. Email ID: nazrul. [emailprotected] com Participation: With Paper Title of the paper: Role of Education in Women Empowerment with special reference to the Economy of Assam. Date: Signature Role of Education in Women Empowerment with Special Reference to the Economy of Assam Essay Example Role of Education in Women Empowerment with Special Reference to the Economy of Assam Essay Women’s contribution to the economy of Assam cannot be ignored. From household activities to economic activities out of the household have been performed successfully by the women of Assam. Women constitute almost half of the population in the state; though a large womenfolk of state are still illiterate, the weak, backward and exploited.Thus, the term Women empowerment comes into existance. If we plan for a economically developed country, we must think for the better status of women. This is possible only through the attainment of the higher level of literacy as well as education for women. It has been already proved that educated women can play a very important role in the economic development of the country. Women education promote women empowerment, which in turn leads to the economic empowerment of women themselves as well as the society as a whole with the knowledge, skills and self-confidence.Now, It is high time to devote more attention on the women education in our st ate to realise the women’s contributions at large to the economy of the state . KEYWORDS: Women Education, Women Empowerment, Economic Development. Introduction – ‘Economy of Assam can be described as underdevelopment one. ’ This is because of its intact poverty, underutilised manpower untapped natural resources. 1 The researchers and authors have never given importance of the contribution of women in the economy of Assam.Whereas, women’s contribution to the economy of Assam cannot be ignored. From household activities to economic activities out of the household have been performed successfully by the women of Assam. Despite they are almost fifty in hundred and bearing all the positive aspects, it is a matter of fact that women in this world are living with an insignificant status, both in the family and society. Out of all poverty-stricken people living in this world, 70 percent are women.For those women, poverty does not just mean scarcity and wan t; it means rights denied, opportunities curtailed and voices silenced. If we consider the some facts, we find women work two-thirds of the world’s working, whereas women (i) earn only 10 percent of the world’s income, (ii) own less than 1 percent of the world’s property, (iii) make up two-thirds of the total adults worldwide who cannot read or write. 2 All these hold good in case of Assam economy also. This is the background, the world community thought over the entity of empowerment of women, its need and significance.Empowerment recognizes the inner power of individuals; our understanding of women empowerment reminds us that change- improvement in the physical, economic, political or social well-being of women. Question arises what is the mosly cited factor responsible for bringing about the women empowerment. It is education, which is one of the most important means of empowering women with the knowledge, skills and self-confidence necessary to participate f ully in the development process. Education is important for everyone, but it is especially significant for girls and women.This is true not only because education is an entry point to other opportunities, but also because the educational achievements of women can have ripple effects within the family and across generations. It is not possible for an economy to be developed, without giving due importance on women (which constitute the half of total) and their activities. The empowered women only are shared with that status. In the similar way, this is possible only with women education, both with quality as well as quantity. Objectives – 1.To see the status and trend of women empowerment in the study area in terms of various indicators. 2. To see the contribution of women in the economy of Assam and to see how empowerment of women is helpful for the development of an economy. 3. To see the role of women education in the realisation of women empowerment and thereby growth of th e economy. 4. To overcome the constraints faced by the women in the study area and to forward some meaningful inferences and suggestions on the findings of the study. Key Questions – Assam economy has a great contribution of women folk.The amount of contribution can be enhanced considerably by getting the empowered women; which is finally realised only by creating environment for qualitative as well as quantitative women education. Data source and Methodology- The Study Area- Assam, a constituent State of India, is located in North Eastern part of the country and situated within the longitude 90o E to 96o E and latitude 24o N to 28o N. The area of the state is 78,438 sq. kms. The economy of Assam is mainly agrarian in nature. The population of the state is Total 31. 7 million according to 2011 census of which 1,52,14,345 are female. As regards sex ratio, it is 954 females per 1000 males as per report of 2011 census. Basic data on the position of women in the state vis-a-vis m en reveals that there is a glaring inequality between them. Methodology – The study is basically analytical and descriptive. Moreover, it is prepared mostly with secondary data, also depending on observation. The techniques of synthesis have been applied to analyze the data and as such, the findings and suggestions have been sorted out. Results and Discussion-Women in Economy There is an important co-relation between women and economy in the context of Assam economy. The activities for women in soil conservation, social forestry, dairy development and other occupations allied to agriculture like horticulture, livestock including small animal husbandry, poultry, fisheries etc are being expanded to benefit women workers in the agriculture sector. Economic Development may be rgarded as a woman’s path to self-mastery. Women get the opportunity to gain social, political and economic skills, which opens a greater field of action.Women who received credit and who sustained s ocial, political and business-development training for more than three years displayed greater independence, increased household decision-making, more control of resources, and more equality within the home. Education The female literacy level among the women in Assam have been growing up in the podt- independence era. Table: 1 Female Literacy at a glance in Assam Particulars Unit 2001 Census 2011 Census (P) LiteracyTotalPer cent 63. 2573. 18 a) MalePer cent 71. 8 78. 81 b) Female Per cent 54. 61 67. 27 Source: Gov of Assam, Economic Survey, Assam, 2010-11 The table shows that the female literacy inceased to 67. 27 per cent in the 2011 census, which was 54. 61 per cent in 2001 census. For a state, 12. 66 percent increment in a decade is not said to be a less amount. But there is a lot of works to be done by the policymakers of the state. Although during 1991-2001, annual average growth rate of female literacy (1. 3 per cent) was more than that of male literacy rate (0. 997 per cen t). Women Empowerment -Empowerment recognizes the inner power of individuals; women empowerment reminds us that change- improvement in the physical, economic, political or social well-being of women. When poor or weak women become actors for change, able to analyze their own lives, make awareness, skills, knowledge, confidence and experience and structures their own decisions and take their own actions. Many scholars have provided suitable definitions of women empowerment. â€Å"Empowerment is the process by which the powerless gain greater control over the circumstances of their lives.It includes both controls over resources and over ideology †¦. a growing intrinsic capability- greater self confidence, and an inner transformation of one’s consciousness that enables one to overcome external barriers †¦. 3 Women Education leads Women Empowerment We have already discussed that education acts as the best tool to be helpful in women in difficult circumstances. Adding value of education to their lives, the disadvantaged groups, women in extreme poverty, destitute women, omen in conflict situations, women affected by natural calamities, women in less developed regions, the disabled widows, elderly women, single women in difficult circumstances, women heading households, those displaced from employment, migrants, women who are victims of marital violence, deserted women and prostitutes etc can have their solution to be free extensively from the constrains faced by them. It is known to all that female education has a long-term effects. Educated women have fewer, healthier children, and they have them when they are older.The result is children who are more successful in school, largely because they benefit from their mothers’ education. Educating girls and integrating them into the labor force is one way to break an intergenerational cycle of poverty. In contrast to all odds, education is the most important means of empowering women with the k nowledge, skills and self-confidence necessary to participate fully in the development process. Education is important for everyone, but it is especially significant for girls and women.This is true not only because education is an entry point to other opportunities, but also because the educational achievements of women can have ripple effects within the family and across generations. Investing in girls education is one of the most effective ways to reduce poverty. Investments in higher education for girls yields especially high dividends. Girls who have been educated are likely to marry later and to have smaller and healthier families. Educated women can recognize the importance of health care and know how to seek it for themselves and their children.Education helps girls and women to know their rights and to gain confidence to claim them. Education has far-reaching effects. The education of parents is linked to their childrens educational attainment, and the mothers education is usually more influential than the fathers. An educated mothers greater influence in household negotiations may allow her to secure more resources for her children. Educated mothers are more likely to be in the labour force, allowing them to pay some of the costs of schooling, and may be more aware of returns to schooling.And educated mothers, averaging fewer children, can concentrate more attention on each child. Closing the gender gap in education is a development priority. The 1994 Cairo Consensus recognized education, especially for women, as a force for social and economic development. Universal completion of primary education was set as a 20-year goal, as was wider access to secondary and higher education among girls and women. Closing the gender gap in education by 2015 is also one of the benchmarks for the Millennium Development Goals (MDG). 4 Present Status -The status of women and their empowerment in terms of various indicators such as access to education, employment, hous ehold decision making power, financial autonomy, freedom of movement, exposure to media, political participation, experience of domestic violence etc can not be daid to be satisfactory in the state of Assam. We have miles to go for having positive indicators, like, decision making, poverty eradication, micro credit, education, health, nutrition, drinking water and sanitation, housing and shelter, environment, science and technology, support services, violence against women, rights of the girl child, mass media.The female work participation rate in Assam which was 4. 66 per cent in 1971 increased to 21. 61 per cent in 1991 and declined to 20. 71 per cent in 20016 The Girls’ Educational Index (GEI) in early 80s was 0. 499 in Assam (G. O. I. , 2002). During 1990s the GEI for India was increased to 0. 575 in Assam. Assam was ranked in 29th position among 32 States and Union Territories according to GEI measure and was ranked below Manipur, Meghalaya, Mizoram and Nagaland (Assam H uman Development Report, 2003). In Assam women may be visible at public places and institutions, as there is freedom of movement, but her visibility does not give her power, she is very unlikely to be a member in the decision making bodies of these institutions. Data on managerial bodies of schools and colleges, public institutions, religious institutions reveal the invisibility of women in power. Key Findings The female literacy level among the women in Assam have been growing up in the podt- independence era. The female literacy inceased to 67. 27 per cent in the 2011 census, which was 54. 61 per cent in 2001 census.For a state, 12. 66 percent increment in a decade is not said to be a less amount. But there is a lot of works to be done by the policymakers of the state. Occupational structure of women of Assam reflects that a major part of the total women are engaged in agriculture sector and generated a considerable amount of income for their livelihood. In these days, the young generation are showing tendency in service and business sector , which is an indicators of the movement of the society towards development. Women engaged in service are not satisfactory but there is tremendous improvement.Like service sector an identical picture is also seen in case of business sector. A substantial amount of educated young women are attracted towards different types of business activities, small scale and cottage industries based on locally available natural resources, shopkeeper etc. Various types of income sources are adopted by the women in tribal communities of Assam, such as, agriculture, weaving, poultry, piggery business, service, traditional industries and wage labour. Among these activities traditional industries like handicraft, weaving, preparation of traditional wine, piggery and poultry are mentionworthy.Women of Assam enjoy somewhat a disadvantageous position both in absolute sense and relative to men in the area of access to education, employment,exp osure to media, household decision making capacity, workforce participation rate, control over resources etc. Micro-finance – including micro-credits – is often considered as an instrument that promotes empowerment. Whilst it can stabilise livelihoods, broaden choices, provide start-up funds for productive investment, help poor people to smooth consumption flows and send children to school, it can also lead to indebtedness and increased exclusion unless programmes are well-designed.Suggestions – It is stablished fact that education is the key role player for empowerment of women, which is, in turn, responsible for economic development as a whole. So, for creating the goal an empowered women for economic development, the following strategies need to be taken into action by the Govt. in partnership with NGO and Community— 1. Creating community demand for girls education not only elementary level but also all the level of education. 2. The Technical and Voca tional education should be made available for girls. 3.Nos of such school need to extent up to all village of the community. 4. The adult education programme in rural area is essential. 5. Efforts should made to solve the drop out problem of girls education in rural area 6. Participation of women in the high income generating activities like fashion designing, tailoring, food processing beautician, need to increase. For which following means should be adopted: a. Training facilities should be there in rural area through which the women of the community will get better chance to be specialized in this field. b.Knowledge and information on Global changing business environment like marketing in formation, the change of test, habit, preference of the consumer should be provided regularly through government and Non-government efforts like NGO, SHGs, Mahila Sangathan. c. Gender and poverty sensation programme should be developed to create an environment where by all will work together to remove all the disparities physical, social and economic. Conclusion – Achieving women’s economic empowerment is not a â€Å"quick fix†. It will take sound public policies, a holistic approach and long-term commitment from all development actors.Providing supplementary services – such as training, working through groups rather than individuals, or alongside other investments in awareness raising – has been shown to increase women’s direct control over resources. 5 In the United Nation’s 2005 report on the Millennium Development Goals (MDG), Kofi Annan, the Secretary General of the United Nations, writes: â€Å"The full participation of women to all levels of decision-making is a basic human right. † The central argument is that women play a fundamental role in development.Accordingly, in the same report, Kofi Annan argues that gender equality is in fact a â€Å"prerequisite† to achieving the other MDGs. 6 Former World B ank President, James Wolfensohn, addressing the Fourth UN Conference on Women, said: Education for girls has a catalytic effect on every dimension of development: lower child and maternal mortality rates; increased educational attainment by daughters and sons; higher productivity; and improved environmental management. Together, these can mean faster economic growth and, equally important, wider distribution of the fruits of growth in economy.More education for girls will also enable more and more women to attain leadership positions at all levels of society: from health clinics in the villages to parliaments in the capitals. This, in turn, will change the way societies will deal with problems and raise the quality of global decision-making. 6 References – 1. Dhar, P. K. , ‘The Economy of Assam- Including Economy of North East India’,( 2009), Kalyani Publishers, Guwahati 2. Islam, N. , ‘Economic Empowerment of Women in the District of Goalpara: A Case Study with Special Reference to Swarnajayanti Gram Swarojgar Yojana’, National Seminar Volume, (Ed. ) Kshyap, S. K. Goswami, N. and Dutta, A. , ‘Economic Empowerment of Women in the North East Region: Issues and Challenges’, Barbhag College, Kalag, Nalbari (Assam) September, 2012 (ISBN 978-81-910818-3-7) 3. Mahanta, B. (Supervisor: Prof. P. Nayak),‘Women Empowerment in Assam: A Human development Approach’(M. Phil Synopsis), Department of Economics, North Eastern Hill University, Shillong (2008). 4. Assam Human Development Report, 2003 and Govt. of Assam). 5. FAO (Food and Agriculture Organization of the United Nations) (2011), The state of food and agriculture, 2010-2011: women in agriculture, closing the gender gap for development, FAO, Rome. . Duflo, E. , â€Å"Women Empowerment and Economic Development’’, Massachusetts Institute of Technology, Journal of Economic Literature 2012, 50(4), 1051–1079, http://dx. doi. org/10. 1257/jel. 50. 4. 1051 ++++++ From: Name: NAZRUL ISLAM Designation: Asstt. Professor ; HoD, Economics. Sex: Male Name of the Institution: Dalgoma Anchalik College, Matia, Goalpara -783125. Address for Correspondance: Nayapara, Krishnai, Goalpara -783126. Email ID: nazrul. [emailprotected] com Participation: With Paper Title of the paper: Role of Education in Women Empowerment with special reference to the Economy of Assam. Date: Signature

Should Students Be Paid for Good Grades Essays

Should Students Be Paid for Good Grades Essays Should Students Be Paid for Good Grades Essay Should Students Be Paid for Good Grades Essay Essay Topic: 9th Grade Should pupils be paid for acquiring good classs? Yes. pupils should be paid for good classs. Harmonizing to Psychology Today the United States has fallen behind other states on cardinal steps of instruction and about? of pupils drop out before graduation. Experts point to inadequate motive as a key job. Too many pupils are bored by school or distracted by unstable household life or any figure of the other recreations that face pupils today. Of class acquisition has it’s ain wagess. but some pupils respond best to hard currency. If inducements for good classs can play a function in actuating larning so wherever possible. these hard currency for classs plans should be put into consequence. A major ground to pay pupils for good classs is that these hard currency inducement plans have helped low-income pupils stay in school and acquire better classs. Harmonizing to a survey released by the social-policy research group MDRC. hard currency inducements combined with guidance offered real hope to low-income and untraditional pupils at two Louisiana community colleges. The plan was simple: enroll in college at least half clip. maintain at least a Hundred norm and earn $ 1. 000 a semester for up to two footings. Participants were 30 % more likely to register for a 2nd semester than pupils who were non in the plan. And the pupils that were foremost offered the hard currency inducements were more likely than their equals to be enrolled in college a twelvemonth after they had finished the two term plan. Students offered the hard currency inducements in this plan did non merely inscribe in more categories ; they earned more credits and were more likely to achieve a C norm than nonparticipants. Although U. S. college registration has climbed. college completion rates have non. More hard currency for classs incentive plans may assist better upon the figure of college alumnuss among lower-income pupils. Another ground to pay pupils for their good classs is that it will promote pupils to take more ambitious categories in school and assist better their opportunities in acquiring into a better college. Harmonizing to a USA Today article some of the hard currency inducement plans in topographic points like Arkansas. Alabama. Connecticut. Kentucky. Massachusetts. Virginia and Washington pays tudents $ 100 for each passing class on advanced arrangement ( AP ) college-prep tests. These inducements will decidedly acquire pupils interested in theses AP classs and will assist them understand their value. This plan was modeled after another plan adopted in Dallas TX that saw AP class taking leap well. An analysis of the plan in TX found that it linked to a 30 % rise in the figure of pupils with higher SAT and ACT tonss and an 8 % rise in pupils who entered college. Paying these pupils to go through their AP test gives them the inducement to do the right determination and take the more strict category. It will learn them that if they work hard and have a batch of support they can make something they did non believe they could make. Another ground to pay pupils for good classs is that it will assist some pupils comprehend the value of working difficult in category and the value of an instruction. Some pupils understand the benefits of going the best hoops participant or the fastest path jock in the school. But what many pupils do non understand is the benefits of going a good pupil. Harmonizing to a U. S. News and World Report article. Roland Fryer a Harvard University professor. partnered with decision makers in 3 urban school territories to offer pupils money in return for their schoolroom accomplishments. Students of indiscriminately selected simple. center. and high schools in Chicago. Washington. and New York City can gain 100s or 1000s of dollars in a individual twelvemonth merely for being good pupils. In Chicago. Fryer helped implement an inducement plan for approximately 3. 750 high school freshers in 20 schools because concern was expressed about the high rate of pupils who drop out in 9th or 10th class. At the terminal of every five hebdomad scaling period. Green for Grades participants can gain $ 50 for every A. $ 35 for every B. and $ 20 for each C. Due to this plan 16. 000 first-year voluntarily returned to school one month early to have mentoring and academic support. The pupils that these plans are aimed at bash non needfully hold entree to grownups who have graduated from college. and they don’t needfully understand the value of an instruction. The point of these plans is to assist these pupils understand that there are many benefits to being a good pupil. non merely some green in their pockets. Whether it be Cash for A’s. Green for Grades. or any other incentive plan for pupils these plans have proven to be great temptations to actuate acquisition for pupils of all cultural backgrounds and educational degrees. These plans have the capableness of assisting many pupils so there should be more plans like these more widespread across the U. S.

9 preguntas a turistas en control migratorio de EE.UU.

9 preguntas a turistas en control migratorio de EE.UU. Turistas y personas de negocios que llegan a Estados Unidos pueden esperar que los oficiales de control de paso migratorio de la CBP les pregunten una serie de cosas para decidir si permiten su ingreso al paà ­s. En el paso migratorio tambià ©n se verifica el pasaporte y la visa o ESTA –en el caso de pertenecer a un paà ­s del Programa de Exencià ³n de Visados– y se cotejan con el programa TECS de la computadora del oficial migratorio. Adems, se tomarn los datos biomà ©tricos del solicitante a ingresar a Estados Unidos. En este artà ­culo se informa de cules son las 9 preguntas ms frecuentes en el paso migratorio y cules son las respuestas correctas, asà ­ como quà © puede pasar y cules son los derechos que aplican en la frontera de Estados Unidos (terrestre, marà ­tima y de aeropuertos). 9 preguntas preguntas frecuentes en el paso migratorio de EE.UU. El oficial de migracià ³n puede preguntar lo que estime conveniente, pero las que se enumeran a continuacià ³n son frecuentes. Una de las ms comunes es preguntar cul es la razà ³n de la visita a Estados Unidos. La respuesta debe ser acorde con el tipo de visa o documento con el que se solicita el ingreso a EE.UU. Asà ­, si se tiene una de turista B1/B2 o una autorizacià ³n conocida como ESTA, la respuesta es turismo, negocio o atencià ³n mà ©dica. Es absolutamente equivocado contestar que la intencià ³n es buscar trabajo o contraer matrimonio. Otra pregunta frecuente es dà ³nde se va a alojar. Se puede llevar impreso el nombre y direccià ³n del hotel, si ese es el tipo de alojamiento. Si se va a estar viajando, tambià ©n es perfectamente vlido contar cà ³mo se piensa viajar y los planes que se han hecho para reservar alojamiento, aunque no es necesario tener absolutamente todo cerrado ya que puede haber cambios en el caso de, por ejemplo, planear un tour por carretera. En todo caso, tener en consideracià ³n que, en ciertos casos, hay que notificar los cambios de direccià ³n del lugar de estancia. Tambià ©n se pregunta a quià ©n va a visitar. Es absolutamente normal visitar amigos o familiares. Sin embargo, si estos estn en situacià ³n de indocumentados se recomienda no mentir a los oficiales de migracià ³n bajo ninguna circunstancia, pero tampoco crear una situacià ³n difà ­cil para los amigos o familiares. Tambià ©n se pregunta cunto tiempo se va a quedar. Es fundamental tener claro el tiempo mximo de estancia legal. Si se ingresa con una visa, es posible pedir una extensià ³n o cambio de visa, si se cumplen todos los requisitos. Por el contrario, si se tiene una ESTA, se tiene que salir del paà ­s antes de los 90 dà ­as y no es posible, bajo ninguna circunstancia, ampliar ese plazo. Tambià ©n se pregunta cunto dinero se trae y si se tiene algo que declarar. Se trata de no exceder el mximo legal sin declarar y tambià ©n de asegurar de que no se va ser una carga para el gobierno de los Estados Unidos. No hay que llevar mucho dinero en efectivo, ya que se pueden llevar tarjetas de dà ©bito o/y crà ©dito. Otra pregunta clsica es en quà © se trabaja o quà © se estudia. Responder lo mismo que se ha dicho al solicitar la visa. Asimismo, si se llega por avià ³n es habitual que se pregunte desde dà ³nde se vuela. La respuesta correcta es la ciudad desde donde despegà ³ el vuelo pero si se ha hecho escala, se puede contar el viaje completo. Otras preguntas que hay que esperar es si se ha visitado previamente los Estados Unidos. En este punto tener en cuenta las consecuencias de viajes anteriores en los que no se salià ³ a tiempo del paà ­s, y tambià ©n  cunta frecuencia se est ingresando.  ¿Quà © puede pasar a continuacià ³n? Pueden suceder varias situaciones, que dependen de la decisià ³n que tome el oficial migratorio. En la mayorà ­a de los casos, la persona extranjera ser admitida a Estados Unidos, aunque es posible que debe pasar por una segunda inspeccià ³n, que es lo que popularmente se conoce como el cuarto. Si se ingresà ³ con visa de turista, se puede consultar el I-94 –registro de entrada y de salida– para tener claro cundo se debe salir del paà ­s o para pedir una extensià ³n de la visa. Tambià ©n es posible que se le permita entrar aunque no tiene los documentos necesarios. En estos casos se dice que se la ha dado un parole. Es decir, se permite el ingreso aunque no se cumplen los requisitos. Por ejemplo, en los casos de peticià ³n de asilo despuà ©s de mostrar miedo creà ­ble en una entrevista. Tener en cuenta que ya no es posible solicitarlo en la frontera por razà ³n de miedo a las pandillas o violencia domà ©stica y que en estos momentos es habitual que el solicitante de asilo en la frontera espere por meses e incluso aà ±os detenido hasta que se resuelve su caso. Adems, en casos extraordinarios, la persona ser arrestada (aprehendida), como es el caso de que està © buscada por un delito por las autoridades. Y, finalmente, la persona extranjera puede ser regresada al paà ­s en el que se inicià ³ el viaje. La razà ³n es que se considere que es inadmisible para ingresar a EEUU, que es inelegible para la visa que tiene o para la ESTA, o que los documentos son falsos. Como las situaciones de la prohibicià ³n a ingresar son muy variadas, es importante saber si se coloca un I-275 en la visa, o se realiza una expulsià ³n inmediata o, incluso, se permite al extranjero retirar su peticià ³n de ingreso a EE.UU. Todas esas situaciones tienen consecuencias diferentes a la hora de intentar posteriormente regresar por lo que conviene tener claro quà © realmente pasà ³ y por quà © se denegà ³ la entrada. Derechos en el control migratorio de EE.UU. En los puertos de entrada, conocidos en inglà ©s como POE y que puede ser un aeropuerto, un puerto marà ­timo o una frontera terrestre, hay que pasar dos controles, primero el migratorio y luego el aduanero. En los POE, que tienen todos consideracià ³n de frontera, no est permitida la asistencia legal de abogados y, en contra de una opinià ³n errà ³nea muy extendida, lo cierto es que no aplican las protecciones de la Constitucià ³n. Por lo tanto, si asà ­ lo consideran necesario, los oficiales de la CBP pueden tener acceso a nuestros telà ©fonos, cmaras, computadoras y otro material digital. Puntos clave El oficial del control migratorio puede preguntar lo que estime convenienteLa visa o la ESTA no garantizan el ingresoEn los puntos migratorios de ingreso a EE.UU. no aplican los derechos constitucionales Este artà ­culo no es asesorà ­a legal. Tiene una finalidad exclusivamente informativa.

Geopolitical Problems in 19th Century Europe Essay

Geopolitical Problems in 19th Century Europe - Essay Example The French Revolution has announced not only the individuals right to freedom and equality but also the right of nations to determine their own status. Wherever human rights and privileges were endangered under foreign rule, the requirement for freedom implied protection of national freedom from such foreign domination. The concept of the right to self-determination for the nations was served to justify the demands of stateless Eastern nations, including Poland, which lost its political freedom in the earlier centuries. This right should help to organize separate nation-states with their own governments including all their subjects. By 1815, nationalism has become one of the leading ideologies in the world. It was able to mobilize society in the transition to a capitalist economy, which led to an increase in the effectiveness of national states and the growth of their economic power. Young nations have also shown high efficiency with the military side. A professional army, consisting of subjects monarchs often suffered defeat from an untrained civilian militia. In the 19th century, the supporters of ethnic nationalism believed that national unity must be based on a common ethnic origin, also it was believed that those who have a different origin, by definition, cannot be part of the national culture . Europe in the 19th century had several large multinational empires such as Habsburg Austro-Hungarian Empire, Czarist Russia, and Imperial Germany. Within these empires were existed numerous national minorities that feel oppressed, exploited and abused. Their reaction was resistance to a stronger and more powerful nationalism. However, in most countries of Central and Eastern Europe nationalism arose as a reaction to the French occupation and initially wore an expression of cultural-ethnic character. In particular, the revolutionary wave of 1848 originated pan-Slavism.

How does Tolstoy use his characters to show how materialism and social Essay

How does Tolstoy use his characters to show how materialism and social climbing depict an artificial, materialistic life - Essay Example He was educated and had a comfortable status in society. A judge in the high court in St.Petersbug, with a wife and family, he lives an ordinary life. Through out his life he never cared to reflect on the meaning of life. The humdrum nature of his career was more or less determined by the mechanical compliance to external compulsions of the values of a defunct society. In the smug satisfaction of the motorized perfection of life there lay a terrible pitfall. As Tolstoy puts it, his life was "most terrible and most ordinary and therefore most terrible." Tolstoy shows the readiness of Illyich to succeed in life, by spontaneous compromises of all principles of life, as the hallmark of contemporary ethos. This makes his hero ludicrous. He had the semblance of the typical reserved nature of a judge but in actual practice was very flexible, if it will augment his career: " There were services rendered to his chief and even to wife of his chief". The feverish pursuit for advancement without principles is a disintegrating force and only a spiritual realization can provide meaning as we prepare for the inevitable exit from this life. The shock comes in the form of the diagnosis of terminal condition of cancer.

Expectations Charles Dickens Essay Example for Free

Expectations Charles Dickens Essay In the first chapter of Great Expectations Charles Dickens creates a very intense image of the marshes. This is the first place he describes and he makes the marshes sound like a very creepy and bewildering place.  Ours was the marsh country, down by the river, within, as the river wound, twenty miles of the sea.  The words marsh and the river makes the marshes sound like a very damp, muddy and bleak place.  Also in the first chapter Charles Dickens describes the churchyard as  Bleak place overgrown with nettles. Dickens also describes the churchyard s a very Overgrown and bleak place.  A graveyard is supposed to be a happy place that revitalises and refreshes kind, happy memories. I think this implies that death is all around no matter where you look. I think this because everything is overgrown and not looked after and the nettles are killing all of the beautiful plants so death is also involved there as well.  Dickens also says about the marshes in the first chapter   And that the dark flat wilderness beyond the churchyard, intersected with dykes and mounds and gates, with scattered cattle feeding on it, was the marshes: and that the low leaden line beyond was the river: and the distant savage liar from which the wind was rushing was the sea. This quote represents a dark and unforgiving future for Pip and that there is no one out there in the wilderness to care for him. The words leaden line imply a low lead river that looks like it has bars on and to Pip this makes him feel imprisoned. Also the words savage liar represents to Pip that he thinks that there is like a savage monster out there in the sea. Furthermore in chapter one Dickens explains the marshes as a long black, horizontal line and the sky was just a row of long, angry red lines and dense black lines intermixed. The words represent anger and danger and black utility, death and emptiness. Pip again feels like he is a prisoner to the marshes. At the start of the first chapter instead of Pip being one of the main characters he becomes the narrator of the story and starts talking about his family.   So I called myself Pip, and came to be called Pip.  When Pip goes to the churchyard to the graveyard to look at their graves and imagines what his family would of looked like this proves he has a very distinct and creative imagination.   My first fancies regarding what they were like, were unreasonably derived from their tombstones.  Also Pip proves that there was a high rate of infant mortality and he also proves that there was a universal struggle to die. To five little stone lozenges, each about a foot and a half long, which were arranged in a neat row beside their grave, and were scared to the memory of five little brothers of mine who gave up trying to get a living exceedingly early in that universal struggle.  Dickens in the first chapter changes from first person the narrator to third person and this s a very unnatural method to use.   And that the small bundle of shivers growing afraid of it all and beginning to cry, was Pip. Also Great Expectations was serialised which means that he novel was brought out in chapters and because the novel was successful people kept buying each chapter each time they were released.  When Pip goes into the churchyard to the graveyard so that he can go and visualise his brothers and his parents he meets a convict. The convict is starving and looking for food and basically anything and so he turns Pip upside town.   The man after looking at me for a moment turned me upside-down.  This is very strong and imaginative and you can clearly imagine it as he turns him upside down literally and metaphorically. After this the convict starts talking to Pip about his appearance. He talks about  What fat cheeks you ha got:  After this Pip says  I believe they were fat, though I was at that time undersized for my years, and not strong.  This gives the impression that Pip has never been fed properly and this make Pip sound innocent and vulnerable.  Later on Pip makes a promise to the convict that he would bring some food and some wittles so that the convict could release himself from the chain around his ankles and the convict threatens Pip to make sure he does this.

How Volunteer Work Has Changed My Life Essay -- Community Service, Ser

"He who wishes to secure the good of others, has already secured his own." - Confucius   Ã‚  Ã‚  Ã‚  Ã‚  The Christmas in October Program is an annual event I participated in that helps someone who is less fortunate by fixing up their home. It is a two-day event where exterior and interior work is done on a home. The program requires a company to sponsor the project, and volunteers to do the actual work. It is called Christmas in October because it takes place in October, but feels like Christmas because of its memorable effect. Participating in the Christmas in October Program was the most meaningful work I've done because of its lasting effect on me.   Ã‚  Ã‚  Ã‚  Ã‚  Christmas in October was very meaningful to me because it changed my feelings about volunteering. Before I participated in the program, I didn...

The Blue Sword CHAPTER EIGHT

On the seventh day they left their valley. Harry felt a little sad, although she thought a bit of her nostalgia was apprehension for the future. Just before they mounted, Mathin came and stood before her, with a long piece of maroon silk in his hand. Harry was wearing a long side-slashed red tunic over long full trousers of the same color, and a dark blue surcoat; she was accustomed to Hill dress now, and comfortable in it, unlike her first evening in the king's camp. â€Å"Put this on, so,† said Mathin. He gestured to his own waist; he wore a dark green sash. She looked down at herself. Mathin tossed the maroon strip over his shoulder, and pushed her hands away from her sides. He untied the brown cord she had used as a belt and dropped it as if it were trash, and wound the maroon silk twice around her waist, and tucked the ends of it away in some invisible fashion. She looked up: Mathin was wearing the fierce grin she was accustomed to seeing when they crossed swords. â€Å"One of the Hills must have a sash when she goes to the laprun trials, where it will be proved that she deserves to wear it.† He turned away to mount Windrider. Harry stood where she was a moment longer, feeling where the sash seized her lower ribs as she breathed. Then she put her hands on the pommel and cantle of the saddle and vaulted onto Sungold's back as she could now do easily; she had begun to consider if she could learn Corlath's way of mounting, which did not seem to require the use of the hands. They jogged along steadily all that day, although the pack horse was inclined to complain. It had had a soft six weeks and was not entirely equal – even with its burdens much lighter than they had been six weeks before – to keeping pace with the flint-hard war-horses. Narknon loped along beside them, dashing off into the bushes occasionally on her private business, reappearing silently ahead of them, waiting by the trail for them to catch her up. They paused for lunch and a cold supper; but they continued on in the twilight. After the sunset was gone, Harry could see a glow in the northeast. â€Å"It is a great bonfire on the plain before the City, to mark the opening of the trials tomorrow at dawn,† Mathin told her. Harry wondered if any of the other trials riders were seeing things in the flames. Her mind wanted to feel nervous and restless that night, but her well-trained body and that extra whatever-it-was sent her off to sleep before she had time to argue. At dawn when the trials were beginning, they were in the saddle again, riding easily and listening to the breeze, Harry half expecting to hear the distant clash and yell of combat. Slowly they rode all that day, that they might not arrive tired. The pack horse had given up complaining, and marched on resignedly. They rode around the edge of a gaunt grey rockface at sunset and suddenly before her was a vast field, the Hills rising sharply at its perimeter. The plain was speckled with fires, and in the swiftly falling shadows she could make out the many-legged shapes of huddled horses and huddled men, and the angular silhouettes of tents. There were too many of them; her heart jumped out of its usual location and began beating frantically against the base of her throat. She raised her eyes to the watching Hills again: surely this great flat plain was not a natural phenomenon in this rugged land? And yet what labor could have flattened the Hills so? Mathin was staring across the fires as if he would recognize the owners of the dark featureless tents even from here. She thought with his long eyes he might succeed. â€Å"Mathin, do you know how this plain came to be – has it always been here?† Mathin, still looking out over the plain, said, â€Å"There is a story that Tor met the Northerners on this plain, and held them away from the City for nine days, and the heat of that battle melted the rocks of the Hills, which made a pool; and when the pool became hard again, it was this plain.† â€Å"What happened on the tenth day?† asked Harry. But Mathin put Windrider into a trot without answering. Sungold trotted obediently behind her, his ears pricked stiffly at the scene before him. He was ready for anything Harry might ask him to do; he gave her a little confidence. But the other riders here had known of the laprun trials perhaps all their lives; perhaps they had been training for them nearly as long. Mathin glanced back at her. â€Å"We are opposite the gate to the City; you cannot see it from here. You will see it after the trials.† â€Å"Mathin.† His head turned warily back to her, anticipating a question he would not wish to answer. She saw his eyes glint in a yellow gleam of firelight. â€Å"Are there other women at the trials?† He grunted; she recognized it as relief that she wasn't going to nag him further about Tor the Just, who probably wasn't that boring if he could hold off the Northerners for nine days and melt a hole in the Hills, and Aerin and her dragons. He said gruffly, â€Å"A few. There are always a few. Once there were more.† He put Windrider forward again, and in the click of hooves she had to strain to catch his last words: â€Å"It would be a great thing for us, and for our daughters – a damalur-sol.† Damalur-sol. Lady Hero. They set up their own small and travel-stained tents not far in from the ring of Hills they had just left. She felt the drifting shadows of other Hillfolk as she rubbed Tsornin down, and when she came back to the firelight of the small blaze she had – rather efficiently, she thought, with the first of Mathin's three methods of fire-making, which simply involved the correct application of a tinder-box – started in front of their tari, there were four such shadows sitting on their heels around it. Mathin came into the light as she did, carrying his saddle. He joined the four, and after a moment's hesitation, so did she. She walked, pretending to be bold, toward a gap between elbows; and the owners of the elbows made room for her as they would for a comrade. â€Å"How goes it, my brothers?† Mathin said, and she was startled by his voice speaking to someone other than herself. One shadow shrugged. â€Å"As well as a first day ever does.† Mathin had told her that the first day was reserved for those less highly trained, who did not seek to win their sashes; she had sighed. Mathin told her, â€Å"You would find it dull work, the first day. Believe me.† Harry, after a moment, recognized the shadow as Innath, and relaxed slightly. â€Å"And how does our prodigy?† Harry blinked. It had taken her a second to remember the word prodigy, and then she was alarmed and heartened simultaneously by the our. â€Å"Prodigiously,† said Mathin, and he grinned at her. She smiled faintly back. The shadows nodded and stood up; but each one touched her shoulder and then her head as he passed behind her. The last was Innath, and his hand lingered just long enough on her hair for him to have time to murmur, â€Å"Be of good courage, prodigy,† and he too was gone. The camp awoke before dawn; the tents were pulled down, and the fires, after heating the malak and the porridge, and singeing the breakfast bread – Someday, she thought, I will teach these people about toast – were tramped out. She gave Narknon less than her usual percentage of porridge, because she would doubtless need all of her strength, unenthusiastic as her appetite was at present. She mounted and waited to be sent to her fate. All over again she missed bridle and reins, and the scabbard of her sword looked strange to her, slung on the saddle, and the small shield banged awkwardly against her thigh. Mathin, with the pack horse reluctantly following, rode up beside her. â€Å"Your way lies there,† he said, nodding in the direction of the invisible City gate. â€Å"You will find a man dressed all in red, a kysin, riding a black horse with a red saddle. Tell him your name – Harimad-sol,† he added, as if she might need prompting. Maybe she did. â⠂¬Å"He'll know who you are.† She surreptitiously hitched the shield an inch or so forward, and wiped her hands on her thighs. The leather felt clammy. Who would the kysin think she was? She couldn't even tie her own sash without help. Mathin reached out to her, pulled her face toward him, and kissed her on the forehead. â€Å"The kiss of luck,† he said. â€Å"You have no sash-bearing father or mother to give it you. Go as the Daughter of the Riders. Go.† She turned away. Innath was sitting his big grey stallion just behind her. He smiled at her, a friend's smile. â€Å"Be of good courage, Daughter of the Riders.† The morning was already hot, and the plain offered no shade; the ring of Hills seemed to hold the heat like water in a bowl. Harry found the man in red, and gave him her name; she thought he looked at her sharply, but perhaps he looked at all the laprun candidates sharply. He nodded and gave her a white rag to tie around her arm, and sent her off toward a milling mob of nervous horseflesh and even more nervous riders. She looked at them critically; there were some fine horses here, but none could outmatch her own mount, and very few could come near him. There was one big dark bay that caught her eye; she was ridden by a boy in blue who carried his shoulders and head well. Harry wondered what the other riders thought of the one in the maroon sash on the big golden chestnut. There was little conversation. There were those who gave their names to the red man and joined the ever-increasing throng here at the City end of the plain; the rest – the audience, she supposed – crowded behind barriers she could not see, that stretched from the feet of the red man's horse to the far side of the plain. Around Harry, some of the trials riders moved their horses in fidgety circles, just to avoid standing still; some looked down at themselves often, as if checking to make sure they were all still there. Harry twisted strands of Sungold's mane between her damp fingers and tried to keep her teeth from chattering. There was the dull murmur of horses' hooves, and the rush of their breathing, and the squeak of leather, the hush of cloth; and the sun overhead gazing down. To try to take her mind off the trials for a minute, she looked up, searching for some sign of the City, some path to its gate, and saw nothing but rock. It's right before my eyes and I can't see it, she thought, and had a moment of panic. Tsornin, who could read many of her thoughts by this time, flicked one ear back at her: Stop that. She stopped. Shortly before midmorning the trials began. First their weapons were taken away from them and replaced with flat wooden swords; and Harry discovered that she was much fonder of her own sword than she had previously supposed. Everyone else was settling helms on heads, so she fumbled hers loose from its straps and tied it on. It felt heavier than usual, and she didn't seem able to see around its cheek pieces clearly. Then the riders were divided into twos, threes, fives, eights. In these little groups they galloped hard to the end of that highway between spectators, wheeled, and came back. They met twos, threes, fives, eights rushing to meet them, swerved and collided; riders rolled in the dust, and horses bolted. She was not one of the former, nor Tsornin the latter. Neither was the young man in blue on the bay mare. She had a little trouble holding Tsornin back to the pace of the others; he was not over-pleased with crowds, but he did as she asked since she asked it. Those that remai ned mounted at each sweep galloped down and back again and again; and with each charge another obstacle had appeared along the highway that must be leaped or climbed over: a wall of rolled-up tents, stacked together; a fence of tentpoles; a banked heap of small stones with scrub piled on top. The first flecks of sweat broke out on Tsornin's shoulders as he gave her the slight heave she needed to hook a boot around a neighboring ankle and toss a rider to the ground. There was a little troop of twenty left mounted when the last charge ended. Harry looked around her, wondering how many had been thrown or hurt; she guessed there had been several times twenty in the beginning. A few minutes passed while the uneasy twenty walked their horses, and breathed deep, and waited. Then it was the spectators who came toward them, huddled once again at the City end of the plain; some of them were mounted, and all were carrying long wooden poles. What? thought Harry; and then a pole descended on her helmeted head, and the horse in front of her stumbled and fell at Sungold's feet. Sungold leaped over the thrashing legs as carelessly as if they were blades of grass. Harry began laying about with her wooden sword. A pole thrust itself under her knee and attempted to remove her from her saddle. Sungold switched around on his forehand, giving her her balance, and she broke the offending pole with the hilt of her mock sword. She began to feel hot and annoyed. Sweat m atted her tunic to her body, and her leather vest squeaked with it. The burning sunlight tried to push her out of the saddle even as the poles in human hands did. What is this nonsense? She used the flat and butt of her silly wooden stick and Tsornin reared and stamped and hurled himself forward. She broke a few more poles. She felt Mathin's grin pulling at her own lips. Someone thumped her sharply in the shoulder with a pole, but once again, as she lurched, Sungold slid sideways to stay under her; and she gave that pole a back-handed chop and saw it spin away from its wielder. Tsornin leaped over another fallen horse. She saw abruptly that the audience hemmed the trials riders in; if one of them pushed too near the edge of the crush, he was set on with particular ferocity and turned back. She noticed this with interest, and began determinedly to get out; but there were several hundreds to twenty – and only a few of the original twenty were still mounted. She began to feel that tide of anger she remembered from the day she had unseated Mathin – she caught somebody by the collarbone and knocked him off his horse with his own pole – and she felt that she would escape. Tsornin was backing up, mostly on his hind legs. Then he spun round, came down – one more whack with her wretched wooden blade; the hilt gave an ominous creak, but it didn't matter; she was †¦ out. The red man gave a shout. It was over. The crowd dispersed instantly, as if the red man's shout had broken a cord that tied them all together. There were several loose horses standing clear, looking embarrassed for having behaved so poorly as to lose their riders; and several limping figures separated themselves from the others and went toward them. Harry sat where she was, the hot tide ebbing, leaving just a trace of headache behind, watching the others pass around her like grains of sand sifting around a boulder. She saw Mathin from a distance; he carried a pole across Windrider's withers and there was a shallow cut over one eye that had bled down his cheek. She saw none of the other Riders. She squinted up at the sky. The Hills were black with shadows, but the sky was hard blue and she could feel the heat beating up again from underfoot. In the quiet – for, as it had been this morning, no one spoke and even the horses seemed to step softly – the heat seemed almost audible. She set Tsornin to walk himself as cool as possible. She patted his neck and dismounted, that they might walk together; he was sweating but not distressed, and he shook his head at her. She reclaimed her sword from the kysin, who saluted her. He had not saluted the laprun rider just before her. Mathin reappeared and told her she could rest awhile. His cheek was washed clean and a bit of white cloth bound over his eyebrow. â€Å"The individual matches will go on all afternoon; you will be called late.† They found a spot of shade at the edge of the plain and pulled the saddles off the horses. Mathin gave her some bread and some wet white tasteless cheese. She sucked it slowly and let it trickle down her dry throat. She felt quite calm, and wondered what was the matter with her. â€Å"Mathin, are all the trials the same? Did you gallop and bash people with a wooden stick at your trials?† â€Å"No and yes. They test your horsemanship in different ways; those who watch always have some chance to help – or hinder; and weapons of wood are safer. But the afternoon's matches are always the same, one rider against another, each with his own sword. If a kysin declares that a trials rider did badly in the general trials, he will not be permitted to ride in the individual sets.† They watched the dust clouds from the matches and the bright notches of color spinning in them; but Mathin made no move to return to that end of the plain, and Harry waited beside him, leaning on her elbows in spite of her sore shoulder. The sun was halfway down the sky when they mounted again. Sungold, for the first time since she'd known him, refused to walk, and jigged along sideways, tossing his head. â€Å"Stop that, idiot,† she hissed at him in Homelander, and he halted in surprise. Mathin turned his head and looked at her impassively. They stood at the edge of the crowd now, and watched the combatants. There were five pairs, each the center of a private war; the red man had divided into ten red men on grey or black horses. There were two red men for each pair of fighters, and one man of each pair carried a small brass bell; when the bell rang out, that conflict was ended, and the horses fell apart, and riders and mounts panted the hot air. All the laprun riders were dressed in bright colors; there was very little white and no dreary dun or grey; with the scarlet kysin, it was a very vivid scene. A bell sang out, a long gay peal, and she looked over at the finished pair. One of the riders held his sword up and shook it so the sunlight nickered on it. The other rider sat quietly, his sword on the ground at his horse's forefeet and, she noticed with a funny feeling in the pit of her stomach, his sash neatly sliced from around his waist and lying, part on his horse's croup and part on the ground. Mathin said: â€Å"It is best to take your opponent's sash. The kysin mark each blow dealt, but to cut off the other rider's sash is best. This you will do.† â€Å"Oh,† said Harry. â€Å"You may, if you wish, unhorse him first,† Mathin added as an afterthought. â€Å"Thanks,† said Harry. â€Å"But you must not draw blood, for this is a sign of clumsiness. Baga, we call one who cuts his opponent during the laprun – baga, butcher. It is skill we look for. This is why no armor is allowed in the individual matches.† â€Å"Of course,† said Harry. Mathin grinned at her. â€Å"Of course. Is this not what I have been teaching you?† He watched the next pair of riders salute each other; and another bell from another pair rang; each of the five bells spoke a different note. â€Å"The trials go back many generations – once they were held every year, but there are no longer enough of us in the Hills to make up the number; we have them every three years now, since Corlath's father's day. â€Å"The sash-cutting – churakak – is a duel of honor that is as old as Damar; far older than the laprun trials themselves, although few meet the churakak outside the trials any more. â€Å"Aerin,† he added thoughtfully, â€Å"met the churakak several times. Her red hair no doubt made her quick-tempered.† â€Å"Harimad,† barked a kysin; and Tsornin jolted forward before Harry had registered her name. She was set facing a boy in a green robe and yellow sash; the kysin said, â€Å"Begin,† and Harry feinted Tsornin to the left, back, forward, and the boy's sword fell to the ground, and his yellow sash fluttered down to cover it. A bell rang. Harry was a bit taken aback. The kysin waved her aside. Tsornin flattened his ears; he was not interested in boys who did not know what they were doing. Next Harry removed a dark orange sash from around a sky-blue robe; and then a white sash from a purple robe. Harry began to feel as irritable as her horse, and with each cry of â€Å"Harimad† the two of them turned and stood and attacked and wondered when the real thing would begin. Harry began unhorsing her opponents before lopping off their sashes just to give herself something to do. The Hills' shadows began to creep toward the feet of the charging dancing horses, and the lowering sun flicked dangerous gleams from the shining sides of swords and into opponents' eyes. Tsornin was dark with sweat, and foam streaked his sides, but he slowed not a whit, and it seemed to Harry that they were galloping down a long hall of statues with swords held stiffly in raised hands, waiting for her to lean languidly over Sungold's neck and knock their loose sashes off. All five bells rang at once as the green sash fell off the point of Harry's sword to the ground, and she looked around and realized that she and her latest opponent were the last to finish. It was nearly twilight, and she was surprised that they had gone on so long. Now that she stopped to think about it, it was rather hard to see; it was as though dusk had fallen on them as soon as they stood still. Tsornin's nostrils were wide and red as he turned his head. She looked where he was looking. A big dark horse stood as if waiting for them. Harry blinked and stared; the other horse tossed its head. Was he bay or black? There seemed to be something wrong with her eyes; she raised one arm and rubbed them against her grimy sleeve, and looked again, but the horse and rider still shimmered in her sight, a shimmer of darkness instead of light. The tall rider was muffled in a shadowy cloak that fell over his mount's shoulders and past his boot tops; he shrugged it back to show a white tunic an d a red sash. The horse fidgeted sideways, and a bay glint showed along its dark flank. The lapruni and the audience moved to form a ring around them, the shadowy bay and Tsornin. The silence after the pounding hooves, the grunts and thumps and crashes, was unearthly; and the sun sank farther behind the Hills. The first breath of the evening wind crept out of the Hills; its cool finger tapped Harry's cheek, and it felt like fear. A torch appeared, held aloft by one of the ring, someone on horseback. Then another torch burst into fire, and another, and another. The beaten ground between Harry and the silent rider at the other end of the circle swam in the flickering light. Then the brass bells rang again, like the sound of Outlander cannon in Harry's ears, and Sungold came to life, and neighed, and the bay answered. Harry did not know if the match lasted a long time or a short time. She knew at once that this swordsman, behind the scarf wrapped around his head and face so that only his eyes showed, could have dismembered her whenever he liked. Instead he drew her to attack him, opening his defense to attract each of the many moves Mathin had taught her, as if he were a schoolmaster hearing her lessons. It was so easy for him that Harry began to feel angry, began to clear a tiny space in her mind to think of some plan of her own; and her anger rose, and gave her a headache till the torchlight was red with it, but she did not care, for she knew by now that it gave her strength. Strength she needed, for she was tired, and her horse was tired, and she could see that the bay was fresh, and could feel up her arm as the swords met that the rider did not exert himself to resist her. But her rising anger lifted her and invigorated Sungold, and she began to harass the bay stallion's rider – if only a little, still a little. She pressed forward and the bay gave way a step or two, and the crowd gasped; and with a quick and merry slash the tip of her sword caught the scarf bound round the rider's face and tore it up from the chin. She misjudged by the fraction of a hair; a single drop of blood welled up from the corner of his mouth. She stared at it, fascinated, as she felt her sash slip down her legs in two pieces and lie huddled on the ground, for the face belonged to Corlath.