What Influence the Victorian Architecture Annotated Bibliography

What Influence the Victorian Architecture - Annotated Bibliography Example As indicated by the exploration discoveries, Dixon and Mutheisus guarantee that the adjustments in innovation and political framework were reflected in the design of that time and the creators mark how it is conceivable to perceive the indications of the à ©poque in Victorian engineering. As a sub-guarantee, the creators sort structures as per their sorts and purposes (structures for the living, for amusement, for business and assembling, working for strict purposes). It empowers perusers to see how subtleties and eccentricities of development filled explicit needs in Victorian design. In any case, every à ©poque has its unconventional trademarks. Victorian period was not a special case. In any case, the progressions executed during this period affected present day and postmodern engineering. The book â€Å"Victorian Architecture: Diversity and Invention† is additionally substantial as it gives a great diagram of the instances of British Victorian engineering with various si gnificant delineations. The book is sent in as indicated by every scholarly prerequisite and is rich with dependable references. The writers of the book depict completely subtleties, characteristics, utilitarian parts of Victorian structures. The book builds up the examination with the likelihood to follow how the propensities of Victorian design were changed later and executed in new styles and bearings. In his book Curl offered another viewpoint on Victorian engineering by breaking the fantasy of this kind of design being burdensome and tremendous. The creator expresses his sub-guarantee that Victorian design notwithstanding being started in preservationist social à ©poque had the option to join utilitarian capacities with tasteful. The creator clarifies how various reasons for design were executed in life by Victorian engineers and how this gothic emphasize showed up and how observers focus on one side of engineering. The creator found various instances of bright and diverse str uctures not run of the mill for general portrayal of this style in exemplary writing.

Learning Theology Essay

In Learning Theology with the Church Fathers, Christopher Hall examines the doctrinal convictions of the early Christian pioneers while Christianity was in its juvenile condition of advancement. Quite a bit of what is talked about by Hill in his book is the standard for what the convictions regarding the matter will be all through the church’s history. The subjects in Hill’s book are significant in light of the fact that the congregation father’s discoveries concern these issues builds up the church’s convictions on these doctrinal points. Hill’s approach in his book is to take a subject that was exceptionally challenged in the life of the early church and tail a couple of the significant driving experts regarding the matter from the timespan. An advantage to taking a gander at the point thusly shows what the unmistakable thinking about the day was and in the event that it despite everything identifies with Christians today. The primary significant topic that the book delivers is to depict the traits of God. Slope takes a gander at the different parts of God the Father, Son and Holy Spirit. Inside talking about the pieces of the Holy Trinity, Hill shows the different reasoning the early church had concerning the three, what every one of their jobs are, and examines how every one of the three had fairness together without either being subordinate to another. The subsequent subject tended to by Hill is that of God’s association with people. Slope clarifies the lessons concerning man’s sin and how the congregation fathers comprehended God’s pardoning toward man. Slope likewise talks about man as being ingrained with God’s goodness. Man’s regular intuition isn't keen on doing what is innately acceptable, yet it is inside God’s ingrained beauty that God’s best for man is set inside himself (Hill, 130). Slope likewise writes in conversation of God’s provision to man as being cherishing, extraordinary and astute. The third topic Hill talks about are those things that are legitimately relatable to Christians in their relations with God. These things comprise of the Christian’s connection to the sacred texts, the missional established church, and a Christian’s restored body and interminable life. Slope additionally talks about the early church father’s rational theology to the scripture’s authority and how the sacred writings were His ideal blessing given through His ideal information (Hill, 209). Slope additionally examines the varying jobs of the congregation and what the individuals common jobs are and the contrasting contemplations on discipline. One of the most significant points talked about by Hill is that of the attributes of the Holy Spirit. The conversation that was occurring during the fourth century was what is the Holy Spirit and what job does it play in the character of God? Many accepted that the three people of God were not triumvirate but rather really three distinct Gods making Christianity polytheistic. Basil the Great’s works regarding the matter is the point of convergence of Hill’s conversation. Basil’s works tended to the variable disarrays that encompassed the Holy Spirit. The themes Hill features from Basil is that of the Holy Spirits uniformity with the Father and the Son. One point that Hill singles out which offers belief to a Holy Trinity is that the contention for contrasting degrees of intensity in the Holy Trinity isn't doubtful. Slope battles that individuals can't fathom the connection between the three since they every one of the three transient time and age, consequently making it unimaginable for man to offer position to one over another (Hill, 105). This is levelheaded contention provided that something rises above time and age, does another being rise above existence more? To have this qualification is certainly not a pretty much contention yet a yes or no contention in characterizing a deity’s self to which Hill talks about well. Another positive from Hill’s book is the clarification of the Holy Spirit and the depiction of the perfect network that is the Holy Trinity. On the off chance that the Father, Son and Holy Spirit are not three unique divine beings, what is the reason for their being three separate creatures? Slope inspects this by giving every one of the three unique jobs in the activities of the world. Slope characterizes the Father as the maker, the Son and the initiator, and the Holy Spirit as the perfecter (Hill, 115). This comprehension of the Holy Trinity shows how the three are not isolated however how each are unified with various jobs in managing man. Slope additionally clarifies that neither one of the entities usurps the other’s undertakings, yet stay isolated in their jobs demonstrating that nor is better than different elements. This is a valuable qualification since it comprehends the working of the Holy Trinity and how it identifies with man. At the point when those assignments are realized man has a superior thankfulness for each piece of the Holy Trinity and respect can be given to the each piece of the god including the Holy Spirit (Hill, 118). The subject of man’s connection to God is another very much sketched out conversation. Slope tends to the subject of man’s sins in a manner that clarifies how it was hazardous for the congregation fathers. Following the composition of Irenaeus, Hill examines the issue of man’s goodness. The conversation during the hour of Irenaeus was whether man was normally acceptable or was goodness embedded in man by God? Hill’s end in the long run is man’s sin nature is predominant before his transformation and after his change God offers a feeling of goodness through His affection in man. God’s redemptive soul is given to man and reflected through the activities of man (Hill, 130). Hill’s clarification that the congregation fathers didn't think man normally great is consistent in such a case that man is normally acceptable then their is no reason for salvation. However while it is said human instinct is without acceptable, man is as yet given a decision and here and there settles on the ethical choice. A restricted measure of time was given to clarify how God permits man to settle on his own decisions. Slope says that God gives the decision to man to choose however doesn't completely clarify why man once in a while conflicts with his inclination to settle on moral choices. On the whole, Hill works superbly on clarifying the congregation father’s thinking concerning the development of early church tenet. His portrayal of their compositions enables the peruser to comprehend the issues that prodded their religious philosophy and the substance of their messages. Learning Theology with the Church Fathers gives a decent summation of how Christian convictions came to development and who the authors were that God used to outline early Christianity’s precept. Catalog Slope, Christopher. Learning Theology with the Church Fathers. Killjoys Grove: IVP Academy, 2002.

Making Decisions

Making Decisions For this blog, we are going to try something new with format. Instead of writing in one collective voice, as we have done for our past blogs, we are going to… well, you’ll see. Danny: “Now, I dont know” is how the musical we’re currently listening to, Ghost Quartet, starts, and its also how most of our conversations for the past two weeks have started. Allan: Wow, this is actually super apt. I literally just turned on Ghost Quartet because it’s the musical we are currently obsessing over, not even realizing that the first song is LITERALLY describing how we feel. Danny: These “I dont know” conversations have been about both of our indecisiveness about dropping 6.042, Math for Computer Science. Allan: So let’s start from the first time we began thinking about dropping the class as soon as we got our results from exam 2. This was the exam we both did w o r s t on so far in our entire time here. Besides being a punch in the face, because of the fact that we spent ~12 hours studying during our long weekend, it was very nerve racking because we really wanted to pass this class. Danny: At this point in the semester, we knew that we’d need to do well on the next two exams, final, and psets for us to pass the class. So I proposed the plan to stay in the class until we take the third exam. See how we do. And based on that, make a decision on whether we should stay in the class or not. Allan: I was initially very opposed to this plan, because I thought that regardless of how we do on exam 3, exam 4 and the final (which are after drop date) could go really badly. So for a week before exam 3, we constantly argued about this. Danny: My reasoning for wanting to take the third exam, despite knowing that it would be another 10+ hour pursuit, was just not wanting to make a rash decision. “I dont know”, what if I end up really liking the material for the third exam, and doing so well that I’d be confident enough with my standing in the class that I’d be pretty sure that I’d pass. And if I do just as badly as I did on the second exam, I’d know that I’d be in a position where I probably wouldn’t be able to pass and should just drop it. I think Allan’s fear was that we’d do somewhere between really well and really badly on the third exam, in which case, our fate of passing or failing would greatly be determined by our fourth exam score and final, and hence we’d need to make a decision as opposed to having our decision be guided by a test grade. Allan: And my fear is exactly what happened! We both did better on the third exam than on the second exam, but not nearly well enough to be confident that we’d definitely pass. Much frustration. “I don’t know;” this mindset where an exam grade will decide my fate is honestly kind of silly. Because I know that I would be a lot happier and be able to dedicate more time to the classes that I actually am enjoying if I drop this class. And because of the flexibility of my major, I can replace this class with any other course 6 class in a future semester! Danny: I agree, but it’s so hard for me to take the easy way out. Why is it so difficult for me to allow myself to be happy? Why do I feel like if I’m not in some capacity struggling, I’m doing this whole college thing wrong? I guess because challenging yourself is a pretty important thing to do. But I think theres a fine line between challenging yourself and being miserable. Because of the stress and consistent lack of sleep I’d been getting, I got a cold from the first to third week of October, and then another cold from the end of October to now; I still have a cough. I think I might have crossed that line this semester. Allan: I think that’s one of the bad things about the MIT environment. It seems like everyone is struggling to some degree, so you feel like if you arent, then youre doing something wrong? But regardless, I agree that we did cross the line this semester. I’ve honestly been a proponent of choosing our current happiness this semester over anything else, and dropping the class sooner. But besides all this stress about passing exams, there are a couple more aspects of our discussions, which is neither of us even really like the material of the class. Danny: This class covers material such as different types of proofs, predicate logic, infinite cardinality, and much more. A lot of people here really enjoy that kind of stuff. And I honestly thought I would too. Throughout my entire K-12 education, math was by far my favorite subject. I loved how concrete it was. There was always an answer. Doing a math problem felt like ice skating: smooth, crisp, and beautiful. But honestly, when I came to MIT, that changed. I generally liked my first math class here, 18.02 multivariable calculus, but it felt more like ice-skating on ice that had not been zambonied in a week. The concepts were much less concrete to me, took a lot longer for me to wrap my head around. But, eventually with enough office hours and studying, I felt like I got a grasp of it. 6.042 is the second math class I’m taking at MIT, and it’s a much different story. The ice rink melted, turned into mud, and my ice skates became tennis rackets. Every concept felt so vague and confusing. And regardless of how many TA’s explained it to me, and how many hours I would put into studying, I would never feel like I fully grasped a lot of the material. Allan: Yes^^^ to everything Danny just said. Also, I LOL’ed at “my ice skates became tennis rackets” because of how accurately that describes how this material makes me feel. Anyways, I also had a very similar transition in my feelings about math (shocker!). In high school, I really liked learning about cool math things, either by studying for math competitions, or by watching a lot of math youtubers, like Vi Hart or Numberphile, or by taking extra math classes. I almost felt pride in having math be my favorite subject. I formed one aspect of my identity around it, essentially thinking of myself as “a-nerd-who-likes-learning-math-and-watches-cool-math-videos-and-goes-to-competitions”. But after coming here, that part of my identity started to change. After working countless hours a week, week after week, on math psets and trying to do the questions with the same enthusiasm I had in highschool, I noticed I was just not enjoying myself nearly as much. Pretty early on last yea r, I just realized I dont love math anymore. I still really liked it, just not as much anymore to call it my “passion” or my “favorite subject” and definitely not enough to declare it as my major. Something that definitely changed was the difficulty level MIT math is way harder than any math I ever did. And I also felt the gap in my abilities compared to my peers’ significantly increase from highschool to here, and that shock sucked. So it may sound like I loved math in highschool because it was easy and I was good at it, but I no longer do since it no longer is and I no longer am. But that’s not the case. I still found math really difficult in high school. And I was never the best at it in my school either. My interest in the subject, while maybe partially, was definitely never fully dependent on how good I was at it, not in general and not in comparison to others. With that said, I knew this shift was happening, but couldnt figure out why. All I knew is people change all the time, and this is one of the ways that I’ve changed at MIT. So, for most of freshman year, I played around with being course 4 or 2 or 2A-4 because I knew I liked making things in highschool, and that interest didnt seem to shift upon coming to MIT. But after taking classes in both 2 and 4, I realized I didnt want to major in either, and declared the flexible joint major I’m still currently in. Danny: I feel like this whole semester has been a very revelatory one, and the thoughts that have resulted from this semester are a culmination of thoughts that have been brewing for a few years. It all started when we first explored something we had always wanted to do during highschool but never got the opportunity to animation. Over around a 2 week period, Allan and I made a 2-minute paper animation. Over our freshman fall, we joined animation club, but werent able to actually learn much, because of technical difficulties with downloading animation softwares and them being glitchy when we would be able to download them. But in spring semester, when we became involved in the Borderline Project, we learned that Photoshop has a very user friendly animation timeline. So we both made our first digital animations. And over the summer after freshman year, we made another animation, this time almost entirely digitally on Photoshop. And it was honestly sooooooo much fun. This time we spen t close to 2 months working on it, multiple hours every day. This semester, we decided to take Animation 1 in MassArt. The absolutely stark contrast between our animation class which we both LOVE and 6.042 which we really don’t like really made it clear what makes us happy and what doesnt. It’s really funny. The conversations we’ve had that start with “I dont know” about trying to decide whether to drop this class or not have ALWAYS lead to conversations about how we wish we would be able to do more animation and art and have that be a job. So we both do, in fact, now “know.” We’ve just took a while to figure it out. Allan: Danny just articulated the whole reason in my shift of interest in the beginning of freshman year with math and my indecisiveness about my major at the end of freshman year. It was basically that I began to dip my toes in something that I knew I liked more than any of the majors I was considering. Danny: So to wrap up, whats our current plan and how are our academic studies helping us achieve our future goals of going into the animation industry? We’re going to take writing and storytelling classes through the CMS department and Animation classes at MassArt to figure out if we want to do more of a storyboarding/art-development/writing job. And we are going to work our way up to computer graphics for the course 6 part of our major to figure out if we want to do a more technical job in animation. Allan: Wow this blog was kind of all over the place. Danny: Well so are our actual conversations in real life. Allan: True. Okay, I think your wrap up wasn’t “wrap up-py” enough. Let’s try a different one. As we walked down the hallway to our room today, we heard our GRT say “hey guys! Want some chocolate pretzels?” Danny: “Awwww yes! Thank you!” And our GRT continued, “How are you guys doing? You guys look happier?” Allan: “Yeah haha. We dropped a class.” She immediately high fives us, and says “Good job guys! I’m proud of ya’ll.” Danny: “Thank you for the positive affirmation.” She then says, “You know you really just gotta put your health and well being above anything else.” Allan: “Yeah you really do.” Danny: Okay third times a charm… this is the last wrap up attempt (also really just wanted to insert some steven universe in here) Allan: happy  super duper  belated  halloween! (this is the definitely the wrap up-piest wrap up of them all) Post Tagged #6.042 #CMS - Comparative Media Studies #cross-registration #Next House #The Borderline at MIT

What Is a Microaggression Definition and Examples

A microaggression is a subtle behavior – verbal or non-verbal, conscious or unconscious – directed at a member of a marginalized group that has a derogatory, harmful effect. Chester Pierce, a psychiatrist at Harvard University, first introduced the term microaggression in the 1970s.   Key Takeaways: Microaggressions Microaggressions are everyday actions and behaviors that have harmful effects on marginalized groups.Unlike other forms of discrimination, the perpetrator of a microaggression may or may not be aware of the harmful effects of their behavior.Experiencing higher levels of microaggressions is linked to lower mental health. Unlike some other forms of prejudice and discrimination, the perpetrator of a microaggression may not even be aware that their behavior is hurtful. While microaggressions are sometimes conscious and intentional, on many occasions  microaggressions may reflect the perpetrator’s implicit biases about marginalized group members. Whether intentional or not, however, researchers have found that even these subtle acts can have effects on their recipients. Categories of Microaggressions Derald Wing Sue and his colleagues have organized microaggressions into three categories: microassaults, microinsults, and microinvalidations. Microassaults.  Microassaults  are the most overt microaggressions. With microassaults, the person committing the microaggression acted intentionally and knew their behavior might be hurtful. For example, using a derogatory term to refer to a person of color would be a microassault.Microinsults. Microinsults are more subtle than microassaults, but nevertheless have harmful effects on marginalized group members. For example, Sue and his colleagues write, a microinsult could involve a comment implying that a woman or person of color received their job due to affirmative action.Microinvalidations. Microinvalidations are comments and behaviors that deny the experiences of marginalized group members. One common microaggression involves insisting that prejudice is no longer a problem in society: Sue and his colleagues write that a microinvalidation could involve telling a person of color that they are being â€Å"oversensitive† to a racist comment that was made. In addition to microaggressions perpetrated by a specific person, people can also experience environmental microaggressions. Environmental microaggressions occur when something in the physical or social context communicates a negative message to members of marginalized groups. For example, Sue writes, representations of people of color in film and media (or a lack of representation) can constitute a microaggression; for example, if a television show only includes white characters, this would be an environmental microaggression. Examples of Microaggressions To document the types of microaggressions that people of color experience, Kiyun Kim completed a photography series in which people held up signs with examples of microaggressions they have heard. One participant held up a sign saying that someone had asked her, No, where are you really from? Another person reported that hed been questioned about his racial and ethnic background: So, like, what are you? he wrote on his sign. While microaggressions have often been studied in the context of race and ethnicity, microaggressions can occur towards any marginalized group. Sue points out that microaggressions can be directed towards any member of a marginalized group; for example, microaggressions can be directed towards women, people with disabilities, and the LGBTQ community. Sue explains that women may receive a variety of microaggressions based on gender. He points out that a woman might be criticized for being too assertive, while a man might be praised for the same behavior. He also gives the example that a woman working in a hospital might be assumed to be a nurse, when in actuality she is a doctor (something that has indeed happened to female doctors). To document microaggressions against the LGBTQ community, Kevin Nadal (a psychologist at the John Jay College of Criminal Justice at the City University of New York) took pictures of people holding signs with microaggressions they have heard. One participant in the project reported experiencing a microinvalidation, writing that he had been told, â€Å"I’m not being homophobic, you’re just being too sensitive.† Other participants in the project reported being asked inappropriately personal questions or having people simply assume that they were in a heterosexual relationship. Effects of Microaggressions on Mental Health Although microaggressions may appear more subtle than other types of discrimination, researchers believe that microaggressions can have a cumulative effect over time, which impacts mental health. The ambiguous and subtle nature of microaggressions makes them especially frustrating for victims, since they may be unsure how to respond. Researchers have also suggested that experiencing microaggressions can lead to frustration, self-doubt, and lower mental health. In one study, Nadal and his colleagues  looked at the relationship between experiencing microaggressions and mental health. The researchers asked 506 participants to indicate whether they had experienced different microaggressions in the past six months. Additionally, participants completed a survey assessing mental health. The researchers found that participants who had experienced more microaggressions reported higher levels of depression and lower levels of positive emotions. Importantly, Sue and his colleagues write that microaggressions may make psychotherapy more complex for members of marginalized groups. Therapists may inadvertently commit microaggressions during sessions with clients who are members of marginalized groups, which can weaken the therapeutic relationship between therapist and client. Consequently, Sue and his colleagues explain, it’s important for therapists to examine their own biases in order to avoid committing microaggressions during therapy. Microaggressions in Education Microaggressions can contribute to a campus climate where individuals who are members of marginalized groups may feel unwelcome or doubt their place at the institution. In one paper, Daniel Solà ³rzano at the University of California, Los Angeles interviewed Chicano and Chicana scholars about their experiences in academia. Solà ³rzano found that participants in the study often reported â€Å"feeling out of place,† as one study participant put it. He found that the participants reported experiencing microaggressions and feeling ignored or devalued by their peers and professors. Simba Runyowa, writing for The Atlantic, reported  a similar experience. He explained that microaggressions can make students of color feel that they don’t belong at universities. Runyowa suggested that experiencing microaggressions can also lead to feelings of imposter syndrome, in which students worry that they are not qualified or talented enough. Addressing Microaggressions Sue explained  that people are often reluctant to admit that their actions may be microaggressions: because we like to think of ourselves as good people who treat others fairly, realizing that we have said or done something insensitive can be threatening to our sense of self. Writing for the American Psychological Association, Nadal explained  that it is crucial to say something when we see someone else committing a microaggression. If we don’t speak out, Nadal explains, we may end up sending a message to the perpetrator and victim of the microaggression that we think that what happened was acceptable. As Sue explained, it’s important to become aware of microaggressions so that we can begin â€Å"to make the invisible visible.† Sources and Further  Reading DeAngelis, Tori. â€Å"Unmasking ‘Racial Micro Aggressions’.† American Psychological Association: Monitor on Psychology 40.2 (2009): 42. http://www.apa.org/monitor/2009/02/microaggression.aspxNadal, Kevin L. â€Å"Featured Commentary: Trayvon, Troy, Sean: When Racial Biases and Microaggressions Kill.† American Psychological Association: Office of Ethnic Minority Affairs (2012, July). http://www.apa.org/pi/oema/resources/communique/2012/07/microaggressions.aspxNadal, Kevin L., et al. â€Å"The Impact of Racial Microaggressions on Mental Health: Counseling Implications for Clients of Color.† Journal of Counseling Development 92.1 (2014): 57-66. https://www.researchgate.net/publication/262412771_The_Impact_of_Racial_Microaggressions_on_Mental_Health_Counseling_Implications_for_Clients_of_ColorRunyowa, Simba. â€Å"Microaggressions Matter.† The Atlantic (2015, Sep. 15). https://www.theatlantic.com/politics/archive/2015/09/microaggressions-matter/ 406090/Seghal, Priya. â€Å"Racial Microaggressions: The Everyday Assault.† American Psychiatric Association Blog (2016, Oct. 17). https://www.psychiatry.org/news-room/apa-blogs/apa-blog/2016/10/racial-microaggressions-the-everyday-assaultSolà ³rzano, Daniel G. â€Å"Critical Race Theory, Race and Gender Microaggressions, and the Experience of Chicana and Chicano Scholars.† International Journal of Qualitative Studies in Education 11.1 (1998): 121-136. http://archive.advance.uci.edu/ADVANCE%20PDFs/Climate/CRT_RacialMicros_Chicana.pdfSue, Derald Wing. â€Å"Microaggressions: More than Just Race.† Psychology Today: Microaggressions in Everyday Life (2010, Nov. 17). https://www.psychologytoday.com/us/blog/microaggressions-in-everyday-life/201011/microaggressions-more-just-raceSue, Derald Wing, et al. â€Å"Racial Microaggressions in Everyday Life: Implications for Clinical Practice.† American Psychologist 62.4 (2007): 271-286. http://world-trust.org/wp-cont ent/uploads/2011/05/7-Racial-Microagressions-in-Everyday-Life.pdf

Beowulf Characteristics Of An Epic Hero - 978 Words

Ahissa Rice Mrs. Scheel 2Y English 12 20/11/17 Beowulf: Characteristics of an Epic Hero In Anglo-Saxon literature and culture, to be considered a hero was to also be considered a warrior/ soldier. To be a hero, you had to not only be strong but you also had to be smart, and have plenty of courage. These warriors were willing to face any type of trials and tribulations at any odd. These types of heroic warriors would fight to the death to obtain glory and save their people. The Anglo-Saxon hero needed to possess all of these characteristics, and still be kind hearted and humble regardless. Beowulf, arguably is, the best example of an Anglo-Saxon hero that we have in modern literature. Beowulfs most important traits as an epic hero are as†¦show more content†¦Fate, which was often believed to be unchangeable in the Anglo-Saxon culture, seems to often bend in favour for a mighty hero who shows a pure heart and plenty of courage. Beowulf tells Hrothgar he will kill the monster Grendel, and Beowulf tells the Danes that he plans to fight the monster unarmed and naked . â€Å"My lord Higlac Might think less of me if I let my sword Go where my feet were afraid to,..† (Beowulf, 264-265) This quote demonstrates how honorable and courageous Beowulf really is even in the face of such an adversary. Beowulf then speaks to the Danes before jumping into the lake to fight Grendels mother. â€Å"..let My famous old sword stay in your hands: I shall shape glory with Hrunting, or death Will hurry me from this earth!† (Beowulf, 463-466) Beowulf displays courage, and the attitude of a true Anglo-Saxon warrior during this passage. Death is often seen as one of the highest honors for a warrior who dies fighting for what he believes in and for the greater good of others. Courage is shown through the many deeds a hero does, and that includes a hero giving his own life in order to save others, just like how Beowulf gave his to save his people from a dragon. â€Å"..the gray-bearded lord of the Geats Had ended those flying, burning raids Forever.† (Beowulf, 803-805) A hero is willing to die in order to achieve glory not only for himself but also for those he protects just as Beowulf died to protect his people from the dragonShow MoreRelatedBeowulf : Epic Characteristics Of An Epic Hero862 Words   |  4 PagesEvery epic hero acquires certain heroic characteristics. The poem, â€Å"Beowulf, is about the most heroic man of the Anglo-Saxon period. Beowulf is a warrior from Geatland that comes to help Hrothgar, the king of Danes, defeat the monster Grendel who has been killing men in their kingdom. Beowulf defeats the unstoppable beast, Grendel. Then Grendel’s mother comes to try to avenge Grendel’s death, and Beowulf slaughters her in her underwater lair. After 50 peaceful years of ruling the Geats, Beowulf in hisRead MoreThe Characteristics Of A Hero In The Epic Of Beowulf746 Words   |  3 PagesBeowulf Essay A hero in the modern world is hard to define and in some places even harder to find. Stories such as Beowulf are continually told in order to help define what a hero should / could be. Heroes in these stories possess traits such as bravery, great strength, or great cunning. However, while a true hero needs some of these traits they don’t define that person as a hero. What defines someone as a hero is daring to go and do what ordinary men wouldn’t in order to save innocent lives, knowingRead MoreComparing Beowulf, The Wanderer, And The 13th Warrior1731 Words   |  7 Pagesalways reappears is What is an epic hero? Or better yet an epic hero in Anglo Saxon culture. I believe there is more to being a hero than just being strong or intelligent. An epic hero in my eyes is oneself who comes to portray the beliefs of the society in which the tale/story is depicted. A few great examples of the Anglo Saxon epic hero are the literary characters in Beowulf, The Wanderer, and Th e 13th Warrior. These are all outstanding examples of Anglo-Saxon epic heroes because they all cameRead MoreBeowulf : An Epic Hero930 Words   |  4 Pages The story of Beowulf shows its reader many characteristics of why this Anglo-Saxon poem is an epic. First of all, Beowulf is a warrior of epic renown by the time he formally introduces himself in the poem. Next, Beowulf is the warrior that many strive to be in life. In addition, Beowulf finds himself tackling many quests that involve dangerous beasts, or as he might call them, demons. The next quality shown by Beowulf is his bravery and honor. The reader is able to easily identify this characteristicRead MoreBeowulf : An Epic Hero894 Words   |  4 Pages The character of Beowulf demonstrates several characteristics that make a great epic hero. Throughout his lifetime he displayed several characteristics such as honor, bravery, physical superiority, leadership, and glory. These characteristics all formed how the Anglo-Saxons believed one should live their life. Along with the valorous deeds that Beowulf accomplished he is considered to be a prime example of an epic hero. Be owulf would have even been considered a model human to the Anglo-SaxonsRead MoreBeowulf Is a Hero Essay877 Words   |  4 PagesBeowulf Essay Every epic hero possesses certain heroic characteristics. The epic poem Beowulf describes the most heroic man of the Anglo-Saxon times. Beowulf is the hero. He shows that he is a great man by always putting other things before his own needs. He is important and needed by his people and is known by many as a strong, courageous and a helpful person. He shows all of the qualities and traits that a true hero possesses. Beowulf, like other epic heroes, possesses the following heroic qualities:Read MoreBeowulf, The Epic Hero1373 Words   |  6 Pages 2015 Beowulf, The Epic Hero In Anglo Saxon times, Beowulf is considered a well known epic hero. â€Å"Epic heroes are literary characters from ancient mythology and other stories, which were written down in the form of long, narrative epic poems. The hero is the main character, or protagonist of the poem†(Epic Hero: Definition, Characteristics Examples.). The epic hero usually battles for accomplishments to a set of tasks to complete important goals. Beowulf is described as an epic hero becauseRead MoreBeowulf And The Epic Of Gilgamesh1667 Words   |  7 Pagestoday’s society, a hero is viewed as someone who embodies the characteristics of selflessness, courage, honesty, and integrity. The same characteristics were essential to be thought of as a hero 3,000 years ago as well. Two of the most widely known epic poems of their time were Beowulf and The Epic of Gilgamesh. Both Beowulf and Gilgamesh embody traits known exclusively of a hero. The poem of Beowulf and The Epic Gilgamesh both showcase t he characteristics required of being an epic, in that they includeRead MoreBeowulf : An Epic Hero978 Words   |  4 Pages Beowulf is a character that exudes the qualities of an epic hero. Throughout this epic, Beowulf is seen as a hero to many and a major threat to the evils he encounters. The values of the Anglo-Saxons, who would have read and admired this poem, included loyalty, bravery, and honor. Beowulf’s character exemplifies all of these qualities to the highest degree. The values and traditions of the original composers of this story cause Beowulf’s character to be the perfect example of an Anglo-SaxonRead MoreBeowulf s Heroic Qualities That Convey His Nobility And Courage887 Words   |  4 Pages Beowulf exemplifies heroic qualities that convey his nobility and courage. The poem named Beowulf has no known author. The author of the poem is known to be a Anglo-Saxon poet. The poem, Beowulf, is an Old English epic poem. The character, Beowulf, is a noble hero who offered to help King Hrothgar by fighting a demon named Grendal. He fought many enemies before and while becoming a king. Beowulf is a loyal and noble hero to the people of Geats and Danes. Epic heroes are defined with specific

Absolute Truth †Is There Such a Thing as Absolute Truth Free Essays

Is There Such A Thing As Absolute Truth? There are two answers for the question, â€Å"Is there such a thing as absolute truth? † The answer could be either yes or no. In my opinion, the answer is yes, because every individual lives his or her life in various experiences. Some people claim to know the absolute truth. We will write a custom essay sample on Absolute Truth – Is There Such a Thing as Absolute Truth or any similar topic only for you Order Now Individuals based their truth on experiences and emotions and at times not logically consistent. When force fields such as emotions are present decisions are made then opinions are formed. For example, politics, I state politics because it never has a common ground. In politics you’re either Democrat or Republican, and both parties feel their plan is the absolute truth. As an American, we have the right to our own opinion but realize that our opinion is not the absolute truth. To make the statement that there is no absolute truth is invalid. Because one plus one does equal two so there is absolute truth which can be proven and understood. Is there such a thing as absolute truth? Yes, because of human conscience that â€Å"duty† within us that tells us that certain things are right and wrong. Therefore, our conscience let us know there is something wrong with pain, hunger, rape and makes us aware that love, peace, and charity are positive things for which we should strive for. In my opinion it so important to understand the concept of absolute truth in all areas of life this includes religion, because consequences exist in life for being wrong. For instance, a nurse can give a patient the wrong amount of a medication that can kill them; having an investment broker make the wrong monetary decisions can put you and your family in poverty; getting on the wrong bus will take someone where they do not wish to go; and dealing with an cheating spouse can result in the destruction of a family and potentially divorce. There are so many religions in this world that attempt to give their meaning and definition to absolute truth. Your existence is absolute truth which is simple. Through religion, mankinds seek God, we hope for the future, forgiveness of our sins, peace in the midst of struggle, and answers to our deepest questions. Religion is really proof that mankind is more than just a highly evolved creature. God implanted in man the desire to know him, and God is indeed the Creator, which makes Him the standard for absolute truth, and with His authority that establishes the absolute truth. How to cite Absolute Truth – Is There Such a Thing as Absolute Truth, Papers

Children of the City Essay Example For Students

Children of the City Essay Water Imagery in Children of the CityRain has always been an important symbol in life. It is one of very few actions that can be both destructive and harsh, but at the same time constructive and life-giving. Throughout literature the visual image of rain is usually connected to feelings of sorrow, death, and despair. The most commonly known example of this would be in Hemingways Farewell to Arms. Hemingway uses the rain to tell of peoples negative emotions, so it is easy to take that idea into other readings. Outside of literature, however, rain is seen as being connected to positive thoughts of growth, prosperity and cleansing. In this story of adolescent love the author uses the presence of water to saturate the subjects with these positive feelings. At the beginning the author introduces the rain as urban in contrast to field or shore rain. Immediately the image of urban rain is less threatening than that of a field or shore. It gives the reader a playful image of almost being teased by the rain. In the city one has to hide from it and jump from umbrellas to awnings, yet never has to worry about the danger of being caught in it for too long. These playful and teasing characteristics of the rain are the exact guidelines to the relationship between the two main characters. The rain represents the couples emotion and they experiment with it just like in a real adolescent relationship. They see how long they can be drenched by its passion, nevertheless they return to the overhangs not knowing how much of it they can handle. Looking at it in a biblical sense, the rain is both destructive to them and helping their relationship grow. God sent the flood down to man because of our sins causing much destruction, but at the same time givin g us a rebirth and purification. Too much rain may flood their relationship with emotion; however this urban rain teases them and lets them feel free and pure. The idea of the rain giving growth to their relationship is seen in the lines ending a scrawny tree, and their forested way. Alone they are fruitless and scrawny, yet together they are given life by the rain to create an entire forest. Conversely, after all that the rain has provided them with the authors last mention is that of a negative connotation. The rain has taken away their playfulness and has left them cold. The lighthearted tone is not lost though; it is instead carried on by more and more water. The author gives the image of skipping over dotted puddles like playing connect the dots all the way home. The building up of water is their emotions beginning to rise. They yearn for more passion, freedom, and innocence and therefore the author ends the water reference by surrounding them, fully enclosing and protecting them in the bathtub. It never rains, but it pours is a common idiom that can concentrate the main idea behind the authors water imagery. The simple statement shows how small occurrences, such as an urban rain, can snowball into new passion. The author hints at this idea in the beginning by giving credit to the rain for sending them to her room. The gathering and growing nature of the water as you travel further down the page lets the reader see their pleasure grow until it finally engulfs both of them in the end.