A Rainy Day Reading free essay sample

It was a rainy day, similar to those when one wants to stay home, make a cup of coffee and relax, watching their favorite TV program. I decided that it was a day for me when I wanted to do something different. I started going over my homework assignments, and there it was, the idea of going to the bookstore. The weather was very cold and rainy. It was not a long drive, since I live downtown, in a few minutes I was there. I parked my car and went into the bookstore. Every time I go to this store I discover new things for myself. Every time I look at it differently. The More I go the more carefully I look around. I see things that are new to me, in reality they are old and they have been there forever, though I did not pay enough attention to them last time. We will write a custom essay sample on A Rainy Day Reading or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As I walked in to the store this time, the first thing that caught my eye was a book called â€Å"Life is a movie†. Isn’t that right? Our whole life is a movie. Then I went to the music section, where they had all the music books. That was the time when I realized that there was music playing in the bookstore. It matched with the environment perfectly. They had classical music on, which made the environment of the bookstore even more comfortable. This time I looked around and asked myself, â€Å"What do I see new this time? † One might think that after visiting the same bookstore too many times, you won’t find anything new. That doesn’t apply to this bookstore. Each time I go I always find something, This time I was amazed by a picture that they had on a wall. I was looking around and something very colorful caught my eye. It was a beautiful picture hanging on the wall, hidden in the back by some boxes where nobody would even think to look for books. I didn’t quite understand what it was but to me it was an island. It was a very different picture, one of those that you have to look at carefully to find a meaning in it. This bookstore is very unique not only because of the books that they have but because of these entire different things that one might see, if they only let their imagination free. While I was at Dutton’s I didn’t think about time. I did not know how long I had been there. It was one of those cases when you don’t care about time. When I realized that I had never looked at my watch, I started to look for a clock. I was surprised, it was right in front of me, all that time, but I have never looked at it. Walls of books don’t let you see the clock. You forget about time as soon as you walk in to the bookstore. The time becomes unimportant. Books in my opinion should be defined as magical instruments. When a person reads a book he or she can experience an enchanting and beautiful ride through a wonderland of dreams. Books help us dreamers keep dreaming, and bookstores are certainly keeping history alive. Some of us collect books; books that we always want to read but never seem to have time for. Every book that we read is a history: of life, of love or of the world that we live in. Every time a person reads a book, he or she creates the environment, the characters and overall the whole world of that story in their mind. Every person’s imagination is unique. While reading the book, we look at the story from different sides; it’s as if we are in the story but invisible. This bookstore has become one of my favorite places. It has helped me to create many new memories. It is an amazing bookstore, one of those that you never forget. I hope that this bookstore lives forever and bring joys and happiness to all our lives. I would definitely recommend this bookstore to people who haven’t been there yet. They should visit for their own challenge and knowledge.

Mental Illness Essays - Medical Ethics, Psychiatric Diagnosis

Mental Illness Eng. 201 Essay #1 Persuasive Essay Wisconsin has a problem on its hands and it is not being dealt with in the right manner. The problem keeps getting bigger and bigger everyday. Instead of giving treatment to the mentally ill, hospital facilities have pushed thousands of mentally ill people on to the street. The idea behind this is to give those with mental illness, a freedom that has been taken from them since they were institutionalized. This plan has a lot of great qualities that would help a lot of people. But there are some serious repercussions because of it. The problem is simple; the law that released thousands of mentally ill people is too vague. The law should have put the individual hospital in charge of stating who is safe to live in the general public, and who is not yet ready. The term mental illness stands for a vast variety of illnesses. This could be anything from chronic depression, schizophrenia, or even posttraumatic stress; the list goes on and on. Some disorders cause people to have unexpected mood swings. Collins a Lt on the police force said ?We don't know what they will do from one minute to the next?(14a) This causes a cycle to start forming in which the individual(s) goes in and out of prisons. Like it did to Karen Grayson who is expects to get out sometime this month. She blames her crimes on her disease along with two psychiatrists, a judge, and three psychologists. Collins states ?We take them out to the county health complex to get them some help, only to be turned away. They say they've got no room. Often, we have no choice but to arrest them?(14a). This only makes the situation that much worse. ?Karen sits there, growing sicker and sicker?(Gene Braaksma 14a) Now they're stuck in a place that not only makes their disease worse but also doesn't have the right facilities or staff to help control the illness. The 42% of mentally ill prisoners held in Wisconsin's maximum-security prisons receive limited care for their dieses. One of the worst things you can do for a mentally ill person is take them out of society. This will only cause the illness to worsen at a quicker pace. Chances are if you stick a mentally ill person in today's prison they will spend less time interacting with others and more time by themselves. Statistics will show that this cycle keeps growing and growing. This is a huge factor of overpopulation in prisons. Politicians had the right idea but jumped to quickly on the matter, rather then thinking through all the repercussions. Many of the patents released are doing well I would think, enjoying their new freedoms. I think the law should have taken into consideration each disease and it's affect on the individual. What I mean by this is, two individual can react differently to the same disease. This is depending on the strength of the disease, the individuals background, and if the individual has any other mental illnesses.

Snow Leopard essays

Snow Leopard essays The Snow leopard is a wonderful and majestic endangered animal. There are anywhere between 4,510 and 7,350 left in the wild. This diminutive number of Snow Leopards resides mainly in the countries of China, Kyrgyzstan and, Mongolia in Central Asia. The snow leopard occupies an extremely patchy and fragmented realm of long narrow mountain systems and islands scattered throughout a vast region surrounding the Central Asian deserts and plateaus. Though this region is quite large, 2.3 million km2, only about 1.6 million of that is occupied by the snow leopard. Though most snow leopards are associated with arid or semi-arid shrub lands and grasslands, some are located mountains of Russia where they are also to be found in open coniferous forest, though disdain dense woodland. The diet of the Snow leopard consists mainly of wild sheep and goats (blue sheep, Asian ibex, markhor and argali), marmots (often taking advantage of spring population explosions of this small rodent), pikas, hares and game birds (partridge and snow cocks.). Snow Leopards usually make large kills every 9 to 14 days, staying in the kill area for 3 to 4 days; once that time period expires they usually move the activity to a relatively distant piece of their territory. The snow leopard is a victim of over hunting by the natives of many regions of the high Central Asian mountains. It also suffers from the large scale pika and marmot poisoning programs that have been put into action in the Tibetan plateaus. Another cause for the depletion of the snow leopard is the demand for leopard bones for use in Chinese medicine. Traders have been known to pay up to $190 U.S. currency for a snow leopard skeleton in Tibet. The pelts of the snow leopard are highly prized as well, in fact, the money that can be gained by the sale of a snow leopard pelt is more than a native farmer would make in an entire year. The Snow leopards still left in the wild are being looked ...

Body Parts in Japanese Vocabulary

Body Parts in Japanese Vocabulary Body parts are important terms to know, regardless of the language you are speaking. And Japanese is no exception. Whether you want to say the Japanese word for head (atama),  hair (kami), or even the toe (tsumasaki), its important not just to know their  meanings, but to be able to pronounce each body part correctly. Parts of the Body (Karada Bubun) The table below presents the Japanese words for body parts, with the Japanese word written in Latin script (romaji) on the left, followed by the body part listed in Japanese letters (kanji), with the English translation on the right. Click the links to hear the correct pronunciations. karada body atama head kami hair kao face hitai forehead me eye mayu eyebrow mabuta eyelid matusge eyelash hana nose mimi ear kuchi mouth kuchibiru lip ha teeth shita tongue nodo throat ago jaw kubi neck kata shoulder ude arm hiji elbow te hand yubi finger tsume nail mune chest senaka back onaka stomach hiza knee ashikubi ankle kakato heel tsumasaki toe

Comparitive Paper on Ways of Knowing and The Serpent and the Rainbow Essay

Comparitive Paper on Ways of Knowing and The Serpent and the Rainbow - Essay Example Even though outwardly appearing to follow the Christian identity accorded to them by the Euro-Canadian people, they have kept their traditions alive. Jean-Guy Goulet in her book presents her understanding of the social life in the form of a certain practices that are still alive and relevant today to the identity of the Dene Tha’ of Chateh. The concept of unseen reality holds a significant place in the way the Dene Tha view their knowledge. They interact with the dead through ‘dreams’ or ‘visions’. The soul is believed to travel outside the body of the dreamer to visit ‘the other land’. This journey is treated the same way as when a Dene Tha’ travels and meets what would be ‘a real person’ to us and ‘a person living in this land’ to them. â€Å"The Dene Tha differentiate between ndahdigeh, "our land," and echuhdigeh, "the other land," and their respective inhabitants, but they do not do so in the way Euro-North Americans may oppose the natural and the supernatural, the field of science on the one hand and the field of mysticism, magic, and religion on the other. The other land, also referred to as yake, "heaven," is experienced firsthand in dreams or in visions when the soul journeys away from the body. It is in the other land that one meets relatives who have passed away as well as Christian figures such as Mary and Jesus. Dene Tha Elders easily follow an account of a trip to a nearby town with a story of a journey to the other land. To the nearby town in our land they traveled by car. To the other land they traveled with their souls. In both cases they visit actual places and meet real, living people.† (Goulet, 1998) They treat the knowledge gained through these experiences the same way they would treat knowledge gained through encounters with living people. It is treated as experiential learning, a primary source, a direct evidence of truth. This is evident

Death as a Symbolic Theme in Modern Literature Essay

Death as a Symbolic Theme in Modern Literature - Essay Example It happens to be the one and only real absolute. Death separates a character from one’s life and loved ones, both of which tend to be experiences fraught with much anxiety. In a way death tends to be the ultimate separation and end of life. In this sense death is an expansive experience in the sense that it is a literary concept that transcends beyond the scope of a work of literary creativity to pervade the fate of entire humanity. Death happens to be a potent theme that is common to Little Bee, Heart of Darkness, The Convergence of the Twain and The Love Song of Alfred Prufrock. Death is pervasive in all these works of literature, though in each specific work death is not merely about the annihilation of human life, but rather carries a much broader symbolic meaning. Death as a pervasive theme lurks almost on every page of Little Bee by Chris Cleave. In both the flashbacks and the confessions rendered by the two central characters Little Bee and Sarah, unraveling their trava ils and tragedies, death turns out to be a pervasive reality that imbues the varied aspects of their lives. Little Bee comes across scenes of abject bloodshed and carnage when her family and neighbors are annihilated and killed by the treasure hunters of black gold, in her village. She vividly remembers how her sister got raped, murdered and butchered like a wild animal. Little Bee tends to be a witness when Sarah’s husband Andrew commits suicide in their study room. Like Little Bee, the life of Sarah is time and again punctuated and jolted by episodes of death. The brutal tale that stands to be the life experience of Sarah gets further highlighted when she and her son Charlie try to come to terms with the shocking and untimely death of Andrew. Though the three characters that are Little Bee, Sarah and Charlie try to deal with the reality of death in their own unique ways, death at a symbolic level carries an almost singular meaning in their lives aptly conveyed in the words of Sarah, â€Å"That Summer-the summer my husband dies-we all had identities we were loath to let go (Cleave 22).† In the novel Little Bee, death in a symbolic context signifies the loss of an identity, an identity that is replete with meaning, acceptance and a sense of belonging. The central characters in the quest for seeking joy and hope irrespective of this loss of identity tend to surpass the constraints imposed by death and mortality. There is no denying the fact that in the Heart of Darkness written by Joseph Conrad, death is not only a concept that comes out as being ubiquitous throughout the setting of the novel, but rather it is a work of fiction that extends a whole new meaning to the concept of death. In the Heart of Darkness, death is portrayed by Conrad as a sly, intimidating and lurking animal that not only hides in the nooks and corners of the African landscape on which the story floats, but death also emerges to be a primordial fear layered in the dark and co mplex recesses of the human consciousness (Bloom 14). In the Heart of Darkness, the plot unfolds in the Belgian Congo, the abjectly notorious African colony, as far as the greed of European colonizers and the brutalization of the Africans is concerned. Death as a symbolic theme operates at two parallels levels in the story. At one level the story deals with the cruelty of the European colonizers towards their African subjects. The African in the story comes out as a black

The Benefits of Early Childhood Education Essay Example for Free

The Benefits of Early Childhood Education Essay Introduction Early childhood education is a term that is used to commonly describe the formal teaching and care of young children by individuals or professionals other than their family or in settings outside the child’s home. Based on the definition provided by the National Association for the Education of Young Children, early childhood education spans the child’s life from birth to the age of eight. That being said, the general definition adopted by the majority of school districts throughout the world will typically employ a system of early childhood education starting from birth to when a child starts school—which typically occurs at the age of five. The definitions regarding early childhood education are somewhat arbitrary; however, the majority of school jurisdictions throughout the world have defined the curriculum as taking place between a child’s birth until he or she reaches the age of 6. This period is regarded as one of the most critical in regards to a child’s development, for the years, which constitute early childhood education, denote the most influential period of growth and development. From zero to age 6 is the period of greatest growth and development for a child; at this stage, the brain develops most rapidly. During this period, a child will begin walking, talking, developing a self-esteem and manufacturing a vision of the world. As a result of these innate developments, the child will build a moral foundation that is ultimately intertwined with the ability to perform rudimentary educational tasks. Social and Emotional Development Having your child attend the same preschool programme throughout his or her early years allows him or her to develop relationships with the adults and children in that environment, which provides a sense of security. A child who is comfortable with the people in his or her life is more likely to participate in learning opportunities and in advanced cooperative play, such as role playing with others, playing games with rules, and working with others to accomplish goals. Children who experience consistency in their early childhood education programme demonstrate less aggressive behaviours, because of their ability to interact with others and use their language skills to resolve conflicts. For young children, the knowledge that teachers, other children, and daily routines will be consistent over time fosters confidence and competency in social settings. These dimensions include well-trained teaching staff, a small number of children per classroom and an enduring intervention that begins early. Reviews of effective early education strategies conclude that programs that combine early childhood education with services to support families can produce lasting positive social benefits, and can result in decreased rates of antisocial and delinquent behavior (Yoshikawa, 1995). Cognitive Development Consistency in the preschool programme can significantly impact a childs cognitive development. High-quality early childhood development programmes that provide developmentally appropriate curricula, enable children to develop specific cognitive skills at the appropriate age. Developmentally appropriate curricula help children develop cognitive skills through a developmental continuum, meaning the curricula builds on childrens existing skills and knowledge to help them acquire new skills and knowledge. In addition, curriculum programmes that incorporate developmental objectives ensure children follow a scope and sequence of age-appropriate developmental milestones throughout their time in the programme. Although research suggests that income is clearly associated with the cognitive development and achievement of children during their preschool years, studies have likewise found that the poorest children benefit the most from a high quality early education program (Brooks-Gunn, 2003; Yoshikawa, 1995). Language Development Language development occurs at a rapid pace in children between the ages of one and five years old. Children who are secure in their environment and with the people around them are more likely to engage in frequent, age-appropriate conversations. These daily interactions lead to more advanced language skills by promoting vocabulary development and conversational skills. Through activities such as daily group discussions, finger-plays, songs, and read-alouds, children develop the fundamental language skills they will continue to build on throughout their lifetimes. Researchers have posited that the proportion of kindergarteners who enter school without basic literacy and numeracy skills could be substantially higher in poor and minority communities than that of children from middle-class backgrounds (Brooks-Gunn, 2003). Skill Development Children play because it is fun. Play is also key to their learning and development. Playing, both structured and unstructured, lays the foundation for a childs development of future learning and life skills. It helps children: develop their knowledge, experience, curiosity and confidence, learn by trying things, comparing results, asking questions and meeting challenges develop the skills of language, thinking, planning, organizing and decision-making. Stimulation, play and being included in play with other children and adults are very important for children with disabilities or chronic illnesses, such as children with HIV. When parents and other caregivers talk and interact with children in their first language, it helps children develop the ability to think and express themselves. Children learn language quickly and easily through hearing and singing songs, having stories told or read to them, repeating rhymes and playing games. Girls and boys need the same opportunities for play and interaction with all family members, including siblings and grandparents, and in activities outside the home. Play and interaction with the mother and the father help strengthen the bond between the child and both parents. Additionally, the positive effects of the intervention have persisted through age 40, more than 30 years after the program ended, in the form of lower rates of crimes committed and higher monthly earnings on average when compared to adults with the same background who did not participate in the program as children (Schweinhart, 2003). Behavior Developement By watching and imitating others, young children learn how to interact socially. They learn acceptable and unacceptable kinds of behaviour. The examples set by adults, older siblings and children are the most powerful influences shaping a childs behaviour and personality. One way children learn is by copying what others do. If men and women do not treat each other equally, the child will observe, learn and probably copy this behaviour. If adults shout, behave violently, exclude or discriminate, children will learn this type of behaviour. If adults treat others with kindness, respect and patience, children will follow their example. If mothers and fathers treat each other with love and respect, this is what their children will learn and most likely replay in their adult relationships. Children like to pretend. This should be encouraged, as it develops their imagination and creativity. It also helps the child understand different ways people behave. Conclusion The benefits are evident in almost all the spheres of children’s lives. Learning through play ensures, they manage to incorporate communication skills and feel comfortable in expressing themselves. They become friendlier and slowly, they start gaining independence. Children feel a new found freedom and that helps them in the long run. Child development center is a great place to engage children in active instruction. Because of the caring nature of the teachers and caretakers, child feels at ease and gradually he stops missing his home. The nature of childhood instruction is usually one-to-one in preschools; it proves instrumental in easy identification of children for academic intervention. All in all, there are countless benefits of early childhood education and parents must ensure that their children are not deprived of this great source of learning. References Barnett, W. S. (1995). Long-term effects of early childhood programs on cognitive and school outcomes. Future of Children, 5(3), 25-50. Brooks-Gunn, J. (2003). Do you believe in magic? Social Policy Report, 17(1), 3- 16. Campbell, F. A. , Ramey, C. T. (1994). Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families. Child Development, 65, 684-698. Consortium for Longitudinal Studies. (1983). As the twig is bent . . . lasting effects of preschool programs. Hillsdale, NJ: Erlbaum. Duncan, G. J. , Magnuson, K. A. (2005). Can family socioeconomic resources account for racial and ethnic test score gaps? Future of Children, 15(1), 35-54. Karoly, L. A. , Rydell, C. P. , Hoube, J. , Everingham, S. S. , Kilburn, R. , Greenwood, P. W. (1998). Investing in Our Children: What we know and dont know about the costs and benefits of early childhood interventions. Santa Monica, CA: Rand. Magnuson, K. A. , Waldfogel, J. (2005). Early childhood care and education: Effects on ethnic and racial gaps in school readiness. Future of Children, 15(1), 169-196. Phillips, D. , Adams, G. (2001). Child care and our youngest children. Future of Children, 11(1), 35-52. Rouse, C. , Brooks-Gunn, J. , McLanahan, S. (2005). Introduction to school readiness: Closing racial and ethnic gaps. Future of Children, 15, 5-13. Schweinhart, L. J. (2003, April). Benefits, Costs, and Explanation of the High/Scope Perry Preschool Program. Paper presented at the biennial meeting of the Society for Research in Child Development, Tampa, FL. Wells, A. S. , Crain, R. L. (1997). Stepping over the color line: African- American students in White suburban schools. New Haven, CT: Yale University Press. Yoshikawa, H. (1995). Long-term effects of early childhood programs on social outcomes and delinquency. Future of Children, 5(3), 51-75.