Using the information from Albl, define both faith and reason

Many people best understand faith as a religious concept, particularly, the belief in things not seen but that are true (Lewis 56). By contrast, the conventional definition of reason is far from religious; it has to do with the natural sciences deductive thinking and dialectical theories. However, this paper seeks to correct these narrow-minded views and establish a comprehensive position that clearly explains the relationship between faith and reason, since these two qualities are not mutually exclusive.Advertising We will write a custom essay sample on Using the information from Albl, define both faith and reason specifically for you for only $16.05 $11/page Learn More Faith, as per Thomas Aquinas, refers to the alignment of a person’s being, including his or her mental faculties to â€Å"divine truth† (Aquinas 67). To achieve this state, one has to subject himself / herself to the â€Å"grace of God†. It refers to a state of total surrender to God’s will that almost requires mental or intellectual blindness. One has to forfeit a bit of logic for faith to work. Albl gives several descriptions of faith that can better explain this concept. For instance, he says faith triggers a person to wonder (Albl 32). It is not enough for instance to appreciate the enchanting nature of the blue sky, faith asks who made it blue and why. Another description of faith pertains the view that all that exists because of the creation is a gift to humanity and that all should be grateful for it (Albl 33). It is also the foundation of a person’s trust in anything or anybody else, including self-confidence (Descartes 76). Trusting in what is intangible increases a person’s capacity to believe in what he or she can see or touch. Aquinas imparts that faith requires a portion of the grace of God for it to be fully fledged (Albl 34). This will is what pushes one’s will to defy their logic and succumb to pure b elief. The result is conversion of the whole person, not just their thoughts. Acquiring it is a continuous process that requires a person to train or discipline their minds constantly before it can become a â€Å"habit of the mind† (Albl 37). Reason on the other hand has to do with man’s intellectual faculties. The cause of questioning things in a bid to understand them better, or assessing various options to come up with a sensible decision over what makes sense and what does not. Consequently, Albl posits that faith and reason are actually inclusive of each other and one requires the other to achieve its maximum potential. He puts it succinctly in the statement, â€Å"balanced Christianity needs a body of reason animated by the fire of faith† (Albl 38). This makes clear the jeopardy of being an extremist. Feudists are scholars who restrict the understanding of divine attributes to pure faith and they include theologians such as Tertullian and Soren Kiekegard a mong others. This school of thought is of the opinion that logic muddles up a person’s understanding of God (Hart and Fischer 87).Advertising Looking for essay on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Their critics are quick to assert that the same God created man a rational being, and expects him be rational about everything, including religion. On the other extreme end are rationalists who believe in cold reasoning at the exclusion of faith. They include philosophy scholars like Rene Descartes and Immanuel Kant among others. However, a modernist view that most people embrace nowadays posits that faith and reason interrelate, with each complementing the other for a fuller understanding of spiritual matters. Albl captures this as â€Å"faith seeking understanding† (33). Thomas Aquinas proposed that anyone seeking to strengthen his or her faith should find an authority upon which to base this faith. For Christians, he proposed the scriptures and by extension the Quran for Muslims. Reason is a necessary ingredient in theology as it enables scholars to apply mental processes while interpreting scriptures and other religious teachings. Employment of rational thinking of logic further strengthens a person’s conviction that whatever they are studying is true (Hart and Fischer 99). This is because people tend to trust what they have deduced for themselves better than what they do not understand. The connection of reason with faith makes it an even more important tool. It takes faith in the rationality of the world to accept the results one obtains from employing reason to deduce truth. Faith and reason are supplementary qualities whose development needs to be at par. When one exceeds the other, one risks acquiring dangerous perspectives that are extremist and close-minded in nature. Theology as a study of religion requires both in equal measure. Reason will enable a scholar to pass judgment on the accuracy of various points of view, whereas faith will turn him or her into believer. Works Cited Albl, Martin. Reason, Faith and Tradition: An Exploration in Catholic Theology. New York: Saint Mary’s Press, 2009. Aquinas, Thomas. Summa Theologica. Fathers of the English Dominican Province,  Christian Classics. Notre Dame: Ave Maria Press, 1981.Advertising We will write a custom essay sample on Using the information from Albl, define both faith and reason specifically for you for only $16.05 $11/page Learn More Descartes, Rene. Rules for the Direction of the Mind. Descartes, Rene. Philosophical  Essays: Discourse on Method; Mediation; Rules for the Direction of the Mind.  Indianapolis: Bobbs-Merill, 1964. 192. Hart, Thomas and Fischer, Kathleen. Christian Foundations: an Introduction to Faith in  our Times. New York: Paulist Press, 1995. Lewis, Carl. Surprised by Joy:The Shape of My Early Life. New York: Harcout Brac e, 1955. This essay on Using the information from Albl, define both faith and reason was written and submitted by user Dem0g0bl1n to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Different Suffixes for Different Contexts

Different Suffixes for Different Contexts Different Suffixes for Different Contexts Different Suffixes for Different Contexts By Mark Nichol Many words derived from Latin have two (and occasionally three or more) possible plural forms. The distinction is usually between popular usage based on English plural endings grafted onto Latin terms and scientific or technical form based on a traditional reading of the original language. Here are discussions of alternatives for plural forms of six types of word endings. -as or -ae Antennas are devices for carrying radio signals; antennae are sensory organs attached to the heads of certain creatures. Formulas might be used in a comparison of beverage mixtures for infants (and for other popular usage and even business contexts), while formulae is the formal term for mathematical or scientific expressions. -eaus or -eaux French words borrowed into English that end in -eau usually take the English plural form -s. The form ending in -x is likely to be seen as pedantic unless it is clearly used in a mocking sense (as when a writer facetiously sympathizes with a billionaire who has felt compelled to sell one of several chateaux.) -exes/-ixes or -ices Words ending in -ex or -ix (appendix, index, matrix, vertex) are generally followed by the plural form -es in all but the most technical contexts, though in scholarly publishing, appendices is the norm to refer to two or more pieces of additional text following the main section of a book. -mas or -mata Few words derived from Greek that end in -ma are in general usage, at least in plural form. (Anathema, for example, is common in singular form but not in plural form.) Dogma and schema, however, take an -s plural ending in popular usage; -mata is the formal alternative. -ums or -a Words ending in -um sometimes take an -s as a plural ending in popular usage and -ia in scientific or technical contexts consortium, criterion, forum, spectrum, and symposium come to mind but several notable exceptions exist: Mediums applies informally to multiple objects such as garments labeled as medium size, or to two or more spiritualists, while forms of communication are almost invariably referred to as media; that form is also prevalent in digital technology. (In relatively obscure scientific contexts, media is the singular form, and mediae is the plural form.) Memoranda and millennia are the preferred plural forms even in popular usage. Phenomena is prevalent over phenomenons, but the latter form (or the truncation phenoms) might be used as slang to refer to more than one particularly talented person. us- or -i The singular form of octopus is used to refer collectively to specimens used as food. (â€Å"The main course was sautà ©ed octopus.†) Octopuses is the most sensible plural form in general; octopi is incorrect because octopus is from Greek, not Latin, and -i is a Latin plural suffix, but the Greek form, octopodes, employing the Greek plural suffix -odes, is rare. The same is true, generally, of the plural form of platypuses, though the singular form frequently does double duty. Cactus, however, is Latin (albeit botanical, rather than classical, Latin), not Greek. Cacti is the prevalent plural form, though cactus and cactuses are also common. Other words ending in -us vary in their plural form: focus, fungus, and radius become, depending on formality, focuses, funguses, and radiuses or foci, fungi, and radii, while corpus and genus take an -era ending (corpera, genera) in scientific contexts. The only correct plural form for census and prospectus is the English plural ending -es (and campi is a rare plural form for campus), but alumnus becomes alumni; alumnuses is incorrect. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:Direct and Indirect ObjectsThe Six Spellings of "Long E"Supervise vs. Monitor

A Woeful Trap... Act 1 In Hamlet

Is he crazy or wise? It is simply crazy craftsmanship, but punishes the distraction of pain. Maybe Hamlet is a victim - as we all think of at some point - it is the intellectual perspective of the world for crazy confusion. He is a civilian of his own; a traveler with a passport goes into a strange, twilight region of the soul. Whether Hamlet's pain or insanity is caused by his relationship or his own melancholy, Hamlet's struggle reflects the essential nature of human suffering that all people can associate. The specific performance of Hamlet's suffering is closely related. In the first two scenes of the third act, Hamlet and Claudius designed traps to capture each other's secrets. Claudius secretly attacked Hamlet to discover its essence of madness. Live the conscience of the king (III. I 582). This drama is the story of the Duke of Vienna and his wife Baptista of Gonzago who married the murderer Lucian. Hamlet believes that this script is not a ghost, it is an opportunity to build a more reliable foundation for Claudius' sin. Since he did not know whether to believe a member of the spiritual world, he tried to judge whether Claudius read his actions and committed sin because of his feelings of guilt in his mental state. Hamlet 's uncertainty about Claudius' s sin and his importance of collecting Claudios evidence, Hamlet plans to organize a trap for his monologue at the end of the second act. Hamlet knew that society would not tolerate the murder of Claudius as a form of revenge without evidence that Claudius murdered Hamlet 's father. Hamlet noticed that the only evidence of his guilt against Claudius is a ghost word that could not rely on the evidence to prove that Hamlet's action was justified. He also needs to make sure that Claudius is guilty to make sure what he is doing is right. Shakespeare's 'Hamlet' has two examples of nemesis. It is hesitant to Hamlet and Hamlet. Hamlet fulfilled Claudius 'nemesis, Claudius killed Hamlet' s father and married his mother. The devil of Claudius demanded immediate revenge. His dead father's ghost appeared before Hamlet and persuaded him to retaliate. He discovered that Claudius was a real murderer and killed him after many insistent ideas. Among the same drama, Hamlet's nemesis is superior or inferior to him. He could not decide the dilemma he was facing. In the first game of the third act of the play, he revealed his way of thinking as follows: Is Hamlet a romantic hero? How will the reader's attitude towards Hamlet change through the script? How will the description of Hamlet's character affect the entire drama? Hamlet changed between Act 1 and Act 2? Or is Hamlet the same as what was drawn at the beginning of the play? I hope these Hamlet paper themes will help you create excellent works and model Hamlet paper. If you are busy for some reason, we can also help you. If you need help from qualified and experienced writers, visit our online resource, Writemy EssayOnline.com. You can order any k ind of paper about any subject, and subject in any format style. It can be used as a template for your own research. There is no need to prepay the full amount. In addition, you can track the progress of the order and preview the order for free. Please try it now. We are available 24 hours!

Alzheimer's disease relate to aging Research Paper

Alzheimer's disease relate to aging - Research Paper Example This document examines the prevalence of Alzheimer’s among the elderly persons and the resources available in Marshall County for helping the victims of the condition. As persons advance in age, the body undergoes various changes in their brains and results to dementias (UCSF Memory and Aging Center, 2014). For example, the brain shrinks that occur in the prefrontal cortex and hippocampus. The shrinking of the brain interferes with memory, learning, planning, etc. The changes in neurons and neurotransmitters can degrade the white matter and result to reduction in communication (UCSF Memory and Aging Center, 2014). In some instances, plagues and tangles structures develops outside and inside of the neurons respectively thus causing the brain cells to stop working and eventually die thus causing failure of memory, change in characters and complications with carry out day to day activities (Swaab et al., 2011). Also, changes in blood vessels occur with age, resulting to reduced blood flow due to narrowing of the arteries and less growth of new capillaries. With age, there is an increase in brain inflammation and increase in damages caused by free rad icals that interfere with normal functioning of the brain (Swaab et al., 2011). The changes in brain that occurs with age are the most likely cause of Alzheimer’s among the elderly persons. The most notable change in brain with age is atrophy or the shrinking of some parts of the brain, the secretion on wobbly molecules known as free radicals, the brain inflammation and dysfunction of the mitochondrial resulting to collapse of generation of energy within the cells (Swaab et al., 2011). Various studies have established that five percent of persons with Alzheimer’s occur due to inherited factors from the parents. An example is the familial Alzheimer’s disorder caused by alterations occurring in one of the inheritable genes in human

The Consumer and Their Relation to the Commodity According To Marx, De Essay

The Consumer and Their Relation to the Commodity According To Marx, De Certeau, Horkheimer and Adorno - Essay Example Also, in the cases when an individual goes to a store and purchases a shirt, toy, a beverage or any other purchased commodity, they are arriving at the decision to do so as a consumer. On the other hand, a commodity is any physical substance, these including metals, foods, and grains – which is exchangeable with another commodity of the same kind, which traders buy or sell, typically though futures agreements Another characteristic of any commodity is that the price of the given product at any given time is subject to the law of supply and demand. Notably, risk is actually the fundamental reason on the basis of which – the barter trading of the basic farming commodities began (Ozanne & Jeff 129-144). According to the review of De Certeau’s publication: the practice of everyday life: walking in the city, the tactics and the strategies discussed are in operation during the process of making product choices among customers. These choices are, however, based on the c onsumers’ relationship to the different commodities that consumers encounter on a daily basis. The expressed viewpoint is drawn from the experiences of every person within the community. The argument is deliberately presented in a poetic manner. The book centers upon the uses that the consumers make of, from the things that they purchase, or that which they decide to buy. The book also talks of the different networks that are operating within the society, which play the role of helping people oppose and avoid the order presented by institutions. De Certeau goes further to argue that the disciplinary constructions contained by the institutions within the society are deflected by developed tactics: the participants within the society in question offer an anti-discipline. Further, the consumers within the society, through the same tactical development, make their own tactically developed paths, which are somewhat unpredictable. These paths that are formulated by the consumers ca nnot be described fully, from a formal, official or a statistical point of view (Certeau 76). These strategies, according to De Certeau, are predictive of the following: the Strategies themselves – require that the city or the subjects act as alienated from an environment, in that they have an appropriate place, an officially recognized place, which is seen externally. The tactics, on the other hand, have no properly established localization, and not necessarily alienated from each other, which means that they often mingle and interrelate with each other. Further, the tactics take place within the territory of the strategies. These tactics, also, tend to be opportunistic, in that they combine a diverse range of elements towards gaining momentary advantage. Everyday practices, are most times some of these tactics – which include the small maneuvers that allow for the realization of a momentary victory over the obstacle facing the subject at the time of need (Ozanne & Je ff 129-144). According to the account of Marx, in the account, ‘idealism and materialism,’ the account holds that, humans are made to exist in physical organizations – where these organizations are helpful to the man, as they help him create their own means of subsistence. However, the subsistence models depend upon the available means – which they find existent as well as tat which they have do develop. Further, the productive efforts of these individuals are reflective of their life, expressing themselves –

Human condition and the passage from innocence to experience Essay Example for Free

Human condition and the passage from innocence to experience Essay In Frankenstein, Mary Shelley reflects her views on the faults and weaknesses of human beings and the disasters these imperfections can cause through the personalities and actions of the characters in the novel. The results of the characters personalities and actions show how significant certain undesired traits can be. Through the journeys of the individual characters Mary Shelly shows how we, as human beings, develop in the path from innocence to experience. Surprisingly, the majority of Shelleys obvious criticisms are divulged through the hero, Victor Frankenstein. Frankenstein is used to fulfil this purpose in a multitude of ways: In her 1823 Introduction, Mary Shelley suggests that Victors main crime is his presumption in displacing God. The works of Milton could have inspired this; by way of her parents, he would have been a natural choice of inspiration for Shelley. Milton believed that power corrupts human beings and distrusted anyone who could claim power over anyone else. Therefore, Frankenstein does wrong in claiming power over the monsters life by creating him. We see a change in Victors views on this subject; at the beginning of the novel Frankenstein is fixated with the idea of creating a new being from the remains of dead people and bringing this new being to life by means of electricity. As the novel develops, through his experiences he begins to see the true repercussions of his actions and finally sees the magnitude of what he has done in his thoughtlessness (innocence. ) This can also be seen as an attack on human nature. As the creature opens his eyes for the first time, facets of Victors character become revealed. Whereas the read expects Victor to reflect the joy of having finally received his goal, his reaction is on of horror: now that I have finished, the beauty of the dream has vanished, and breathless horror and disgust filled my heart. While one may assume that his repulsion is due to the physical appearance of the wretch (p56), Victor had created the monster and knew very well what the creature looked like before it awoke. Therefore, his terror seems to represent a sort of subconscious self-vision. This could be Shelleys way of criticising how we can become clouded by ambition and do not realise the consequences of our actions until it is too late. Towards the end of the novel Victor has learnt from his experiences and realises what the possible consequences could be of creating a companion for the monster. He knows the destruction of the female monster could result in his own death but for once he is selfless and takes responsibility. Unlike his first venture, he is thinking of the greater-good rather than his own happiness. In the beginning of the novel we see the development of Victors ambition from healthy to obsessive. Fired by his enthusiasm during his first experiments, he imagines how A new species would bless me as its creator and source No father could claim the gratitude of his child so completely as I should deserve theirs(p54). A possibly interpretation here would be to presume that this is a criticism of mans belief that he is indestructible and he can thus take on the role of God and do whatever he likes. This could have sprung from the death of Marys mother; human beings believe themselves to be all-powerful and virtually invincible but they cannot avoid death. On the other hand, perhaps the crime upon which Shelley focuses is not what he does, but what he fails to do: nurture his creation. Victors ambition and achievement may be heroic, problems only occur in his inability to bear responsibility for his creation. In Brannaghs film interpretation, Frankensteins soul motivation for the creation of the monster is to cheat death (possibly an honourable purpose which would not suggest that Shelley meant Victor to be disliked). However, in the novel, there is no evidence to suggest that this is the case. Frankenstein is also portrayed to wish to undermine the power and position of women. By this we see him rebelling against the normal family unit and the responsibilities that belonging to such a unit entails. This could be interpreted as a fear of the natural process of birth, possibly echoing Shelleys own mixed feelings towards childbirth. First pregnant at sixteen, and almost constantly pregnant during the next five years, Shelley lost most of her children soon after they were born. Victors workshop of filthy creation (p55) may have womb-like suggestions. Following this argument, Helen Moers likens the description of the newly created monster to that of a newborn baby in her book Female Gothic. Shelley also uses Frankenstein, and his failure to comply with social expectations in his creation of his creature, to criticise society on many different levels. When Frankenstein gives life to the monster, he is so disgusted with its appearance and its deviation from a normal human being that he rejects and abandons it. This reflects how society shuns anyone or anything that does not conform to their idea of normality. This particular criticism probably sprung from Shelleys up bringing. With two revolutionary parents, Mary Shelley was certainly not born in to a conformist family. A particular example of this is the fact that Mary Shelleys parents were not married. At the time this would have been virtually unheard of in decent families. Mary was possible criticised by her peers as having radical parents, or being bullied because her parents were not normal. She shows her anger at their ignorance by showing Victor be uncaring, and leading the reader to sympathise with the monster rather than his cruel creator. After the conviction of Justine we see a possibility that Victor will admit to being responsible for the death of Justine. However, he is cowardly. He claims Justine to be innocent, and claims to know Williams murderer but does not confess. Again, it is his failure to act that results in disastrous consequences. However, by announcing his faith in Justines innocence we are endeared to him. Shelley used this to show us how he improves with the experience he gains. Towards the end of the novel the monster requests that Frankenstein grant him a companion to end his misery. We see a blinker of sympathy and consideration for the monster in Victor at this point. He has improved himself slightly by this point. When the monster makes his proposition, Frankenstein actually considers with the monster. We can, therefore, see that by this point he becoming prepared to reason with the monster like an equal. We begin to think he is going to take responsibility for his actions by taking pity on the monster. After all it cannot be forgotten that the monster could have honoured his promise and disappeared with its mate, thus preventing the death of Clerval, Elizabeth and possibly Victors own father. But on the destruction of the female monsters body Victor fails to take true responsibility and virtually caused the deaths of Clerval and Elizabeth. Again, his experience has made improved him, almost to the point where he could redeem himself of the crime that is abandoning what is effectively his child. At the end of the novel, although Victors dying wish is that the deaths of his loved ones be avenged, we can see how his journey has changed him. His last expressed feelings are that of fatigue and exhaustion. This shows how Shelley hopes human beings will become tired of their flawed ways of thinking and learn from their experiences. In a direct contrast, the monsters passage from innocence to experience only produces negative results. In spite of his unnatural creation, the monster can be seen to symbolize a new start. However, as he proceeds with his education, as he moves from nature to culture, the monster learns more and more about the injustices of society. He learns about human emotions and comes to desire compassion and love but is rejected on account of his repulsive physical appearance. He masters language, but language fails him; rather than allowing his entry into human society as he had hoped, it only serves to make him more fully aware of his unique origin and alien nature. His education is part of what makes him miserable. It is only when he is exposed to, and suffers from the viciousness of human society that he himself begins to demonstrate violent behaviour, to act as the monster his appearance suggests him to be. What I perceive to be the monsters most vicious act is the murder of Elizabeth on Victor and Elizabeths wedding night. Without his primitive human emotions he would never have known what he was missing out in a female companion. With his experiences with the DeLaceys he saw how strong the family unit could be and felt even more bitter when he was rejected. Without such knowledge or experience he would never have had the determination to enact such a terrible crime. It is his human emotions that finally cause his misery to consume him at the end of the novel. When Victor dies, the monster if found by his body crying. This is a common human characteristic; in most cases, even if two people did not get along well in life or had not spoken in years, if one is to die, the other forgets the past and exonerates their dead friend, acquaintance or family member by mourning their loss. They regret things that they may not have said or done, and wish they could turn back time to put things right before the other passed away. It is the monsters sadness at the death of his creator and his regret for the events of the past that finally consume him and tear from him his desire to live. Without these human emotions, the monster may not have destined himself to such a tragic end. It could be argued that Shelley was criticising the power of human emotions and the negative results they can produce. As I mentioned before, Shelley lost many of her children, this must have caused her great depression misery. These may have affected her ability to live her life; thus, she may have been suggesting that if she could have been less humane, her life may not have been as miserable. In conclusion both the monster and Frankenstein show Shelleys feelings towards human behaviour, how we learn from our experiences, and how we deal with things in the future. However, it is arguable whether she is intending to show that knowledge or ignorance is bliss through he contrasting passages of Frankenstein and his creation.

Comparing Salem Possessed by Paul Boyer, The Story of the Salem Witch T

Comparing "Salem Possessed" by Paul Boyer and Stephen Nissenbaum, "The Story of the Salem Witch Trials" by Bryan Le Beau, and "The Devil in the Shape of a Woman" by Carol Karlsen The Salem Witch Trials of 1692 spread just about as fast as the Black Plague. This epidemic caused chaos among neighbors in a community. The chronology of events describes an awful time for colonists from June 10th to September 22nd of that year. The books "Salem Possessed" by Paul Boyer and Stephen Nissenbaum, "The Story of the Salem Witch Trials" by Bryan Le Beau, and "The Devil in the Shape of a Woman" by Carol Karlsen all describe these events and provide varying explanations for the epidemic that plagued Salem Village. This review will look at the facts that surrounded the trials and then using those facts will look at the cause stated in each book for the hysteria to compare and contrast with one another. The trials themselves began following an instance involving Betty Parris, Abigail Williams, and Ann Putnam, 3 young girls in the village. (Dufour, 248) The girls were caught performing fortune-telling rituals in the woods outside the village. The claimed at the time that they were trying to find information on the type of man that would be most suitable for them to marry. Soon after this event the girls began to experience hysterical type fits. These fits prompted Reverend Samuel Parris, the father of Betty Parris, to call on authorities to find an explanation for the fits. The explanation they found was very simple: witchcraft. As the months went on more girls began to experience the same sort of events. It was only after intense questioning that the girls revealed the names of those afflicting them: Sarah Osborne, Sarah Good... ... arguments and sufficient evidence to back it up. The remaining problem lies in the fact that there are no survivors to tell the accurate and unbiased story, if such a story exists. In 1692 Salem Village got its "15 minutes of fame" and proved to people the extents humans will go to for the sake of conflict and religion. It should teach a lesson every human being needs to learn, the smallest incident can lead to hysteria of epidemic proportions. BIBLIOGRAPHY Boyer, Paul, and Stephen Nissenbaum. Salem Possessed. Cambridge, MA: Harvard University Press, 1974. Dufour, Ronald P. Colonial America. Minneapolis, MN: West Publishing Company, 1994. Karlsen, Carol F. The Devil in the Shape of a Woman: Witchcraft in Colonial America. New York: W.W.Norton & Co., 1987. Le Beau, Bryan F. The Story of the Salem Witch Trials. New Jersey: Prentice Hall, 1998.

History Of Oslo Essay

Oslo is Norway’s capital city. Oslo came from the Old Norse word â€Å"†¦os meaning mountain and lo meaning plain or river â€Å". In other words, Oslo can be described as a place beneath the mountains (â€Å"Oslo† 2006). People of German origin may have settled in the settlements along the Oslo Fjord who moved up to the north from mainland Europe (Zelko 63). The first evident settlement in Oslo was in the 8th century. (â€Å"Oslo† 2006). The first people of who inhabited Oslo lived in â€Å"humble wooden houses with turf roofs† that was surrounded with pens or sheds for goats, sheep and cows (â€Å"Oslo: City† 2006). Like all the other settlers of Norway, the people were grouped together in the form of a tribe and those who were landowners met with his other landed neighbors in a public assembly called Thing. Legislative assemblies were called Lagtings (Zelko 63). During the Viking age, AD800-1000 Oslo settlers grew rapidly as it had become the center for trade and shipbuilding activities and later it earned the name the† Viking Capital† (â€Å"Oslo† 2006). Viking means â€Å"a man from â€Å"Vik†, a huge bay between the Cape Lindesnes in Norway and the mouth of Gota River in Sweden (Britannica 1033). Norwegian Vikings, like other Vikings of Denmark and Sweden, were feared all over Europe as they had â€Å"superior ships and weapons as well developed military organization†. They were basically endowed with extraordinary hunger for adventure (Britannica 1034). Norwegian Vikings were known to be ruthless and brave fighters who killed their victims and greedily loots their conquered settlements and when they were done plundering destroyed the place with fire. They changed the face of Europe as they engaged in raiding and trade and then finally attracted by their conquered lands settled to live there. Their target places were mostly western European countries such as England, Scotland, and Iceland. Their active participation in trading had renewed the neglected European commerce of the middle Ages. Their contact with Western Europe was instrumental for their Christianization and eventually unification of Norway (Britannica 1033). In 885 the first Viking Monarch, Harold the Fair-haired united Norway (Halsey 239). During his reign the settlers of Norway, including Oslo, were commonly engaged in blood feuds, fightings that involve almost, if not all, disagreeing families. Even minor disputes can trigger the killing and maiming of both members of the quarreling families and if not settled can start an endless round of retaliation. The violence can be finally stopped when offending families pay the wronged families which they called â€Å"bot†. Sometimes family feuds were brought to the attention of the Lagtings who will decide the outcome of the disputes and impose penalties. The worst penalty they can give at that time was known as outlawry—a sentence that regarded the offender as if he died already. All his goods were taken away from him and he cannot exercise or claim any legal rights. In fact, anyone can kill him without facing the risk of penalty. These condemned people were left with no choice but to leave their homeland or live in the forest as an outlaw (Tseng 24). In 1050 Harald Hardrade or King Harald III officially founded Oslo and made it the center of southern Norway. This site was located at the eastern side of the harbor on the left bank of the small Akers River (Halsey 239). Harald died in 1066 and his death ended the Viking period as raidings stopped (â€Å"Norway† 2007). Oslo experienced a great era during the reign of Haakon V who was crowned in 1299. He decided to build the Akershus fortress in Olso to serve as his home with his wife Euphemia of Rugens, a Northern German princess (â€Å"Oslo† 2006). He made Oslo the capital of Norway replacing Bergen. This time Oslo and the rest of Norway enjoyed relative peace (â€Å"Norway† 2007). In 1318 Norway was united with the kingdom of Sweden when Duke Erik of Sweden married Princess Ingebjorg, daughter of Queen Euphemia and Hakon V Magnusson. The unification of both countries was officially signed in the Bishop’s castle; now presently know as Oslo Ladergard (â€Å"Oslo: City† 2006). The saddest event that occurred in the early history of Oslo was the Black Death that terrorized the world in 1349. It was estimated that half of Oslo’s population died during the time of the Black Death or â€Å"bubonic† plague. Bubonic plague was carried by fleas in rats from England (â€Å"Oslo† 2006). Because of the loss of its inhabitants and damage to agriculture Norway united together with Denmark and Sweden via the Union of Kalmar 1397(â€Å"Norway† 2007). During this time Copenhagen, instead of Oslo, was selected as the actual capital of Norway. Consequently Oslo lost it political importance and was only regarded as a provincial administrative center while the kings lived in Copenhagen and Stockholm from 1400-1500 (â€Å"Oslo: City† 2006). In 1523, however, Sweden dropped out of the union, and weaker Norway was left in the care of Danish Kings(â€Å"Norway† 2007). Part 2 Modern Era Reformation Period Like the rest of mainland Europe, Oslo was greatly affected by the Lutheran Protestant Reformation of 1537 when the German Monk Martin Luther questioned the laws of Roman Catholic Church and sought to reform the religious beliefs of the Europeans. Oslo citizens were engaged in religious conflicts(Thodock 2003). The catholic bishop of Oslo, Hans Rev was converted to Protestantism despite the reluctance of the citizens( â€Å"Oslo:City† 2006). Since Oslo had slightly lost its political and economic importance as a city at this time as it was being ruled by Denmark most of the buildings constructed there was only made of wood so that the city was easily destroyed by fire in 1624. King Christian IV of Denmark and Norway decided to move the town to the right bank of the Akers River and rebuild it near the Akershus Fortress. The city buildings were constructed in a Renaissance city style with rectangular blocks and renamed it Christiania (Halsey). Scientific Revolution The scientific revolution changed the world’s beliefs entirely, and Norway is in the heart of it Religious beliefs were proven to be wrong and questions were answered. Copernicus first with his opinion on the heliocentric theory, Galileo second with proof of Copernicus’ theory, and Newton third with the laws of gravity to explain how and why the planets revolved around the sun. Enlightenment During the 1700’s the Age of Reason or the Enlightenment flourished in Europe particularly to the Norwegian trading partners of Great Britain and Holland. In these places people were trying to improve their lives with the use of reason instead of following traditional religious or accepted beliefs. Contact with the â€Å"enlightened† British and Dutch affected the daily life of the inhabitants of Christiania. Norwegian traders brought home with them not only the prized cargoes of tobacco, coffee, tea and spices but also enlightened ideas. They constructed luxurious houses with magnificent gardens in accordance with the style western Europe (â€Å"Oslo: City† 2006). Napoleonic wars At first, Denmark and Norway attempted to remain neutral in the Napoleonic wars between France and England and their respective allies in 1805. However, England attacked the entire Danish fleet in 1807 as a result Denmark joined with France against Britain (Britannica 1034). Britain cut-off trading with Norway and set up a continental blockade against Denmark and Norway wherein British navy prevented the goods from both Norway and Denmark in reaching its trading partners . This action greatly affected the economy of Norway. The export of fish and timber from Christiania as well as the import of grain from Denmark were blocked. As a result, citizens of Christiania faced an economic crisis and suffered hunger. To end their trouble, Britain loosened up its blockade against Norway in 1810-13(â€Å"Oslo† 1991). In 1814 the king of Denmark was forced to give up Norway to Sweden in a Treaty of Kiel when Napoleon I was defeated (â€Å"Oslo† 2006). Eager to rebuild their government the Norwegian created its first constitution on May 17 the same year and Christiania became the capital city. In time, Christiania replaced its rival Bergen as Norway’s largest city. The people celebrated with joy as Christiania was expected to reclaim its old glory without giving much thought at first that they were still under the control of a foreigner, Sweden. As a capital city, Christiania once again becomes important politically and economically. For its newly acquired role, new monumental buildings were erected as a venue for important functions. . They were the Royal Palace, Bank of Norway and the stock exchange Oslo Bors. Later, most Christiania citizens joined with the rest of Norway in demanding for a complete control of their own affairs. They did not want to recognize the provisions of the Treaty of Kiel and instead preferred a Danish King to rule them. Because of the political unrest , Sweden was forced to make the Act of Union of 1815,that gave Norway the privilege of having its own army, navy and parliament(Storting) and was permitted to control their own internal affairs in exchange for their strict compliance to the Treaty of Kiel(â€Å"Oslo† 2006). Renaissance Period Because of their internal independence, Christiania’ economic and political power rose. By mid 1800’s, Christiania grew into a major administrative, economic and military center. The economic success brought about by the shipping and agricultural industry made Christiania a dominant economic city of Norway (World Book 1981). The site of rapid industrial revolution in Oslo started at the Aker River around 1840. The development of Industries relied in the electricity provided by this River. Old buildings along the River were demolished and replaced with concrete large textile industrial buildings . Because of the increased jobs offered by industries the population of Christiania increased as peasants and rural populace moved to the cities hoping find work. In the beginning of the Industrial Revolution Christiania’s industrial workers, like most of European industrial cities, lived in poverty since income was low. They mostly lived in crowded houses meant for workers in which sanitation was bad. As a result, sickness was common and spread easily. To augment family income, the children aged below ten were forced to work in the industries, an environment that was not conducive for their well-balanced growth. In fact, industries were noisy and dusty. They caused water and air pollution. Because of this, the health of the children suffered and their resistance to sickness decreased as they lacked the time to play and sleep. In fact, schoolwork was unavoidably neglected (â€Å"Off â€Å"2007). Revolutions of 1848 The political revolutions in Europe in 1848 had increased the desire of Norway to demand for independence from Sweden. In the late 1800’s popular Norwegian playwrights Henrik Ibsen and Bjornstjerne Bjorjornson staged a play in Christiania’s theater with a theme about political hypocrisy, rights of women and social problems. These plays helped Norwegians develop a sense of nationalism. In 1901 the city of Christiania was selected by the notable Swedish inventor, Alfred Nobel to be the site for the awarding of the most prestigious Noble Peace Prize (Lundestad 2001). By 1905 Sweden granted independence to Norway and Christiania at last was freed from foreign interference that began 1300’s (Halsey 240). Industrial Revolution World War One was inevitable due to industrialization and the desire each country had to become supreme. Firstly, relationships between the nations of the world were dramatically altered by the Industrial Revolution of the nineteenth century. Tensions between the industrial powers began to rise. The intensity between the industrial powers grew more and more as each country sought to expand its sphere of influence at the expense of others. Secondly, there was a growing desire by ethnic populations within the larger countries to become independent nations. Norway separated from Sweden and revolts occurred in colonies such as China, Zimbabwe, Namibia, and Ireland. War broke out in the Balkans in 1912 and again in 1913, as Bulgaria, Serbia, Macedonia, and Greece fought first the Ottoman Empire and then Austria-Hungary. Lastly, Colonies around the world were a valuable asset for supporting the host country’s economy. The great European powers needed raw materials and outlets for their goods. They wanted to expand into new colonies while still protecting the ones they already had. World War I The economy of Christiania steadily grew until before World War I. When the First World War broke out in 1914 Norway declared its neutrality. However, Christiania benefited economically from the war by carrying British cargoes inspite the loss of Norwegian lives and ships that were caught in the war (Compton 610). After the war Christiania settled back to its normal life. In 1924, Christiania was renamed back to Oslo (â€Å"Oslo: City† 2006). World War II. On April 9, 1940 Oslo was defeated by the Germans almost with only a slight resistance due the betrayal of Norwegian Officer and Fascist politician Vidkun Quisling who collaborated with the Nazis. As a result, the city was only slightly damaged during the war (Halsey 239). In 1942 Germany installed a puppet government in Norway under National Union leader Vidkun Quisling. However, the Norwegians resisted the Germans and its puppet regime. Oslo became a place of opposition strikes. Other citizens were secretly involved in the large-scale industrial sabotage and espionage on behalf of the allied powers. (â€Å"Oslo† 2006). During their occupation of the city the Nazis used Akershus as a prison and place of execution for those convicted of allied conspiracy and today it’s the site of Norway’s Resistance Museum, which provided a detailed account of German takeover and the Norwegian struggle against it (Thodock 2003). The German forces that overrun Norway surrendered in May 8, 1945 enabling the exiled King Hakon VII to return to Norway from London in June. Oslo then began to rebuild its ruin buildings while at the same time prosecuted â€Å"about 90,000 alleged cases of treason and defection†. Convicted traitors faced execution foremost of which was Vidkun Quisling (â€Å"Oslo† 2006). War had been going on for a very long time when it came to The Cold War, the postwar to World War II. After World War II, as the Cold War began two major alliances were created. Although, in World War I a systems of alliances did not work, the systems of alliances that formed after World War II were bigger and they weren’t buddy-buddy alliances. These two alliances were formed to bring peace throughout the world, to end The Cold War, and to prevent anymore future high scale wars. Toward the end of the war, hostility between Norwegians and the German occupying forces grew considerably stronger. A prime cause was the German withdrawal from all fronts. Retreating German units from the fronts in the north, the USSR and Finland, withdrew to Norwegian territory. In the autumn of 1944, the Red Army followed the Germans into Finnmark, where it liberated Kirkenes and the northeastern areas. As the occupying troops retreated, they ordered an evacuation of the entire Norwegian population in Finnmark and in Troms south to Lyngen. In Lyngen, three German army corps dug in. Then the entire region north of Lyngen was burned and destroyed. The destruction included 10,400 homes, bridges, power stations, factories, fishing vessels, telephone facilities and other types of infrastructure. The scorched earth area was much larger than all of Denmark. After the Soviet Red Army crossed into North Norway, a Norwegian military mission and a small number of Norwegian soldiers from Great Britain and Sweden followed. The Russians withdrew from Norway in September 1945, a few months after the German capitulation.

Hero: Explaining why Napoleon Bonaparte Essay

Napoleon Bonaparte must be considered a hero in French history. Through his liberal ways of coming to power and controlling France, Napoleon was able to create unity and stability, both political and economic, in one of the most powerful nations in Europe at the time. Napoleon was not only an excellent leader, but also a dominant war strategist. He was able to conquer enemies of France and expand Frances territory. By giving people rights and freedoms, forming a respectable educational system and creating religious tolerance, along with dominating the enemies of France with his excellent skills in militarism, Napoleon became one of the greatest French leaders and heroes of all time. Napoleon claimed â€Å"Equality must be the first element in education. This was the basis of the educating system Napoleon strived for. The Education reforms which Napoleon introduced in 1802 called the lycees allowed this equality to occur and enhanced the way of learning for all of the citizens. By giving all citizens the right to an education, Napoleon was showing that he would guarantee prosperous future for France. Napoleon also created a document referred to as the Code Napoleon, yet another very liberal action, which stated the rules and laws of the state along with stating and guarding the rights and freedoms Napoleon wanted all Frenchmen to have. Napoleon also worked heavily to stabilize the French economy. He developed the Bank of France and helped propel the Francs value higher and higher until eventually it was the highest valued currency in Europe. Not only did Napoleon solve economic problems, but he also worked to solve social and religious differences as well. Previously the church was an enemy of and was against the rule of Napoleon, however this issue was resolved when The Concordat was introduced by Napoleon himself. Mending the rift between the Church and State allowed freedom of religion and rejuvenated the beliefs within the people of France. The Concordat which was signed stated that Catholicism would be recognized as the religion of the majority and allowed the church to resume processions and reopen the seminaries. Though Catholicism was now viewed as the religion of the majority, it still was not the official religion of the state, crating a more religiously tolerant society in France. This move once again supports the more liberal demeanor  of Napoleon as previously few would have dared to challenge the authority of the church in this way. As a military genius, Napoleon won many battles to expand France and was always welcomed back to France as a hero. By instituting the Levee en Masse, Napoleon was able to ensure he would have the man power needed to operate his great war machine. His use of strategic warfare throughout many battles allowed him to be seen as a hero not only in France but all of Europe. Although his army was outnumbered by the Russians and Austrians in December 2, 1805, Napoleon’s brilliant strategies resulted in a defeat of the opposing armies in the Battle of Austerlitz. In many other battles that were fought and won by Napoleon, he would use his military experience and tactics to anticipate his opponent’s attacks and defeat them no matter the odds. After winning many battles he expanded France by signing treaties with the other countries which he had occupied. The fact that Napoleon won so many battles gave the French people something to be proud of. It was victories such as these which brought great pride and a feeling of unity to the people of France. Napoleon was seen as a great heroic from his successes on the battlefield as he expanded his now vast empire. Napoleon Bonaparte must be seen as not only a hero of France, but perhaps the greatest French hero of all time. Through his liberal ideas and actions, Napoleon was able to grab hold of a nation and bring it under his control. Through such acts as the Code Napoleon and The Concordant he was able to give the French people the rights and freedoms they so desired. Napoleon created the bank of France and contributed greatly to the strengthening of the Franc. Lastly Napoleon, through and his army dominated the rest of Europe expanding France into vast empire. Napoleon was a great hero, who, through liberal action, revolutionized France. bibliography: www.europeanhistory.comNapoleon: Life and Times, Janet Locke, published 1983

Class of 2017 New SAT or Old SAT (Updated)

Class of 2017 New SAT or Old SAT (Updated) SAT / ACT Prep Online Guides and Tips The Class of 2017 is in a tough spot on the SAT. Should you take the new SAT or old SAT? If you take the new SAT, you would be the guinea pigs for a totally new system; if you take the old one, you have a tighter schedule. How does it break down? Important Note: This article has been updated as of January 25th 2016. If you are reading this, thenat least for official testings, it is too late to choose the old SAT. This article was for historical SAT test-takers registering before January 2016. However, the advice below is still useful for any future test version changes, whether SAT or ACT. Aside: Not in the Class of 2017? Find out whether you should take the new or old SAT here! The answer, according to multiple experts, is to definitely take the old SAT (though there are a few exceptions, see below). Fred Zhang, cofounder of PrepScholar, went through the last SAT transition in 2005, and saw tremendous advantages for the takers of the old SAT. Admittedly, the schedule is less than optimal. The final chance you have to take the SAT will be January 2016, according to the College Board. This is only the middle of your junior year, which gives you less slack than your older classmates, but has huge advantages. You know what the current SAT looks like. There is almost a decade of history with the current SAT. Everyone knows what the old SAT looks like, how to effectively prepare for it, and what's on it. You can do real practice tests that have actually been given in the past. This advantage cannot be overstated. If you are the studying type, taking a test with no history will greatly lower your relative advantage. Here are all of the extra resources you get access to with the old SAT: You can ask older classmates for their best tips and strategies. SAT prep companies and study guides will have perfected prepping for the old SAT. More than 20 real practice SATshave been released by the College Board, and practicing using real tests is so important. You can take a real administration early on to get a feel for timing and the tests. Almost all free advice you can find online about the SAT applies best to the old SAT. They may still hold for the new SAT, but there's a chance the diametric opposite is true. The January 2016 Deadline Is Not That Bad Yes, it does restrict some backup options for you, but really, you don't want to bestudying junior summer, or worse, senior fall. If you study for the SAT too late, it will interfere with your extracurriculars and college application process. Ideally, you want junior summer, and certainly senior fall, to be free from the distraction of taking SATs. Also, if you plan correctly, you'll actually have more opportunties to take the SAT with a schedule that puts your test in January or before, rather than March or later. The January 2016 deadline is really not that bad with just a bit of earlier study. You Get to Take Two Bites at the Apple You follow the old SAT timeline. Suppose you do great on the old SAT, blowing it out of the water great, you don't need to take the SAT anymore! Now assume the reverse: you royally mess up on the old SAT, its style isn't for you. Is it over? Not if you're taking the old SAT you get to pick from the best of two tests! Just take the New SAT, and if it's a better fit for you, you're golden! But the reverse scenario? If you plan to take the new SAT, and then bomb it and figure out you're actually better at the old SAT? Sorry pal, but you can't turn back time you're stuck! Avoid Being a Guinea Pig In first few administrations of the new SAT, you'll be a guinea pig for the College Board. They don't yet have experience in designing flawless problems, calibrating their scale, and perfecting the proctoring instructions. I personally would not be surprised at more than a few hiccups. Exceptions: If you just want to wing the SAT There are a few exceptions to the advice that the Class of 2017 should take the old SAT. The primary oneis if you're going to wing the SAT. For the same reason that studiers benefit from the old SAT, if you're going to totally wing it anyway, the new SAT is better for you since studiers won't have as large of a relative advantage. What if you don't have enough time to study for the January 2016 SAT? Say it's three weeks before, is it still worth signing up? I would say if you are a serious SAT taker yes for sure! Even if you don't study much, if you're naturally better at the old SAT, you could do better on the old SAT naturally compared to the new SAT. If you've got an extra four hours, and don't mind retaking the new SAT again, it is definitely worth it to strategically just try the old SAT even with minimal study in case you're naturally better at it! What to Do Next: Now that you know which SAT to take, you'll probably want to know how to study for it. We've researched hundreds of student stories and academic studies and found the 5 principles you need to follow to improve your score. Click the link below and enter your email address to get the best SAT prep advice you can get anywhere. Follow these 5 strategies to improve your SAT score by 160 points or more. Long story short: if you can manage it, aiming for the old SAT would be advantageous. Don't wait for the new SAT to take it! Also, check back here for a complete timeline guide for the Class of 2017 taking the SAT. Other Posts You May Like: Not in the Class of 2017? Should you take the new or old SAT? What should your SAT target be? Get Started Improving Your SAT Score Today: Have friends who also need help with test prep? Share this article! Tweet Dr. Fred Zhang About the Author Fred is co-founder of PrepScholar. He scored a perfect score on the SAT and is passionate about sharing information with aspiring students. Fred graduated from Harvard University with a Bachelor's in Mathematics and a PhD in Economics. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Zuckerberg Global Health Kick Starter Fund Coursework

Zuckerberg Global Health Kick Starter Fund - Coursework Example Zuckerberg global health plan will thus be in a position to support such families by providing funds that will help the families and the affected children to acquire basic needs in addition to constructing of good shelter (Garrett, 2007).   Zuckerberg emergencies plan can also be of great assistance to families affected by disasters, for example, the missing Malaysian Airline which has attracted the world attention. Based on the home fires and bushfires experienced in the US, Zuckerberg plan will be of great assistance to US residents to deal with the fires that have caused a significant impact on the US GDP. By partnering with an organization such as CARE, PIH, and US-based NGOs; Zuckerberg plan will be in a better position to provide emergency preparedness and prevention (Buchanan, 2000). This should be done by employing technological approaches during the training of the communities as well as the provision of incentives to an individual or corporate donors.

What impact did the Crusades have in Europe with respect to the Essay

What impact did the Crusades have in Europe with respect to the relationship between the Christian and the Islamic cultures - Essay Example For the good or bad, crusading movement had a lot of effects to the Muslims and Christians. According to Duiker & Spielvogel and Stearns, they argued that crusades affected the social upheaval. Whereas crusades promoted church authority in Europe, they also raised a lot of social chaos. It was more intense in Holy land than any other place. Between 1090 and 1290, several cities in the Holy land exchanged hands between the Christians and Islamic invaders, usually with a lot of violence involved. For example, in 1099, the crusaders overran the city of Jerusalem and carried out an intensive massacre of children, women and men. The same group went ahead to stir up unrest in the entire continent of Europe. It was then acceptable to persecute and kill Jews, especially those who were against the church. Crusades had also a significant impact on cultural exchange. Although there were fights between the crusades and those against the church, European cultures influenced each other. For instance, Christian invaders came up with European-styled feudal estates within the Holy land to oversee both agricultural production and trade. They also left a significant architectural imprint. They constructed several churches in Jerusalem that enhanced the spread of the gospel. They also built a hospital and a market place where they could trade their products. In making these developments, both the Christians and the Muslims could meet and shared their goods, services or ideas. In the process, there was cultural swap amongst them. However, cultural influence went the other way too. Crusaders were exposed to Arabian products, including dyed cottons, finely-crafted silks and glass. They went with goods of Middle Eastern furniture and some were taken to Europe. Ideological wealth was a significant impact also. They had a lot of impacts on the society that hosted them. Conversely to the common belief, crusades did not