Holden Caulfield in The Catcher in the Rye :: essays research papers

Holden Caulfield can be analyzed through his thoughts, actions and circumstances which surround his everyday life. Holden acts like a careless teenager. Holden has been to several prep-schools, all of which he got kicked out of for failing classes. After being kicked out of the latest, Pency Prep, he went off to New York on his own. Holden seems to have a motivation problem which apparently affects his reasoning. The basis of his reasoning comes from his thoughts. Holden thinks the world is full of a bunch of phonies. All his toughs about people he meets are negative. The only good thoughts he has are about his sister Phoebe and his dead brother Alley. Holden, perhaps, wishes that everyone, including himself, should be like his brother and sister. That is to be intelligent, real and loving. Holden’s problem is with his heart. It was broken when his brother died. Now Holden goes around the world as his fake self, wearing his mask. Holden is looking for love, peace and understa nding. He is scared to love because he is afraid he might lose it like he did with his brother. That is the reason for Holden's love of the museum, he feels safe because it never changes it always stays the same. Holden is troubled with the pain of death, it effects every aspect of his life causing him to not care about the future, himself or anyone, except Phoebe and Alley.   Ã‚  Ã‚  Ã‚  Ã‚  The theme of alienation is demonstrated by Holden. He alienates himself from the world because he fears change and false people, he wants love and security. Holden alienates himself from all the changes that occur around him. Holden isolated himself when he didn't go down to the seats for the final football game at Pency. He isolates himself because he gets kicked out of all the schools he goes to. All those changes scare Holden off, he becomes afraid to feel secure. Holden also alienates himself because he trusts no one, he thinks everybody is phony. When Holden was in a bar and he lied and said he had to go, just to not talk to his brothers old girl friend; Holden thought she was annoying and left the bar even though he didn't feel like it. Holden is also alienated by his inability to love. Holden seems not to care about his old girlfriend Sally, he told her he loved her but he didn’t mean it.

Esl felt

I felt very sad about this test because I spent a lot of time to prepare this test. After class, I asked my professor why did I get low grade. The professor told me check the essay again, and asked me to check our rules. Moreover. I still could not understand what does it mean, so I took my essay to the professor's office and asked her what is wrong with it. The professor told me we need to write academic essay, not the personal essay, but I still wrote the personal essay, It Is not my professors require Therefore, I fall this essay.The professor also old me I have a lot of wrong grammar and spelling, and I have a big problem that is I did not have a thesis statement. I was confuse about this problem, and I still do not know how to write It. The professor explained to me what Is thesis and what Is academic essay about one and a half hour. I am very thankful my professor so much because I understand how to write it. At home, I spent a lot of time to review it. A few weeks later, we ha ve another In class essay, and the require Is to write a knowledge that the professor told me last time, and I followed the rules and utilized he skills I have learned.First, I did a brain storm to write down all my ideas and details. Then, I started to write my first draft. After I am done, I double checked on it and wrote my final essay. A few days later, I got my essay back, and saw my grade. It is a C. It means I pass it, even it is not a high grade. But, I still happy on it because I improve my writing skills. In conclusion, after I took this class, I learned I have to utilize the skills I have learned, and follow the rules and require to get a high grade.

What is Wisdom?

I. Has your view of wisdom changed since the beginning of the course? Explain how and why. Since the beginning of the course, my view of wisdom remained the same. However, I was able to enrich my knowledge because of the definitions and discussion on the subject by the different philosophers whose ideas of wisdom greatly shaped the word. After taking the course I was able to come up with the conclusion that wisdom can be defined differently according to observations of a person towards how wisdom is being used or misused. Interestingly, even scholars and the learned have their respective sets of definition for wisdom. However, it will still be evident that in the bottom line, wisdom will still be one thing and this is how a person uses the capability of his mind to create or make decisions. There are things in my preliminary essay which I questioned throughout the course. One example is the thought that wisdom is the use of intellect. There were times in the course of study where wisdom is discussed in terms of emotion, or the heart. This made me wonder whether wisdom is purely the mind’s work, and assessing the different definitions I came into the conclusion that my preliminary thoughts were true. Still, there are parts in my former definition of wisdom that changed. I pointed out early on that wisdom amongst children and the younger adults may be lacking due to being inexperienced which I now proved otherwise. As Thoreau points out, the older a wise person becomes the less his wisdom becomes significant because of new things and developments that occur everyday. Thus, there are certain aspects where a child or a young adult may know more while an older, more experienced person know less or nothing about. In the same way, old knowledge may be more familiar to an older person when compared to a younger one. Yet I still remain faithful to the fact that the definitions pertinent to wisdom are numerous, as I pointed out in my preliminary essay. Wisdom can be identified with the current pre-occupation of the person defining it—whereas a scientist may define wisdom in a scientific way, a teacher may define it in an instructive way, and a student may define it in a learner’s way. The possibilities in which wisdom may be defined are endless. II. Whose view (Socrates, Thoreau, Huxley, Piper, or Frankl) seems to be most reasonable? Why? Of the views discussed in class, Thoreau’s is the most significant. He stated that a man’s wisdom and ignorance are results of his time, citing the yield of people to superstition of their time as an example. (Creating Minds, 2007) This is especially true even to this day and age. A person may be wise for his age, but new studies, inventions, and scholarly developments can tend to outdate his wisdom and in the process introduce other people who can seem wiser an fuller because their knowledge is far more updated that the wise people ahead of them. In hindsight, this is why a person would never cease learning, because once he does his wisdom will definitely deteriorate. Mencken states that the older he grows he realized that wisdom does not come of age. This is ratified by Van Buren, who likened wisdom coming from age with wine saying it a person will only be wise with age like wine if the grapes are good enough to begin with. (Moncur, 2007) True enough, knowledge does not come of age. Wisdom is brought about by a never-ending free-flow of knowledge despite age. Children and young adults can get a deep well of wisdom if they are motivated to learn, and adults will also improve on their wisdom if they do not stop learning. Continuous learning is an important aspect of sustaining wisdom, whereby new information consistently is being added up to one’s well of knowledge which he can process and use to make sound and wise decisions. To be wholly wise, it is important that a person gets out of his somfort zone and try things that are not normally done by someone his age, or someone whose occupation is similar to him. When a person is not open to learn new things, even if he has the age capability to learn them, he will be outdated with information and his well of wisdom gets short of this additional information. III. Whose view (Socrates, Thoreau, Huxley, Piper, or Frankl) seems to be the least reasonable? Why? Of the views discussed in class, Frankl’s is the least reasonable. To begin with, he insists that wisdom comes from the heart and that this can make wisdom more sensible than the wisdom wrought from the mind. Given that this is factual in its deepest sense, wisdom still goes back to being a function of the mind. Questioning everything, Lichtenberg said, is the first step to wisdom—and altogether accepting that everything is the last step to wisdom. (Moncur, 2007) Therefore, it is difficult to accept that wisdom from the heart, though claimed more sensible, is the real essence of wisdom. It is true that wisdom can be affected by what the heart feels, but the capability to be wise is exclusively spawned by the mind. There may be contentions to this. A charity worker, for example, may prove it wise to day that true wisdom comes from the heart because the nature of the work he is in touches more in emotion. On the other hand, a scholar whose preoccupation is more on knowledge and improving this knowledge will prove this otherwise. Again, definitions will vary according to who is defining the word. Yet it is still improbable to say that this is reasonable as compared to wisdom’s other definitions by other scholars and philosophers, especially those whose ideas were discussed in class. This sums up how the work of the mind breeds wisdom. It is not the heart which is wise. Emotions bred by the heart are also not acceptable, as scientifically it has been noted that it is the hypothalamus and not the heart that is capable of telling a person how to respond through emotions. In summation, this says that Frankl’s definition of wisdom can be misinterpreted in a lot of ways, and thus it is the least reasonable as compared to the definitions by other philosophers whose definitions were discussed in class.

Adam Sandler Biography essays

Adam Sandler Biography essays Hes always been funny; he always woke up in a good mood. We knew he would be an entertainer, says Adams Mom. Adam Sandler is a book by David Seidman about the life of comedian, actor, and solo artist, Adam Sandler. In this report I will be talking about his childhood, influences (i.e. being Jewish and his father), his and accomplishments. Adam was born in Brooklyn, New York on September 9, 1966. As he is the youngest of four, children he has two older sisters, Elizabeth and Valerie, and one older brother, Scott. When he was six, he moved to Manchester, New Hampshire where he spent most of his childhood. When he was young he was the family joker. Whenever his mother or teachers would try to punish him, he would try to make them laugh instead. He would tell a joke or sing in a funny voice. His mom tried to have him take singing lessons because he would always sing in funny voices. Adam did not like it too much. He stated, ...that it didnt work out too well because I would rather be playing baseball than singing in a room with an old lady. When he was seventeen he went to New York to attend college at NYU, and so his life as a comedian began. He started doing stand up comedy in the clubs by NYU. At first the club didnt think he was that good but they let him do it anyway because all his friends came when he performed and the club charged them $2 a person. Rejection did not stick well with Sandler; it acted as further motivation to prove everyone wrong. He had unique challenges during his career that has influenced his work and can be seen in his movies and songs. He had to deal with his parents and their not liking his comedy, which sometimes makes fun of his father and dealing with their disappointment in him not taking education seriously. He said, Instead of being book smart, I decided to have fun. His mother would ...

Hippocratic Method and the Four Humors in Medicine

Hippocratic Method and the Four Humors in Medicine When todays doctors prescribe an antibiotic to fight infection, they are trying to put the patients body back in balance. While the drugs and medical explanation may be new, this art of equilibrium has been practiced since  Hippocrates day.   I do anatomize and cut up these poor beasts, he said to Hippocrates, to see the cause of these distempers, vanities, and follies, which are the burden of all creatures.- Democritus - The History of Melancholy Humors Corresponding With  the Seasons and Elements In the Hippocratic corpus (believed not to be the work of a single man of that name) disease was thought to be caused by isonomia, the preponderance of one of the four bodily humors: Yellow BileBlack BilePhlegmBlood Four humors matched the four seasons: Autumn: black bileSpring: bloodWinter: phlegmSummer: yellow bile Each of the humors was  associated with one of the four equal and universal elements: EarthAirFireWater Posited by Empedocles: Aristotle, who used the image of wine to expose the nature of black bile. Black bile, just like the juice of grapes, contains pneuma, which provokes hypochondriac diseases like melancholia. Black bile like wine is prone to ferment and produce an alternation of depression and anger...-From Linets The History of Melancholy Earth corresponds with  black bile.  Too much earth made one  melancholic.Air corresponds with blood. Too much air,  sanguine.Fire  corresponds with  yellow bile.  Too much fire,  choleric.Water  corresponds with  phlegm.  Too much water,  phlegmatic. Finally, each element/humor/season was associated with certain qualities. Thus yellow bile was thought of as hot and dry. Its opposite, phlegm (the mucus of colds), was cold and moist. Black Bile was cold and dry, while its opposite, blood was hot and moist. Black Bile: Cold and DryBlood: Hot and MoistPhlegm: Cold and MoistYellow Bile: Hot and Dry As a first step, the prudent Hippocratic physician would prescribe a regimen of diet, activity, and exercise, designed to void the body of the imbalanced humor. According to Gary Lindquesters History of Human Disease,  if it was a fevera hot, dry diseasethe culprit was yellow bile. So, the doctor would try to increase its opposite, phlegm, by prescribing cold baths. If the opposite situation prevailed (as in a cold), where there were obvious symptoms of excess phlegm production, the regimen would be to bundle up in bed and drink wine. Resorting to Drugs If the regimen didnt work the next course would be with drugs, often hellebore, a potent poison that would cause vomiting and diarrhea, signs the imbalanced humor was eliminated. Observation of Anatomy We might assume such Hippocratic ideas sprang from speculation rather than experimentation, but observation played a key role. Furthermore, it would be simplistic to say ancient Greco-Roman doctors never practiced human dissection. If nothing else, doctors had anatomical experience dealing with war wounds. But especially during the Hellenistic period, there was extensive contact with the Egyptians whose embalming techniques involved removing bodily organs. In the third century, B.C. vivisection was permitted in Alexandria where living criminals may have been put to the knife. Still, we believe Hippocrates, Aristotle, and Galen, among others, only dissected animal bodies, not human. So mans internal structure was known primarily through analogy with animals, inferences from the externally visible structures, from natural philosophy, and from function. Evaluating the Humoral Theory Such ideas might seem far-fetched today, but Hippocratic medicine was a great advance over the supernatural model that had preceded it. Even if individuals had understood enough about contagion to realize rodents were involved somehow, it was still the Homeric Apollo, the mouse god, who caused it. The Hippocratic etiology based on nature permitted diagnosis and treatment of symptoms with something other than prayer and sacrifice. Besides, we rely on similar analogies today, in Jungian personality types and ayurvedic medicine, to name two. These men demonstrated that when the nutriment becomes altered in the veins by the innate heat, blood is produced when it is in moderation, and the other humours when it is not in proper proportion.-Galen, On the Natural Faculties Bk II Black Bile Cold and Dry Too much earth Melancholic Autumn Blood Hot and Moist Too much air Sanguine Sping Phlegm Cold and Moist Too much water Phlegmatic Winter Yellow Bile Hot and Dry Too much fire Choleric Summer S​ources   www.umich.edu/~iinet/journal/vol2no2/v2n2_The_History_of_Melancholy.html  Ã‚  www.astro.virginia.edu/~eww6n/bios/HippocratesofCos.html]www.med.virginia.edu/hs-library/historical/antiqua/textn.htm accessedviator.ucs.indiana.edu/~ancmed/foundations.htm]  www.med.virginia.edu/hs-library/historical/antiqua/stexta.htmwww.med.virginia.edu/hs-library/historical/antiqua/stexta.htm

Analyze the Effect of Education on the Development

The first is the economic growth, the second is the population and employment in society and the third is stability and fair in politic. In addition, this essay will also show education of different levels has impacts on different aspects of different countries. Universal education has a significant effect on developing economy growth of countries. Developed educational system is better than undeveloped educational system to economic increase. An example of successful developed educational system can be found in China and India. More than 30 percent population of the world lives in China and India totally, and most of them are still stay in poverty. Facing such a large problem, Chinese government enacted Nine-Year Compulsory Education Policy to improve the quality of primary education, and Indian government provides more educated chances for girls and women. With more and more people being educated, the economy of two countries increases dramatically. One of the reasons is that educated farmers who can read the agriculture instructions get more skills to farm well, which results in a growth in agricultural productivity (Brown, 2008). These educated farmers know how to water, apply fertilizer more efficiently, and finally they harvest more crops which results in a higher income. Dollar and Gatti’s research (1999) illustrates that increase one percentage point chances for women with secondary education results in a 0. percentage points for a country’s annual per capita increase. To sum up, it would appear that economic growth and developed education system cannot be separated. The more investment in education system, the more positive influences be reflected in the economy increase. Compared with developed education system, undeveloped educational system has an opposite consequence that is economy decline. Firstly, children who are not educated as well as their children will stay at low class, which is the reason why the gap between poverty and wealth becomes wider. Naturally, if a country has a large amount of destitute people, the economy is decreasing (Brown, 2008). Next, it is unreasonable for government to pay less attention to education, because there is a close connection between less education, poverty and instability. Nobel Prize-winning economist Amartya said (2008):†Illiteracy and innumeracy are a greater threat to humanity than terrorism. † That means no education is a source of instability. It is possible that most violence and conflicts are caused by the poor, because they are lacking of food, clothes, fresh water and their homeland. They do not have enough knowledge to protect themselves and they do not know where they can get justice. Finally they will have to take such violent means to seek their own interests, and it leads to serious consequence, such as the war. The two different countries that conduct different education systems have opposite results in higher education. Mauritius is a small island which is connected with Tanzania surrounded by the Indian Ocean. Numerous nature resources can be made use of by Tanzania, such as gold, gas, diamonds, tin, and coal while Mauritius does not have (Bloom et al. 006). With these disadvantages, Mauritius government intensifies their efforts to increase the chances for children being educated and the quality of higher education. The UIS cited in Higher Education (2005) suggests that half of the populace in Mauritius are tertiary students, and the number is increasing from 1 per cent in 1985 to 15 per cent now (TFHE cited in Higher Education, 2000). The system also lays a foundation for the primary and secondary education, and the subjects of university are added to meet the needs of students (2005). In contrast, the government of Tanzania does not pay attention to higher education, and the gap between female students and male students is wider, more male students. The subjects connected with science are not performed well by students. Finally, Mauritius has a high per capita gross domestic product (GDP) of $12,800 and it is still growing dramatically. In contrast, the GDP in Tanzania is lower, no more than $700. Today Mauritius has become a middle-income nation since 1960 while Tanzania is still one of the poorest countries in the world (Bloom, 2005). It appears that education can help dispose of poverty. If a country has an appetite to be stronger, the government must invest more time and energy in education system. As well as affecting the economy, education also affect on the society. Women’s education, which affects the population growth rate, has strong impact on fertility. Women who have a good education will consider their own targets and will spend more time in achieving the target, which could lead to them having fewer children, and the fertility will be lower. Ethiopia is a dramatic example of this. Besides Population Reference Bureau (2007) shows that Ethiopian women without education have an average of 6. 1 children. In contrast, women with at least a secondary education have an average of 2. 0 children. Moreover, woman who receives high level education will think over the family’s expenses and social burden. So well educated women know how much will they undertake for a child as a parent. Cleland and Kaufmann (1993) argue that attempting to explain the relationship between education and fertility should pay more attention to distinguishing the determinants of reproductive decision making. To sum up, women’s education is the emphasis for fertility. Education, which can increase the children’s health and decrease the number of disease, is one of the most important factors for mortality. The population growth rate is fertility plus mortality. Hence both fertility and mortality should be low. Firstly, hungry and malnutrition is important to the health of children. If students are hungry and malnutrition, they will get ill and will result in giving up education in that they have no power and money to study, which will cause negative affects for the society. Sachs (2008) states that most ill children give up going to school forever because of healthy problem. Furthermore girls who have not been educated appear to have no consciousness about serious diseases, such as HIV and AIDS. Countries such as Brazil and Bangladesh are implementing policies to overcome this problem; such supporting scholarships for girls or stipends to their parents where needed. Girls are inspired spending more time in school and marrying in older age, paying more attention to health care. Finally, both fertility and mortality will be apparently lower; the social problem of population may be alleviated. The effect of education on employment, which is one of the most important factors in the society, has been becoming stronger and stronger. Employment is associated with individual income, the families’ life quality and the social development. In addition, unemployment can cause hunger, poverty and social problems, such as crime . In China, because of the serious employment situation, there are numerous graduates who are unemployed every year. It seems that if someone has low level education, the opportunity to be employed is quite small. In contrast, those who achieved high level education will have more chance to be successful and have high salary. Evidence suggests that literate abilities have large economic impacts on individual income and on development of countries (Hanushek and Woessmann, 2007) and that workers’ efficiency are decided by both the time and content of education (Heckman, Layne-Farrar, and Todd 1995; Murnane, Willett, and Levy 1995). However, because most people in European or North American countries focus on high level education, the supply and demand for high-tech skilled workers is imbalanced now. Williams (2009) states that the demand for skilled workers is greater than the supply. Therefore high-tech education seems to be an opportunity for someone who is illiterate and it may relieve the severe employment situation. Finally, it will have a positive impact on social development. In addition, since politic is based on economy and society, education of different grades could also be thought as one of the main causes which affects politic well. Firstly, universal primary and secondary education can stabilize the society and country, which is the base of the development of a country, especially in African countries. Basic education offers uneducated child and adult knowledge that can instruct them to contribute to their society and country instead of committing crimes to make a living. According to Brown (2008), the implementation of a school lunch programme in some African countries have kept students staying at school longer, studying to gain a proper knowledge of behaving well but not follow terrorism that does serious harm to countries. Basic education of individuals also keeps people’s life over a good level. Furthermore, education is an efficient way to narrow the gap between the rich and poor that could lead to the conflict between different classes. Such situation could result in the revolution and leads to the turbulence of the country, which is considered as a serious threaten to societies and countries as well as the terrorism (Sen cited by Brown 2008). Furthermore, education also improves the political environment of countries. Primary and secondary education that can be conducted widely in countries promotes the national quality of countries, which make people have more knowledge and participate in political activities such as elections. Moreover, women benefit politically from education. Women political status is greatly increased by the different grade of education received. In all ages, in male dominated and traditional communities, girls’ education is considered as unnecessary luxury in that men fear that woman independence would threaten their main position in the political area (Plan 2008). Education on girls and women can ameliorate this unfair situation. The ignorance of educating women has done great harm to some African countries. World Bank (2008) issued that Human Development Network that the damage of failing to educate girls as boys in 65 â€Å"low and middle income and transitional countries† is about 92 billion dollars per year (cited in Plan 2008). Such a shocking number shows that creating a fair political environment will bring countries great good and the vital impacts of education on politics. Not only the universal education but also the tertiary one contributes to the development of politic of countries. Government of both developing and developed countries invests great quantity of expenses in tertiary education. The research of Yao, John, Shunming and Xiliang (2008) shows that the policy of education of China pays more attention to improving tertiary education. Such policy results in the situation that more and more talented politicians trained and elected from the country. One of other countries which focus on higher education is United States. Statistics shows that 8 out of 10 best universities in the world such as Harvard University and Massachusetts Inst Tech (MIT) come from United States, which means tertiary education of America greatly contributes to cultivating talents who is important to the development of American politics. Such great effort on improving tertiary education leads to a better consequence than China. Franklin Delano Roosevelt, one of the grandest president of United States, was sent to Groton School where is famous for training political talents. Then he majored politic science in Harvard University, which is the base of his success in political field. More than 10 of the America presidents come from these top universities, which shows the significant contributions tertiary do to the politics of United States. So, different grades of education can greatly promote politic of countries which also pushes the procedure of spreading education. The more education affects politic the more it promotes education. Universal education has great impacts on the development of countries in three main aspects. Firstly, it promotes the economy of countries worldwide, changing the life of people in poverty and improving the national strength. Secondly, education also contributes to the balance of the population of the world, including fertility and health care of different people, and the employment of countries which are important factors that influences countries’ procedure of development of society. Finally, different grades of education improve the politic development of countries. It stabilizes countries in poverty through primary and secondary education and improves the political environment through the tertiary one. Therefore, education counts in the development of countries, so improving the education of different levels in order to benefit countries in different aspects is an important issue for people to consider. Analyze the Effect of Education on the Development The first is the economic growth, the second is the population and employment in society and the third is stability and fair in politic. In addition, this essay will also show education of different levels has impacts on different aspects of different countries. Universal education has a significant effect on developing economy growth of countries. Developed educational system is better than undeveloped educational system to economic increase. An example of successful developed educational system can be found in China and India. More than 30 percent population of the world lives in China and India totally, and most of them are still stay in poverty. Facing such a large problem, Chinese government enacted Nine-Year Compulsory Education Policy to improve the quality of primary education, and Indian government provides more educated chances for girls and women. With more and more people being educated, the economy of two countries increases dramatically. One of the reasons is that educated farmers who can read the agriculture instructions get more skills to farm well, which results in a growth in agricultural productivity (Brown, 2008). These educated farmers know how to water, apply fertilizer more efficiently, and finally they harvest more crops which results in a higher income. Dollar and Gatti’s research (1999) illustrates that increase one percentage point chances for women with secondary education results in a 0. percentage points for a country’s annual per capita increase. To sum up, it would appear that economic growth and developed education system cannot be separated. The more investment in education system, the more positive influences be reflected in the economy increase. Compared with developed education system, undeveloped educational system has an opposite consequence that is economy decline. Firstly, children who are not educated as well as their children will stay at low class, which is the reason why the gap between poverty and wealth becomes wider. Naturally, if a country has a large amount of destitute people, the economy is decreasing (Brown, 2008). Next, it is unreasonable for government to pay less attention to education, because there is a close connection between less education, poverty and instability. Nobel Prize-winning economist Amartya said (2008):†Illiteracy and innumeracy are a greater threat to humanity than terrorism. † That means no education is a source of instability. It is possible that most violence and conflicts are caused by the poor, because they are lacking of food, clothes, fresh water and their homeland. They do not have enough knowledge to protect themselves and they do not know where they can get justice. Finally they will have to take such violent means to seek their own interests, and it leads to serious consequence, such as the war. The two different countries that conduct different education systems have opposite results in higher education. Mauritius is a small island which is connected with Tanzania surrounded by the Indian Ocean. Numerous nature resources can be made use of by Tanzania, such as gold, gas, diamonds, tin, and coal while Mauritius does not have (Bloom et al. 006). With these disadvantages, Mauritius government intensifies their efforts to increase the chances for children being educated and the quality of higher education. The UIS cited in Higher Education (2005) suggests that half of the populace in Mauritius are tertiary students, and the number is increasing from 1 per cent in 1985 to 15 per cent now (TFHE cited in Higher Education, 2000). The system also lays a foundation for the primary and secondary education, and the subjects of university are added to meet the needs of students (2005). In contrast, the government of Tanzania does not pay attention to higher education, and the gap between female students and male students is wider, more male students. The subjects connected with science are not performed well by students. Finally, Mauritius has a high per capita gross domestic product (GDP) of $12,800 and it is still growing dramatically. In contrast, the GDP in Tanzania is lower, no more than $700. Today Mauritius has become a middle-income nation since 1960 while Tanzania is still one of the poorest countries in the world (Bloom, 2005). It appears that education can help dispose of poverty. If a country has an appetite to be stronger, the government must invest more time and energy in education system. As well as affecting the economy, education also affect on the society. Women’s education, which affects the population growth rate, has strong impact on fertility. Women who have a good education will consider their own targets and will spend more time in achieving the target, which could lead to them having fewer children, and the fertility will be lower. Ethiopia is a dramatic example of this. Besides Population Reference Bureau (2007) shows that Ethiopian women without education have an average of 6. 1 children. In contrast, women with at least a secondary education have an average of 2. 0 children. Moreover, woman who receives high level education will think over the family’s expenses and social burden. So well educated women know how much will they undertake for a child as a parent. Cleland and Kaufmann (1993) argue that attempting to explain the relationship between education and fertility should pay more attention to distinguishing the determinants of reproductive decision making. To sum up, women’s education is the emphasis for fertility. Education, which can increase the children’s health and decrease the number of disease, is one of the most important factors for mortality. The population growth rate is fertility plus mortality. Hence both fertility and mortality should be low. Firstly, hungry and malnutrition is important to the health of children. If students are hungry and malnutrition, they will get ill and will result in giving up education in that they have no power and money to study, which will cause negative affects for the society. Sachs (2008) states that most ill children give up going to school forever because of healthy problem. Furthermore girls who have not been educated appear to have no consciousness about serious diseases, such as HIV and AIDS. Countries such as Brazil and Bangladesh are implementing policies to overcome this problem; such supporting scholarships for girls or stipends to their parents where needed. Girls are inspired spending more time in school and marrying in older age, paying more attention to health care. Finally, both fertility and mortality will be apparently lower; the social problem of population may be alleviated. The effect of education on employment, which is one of the most important factors in the society, has been becoming stronger and stronger. Employment is associated with individual income, the families’ life quality and the social development. In addition, unemployment can cause hunger, poverty and social problems, such as crime . In China, because of the serious employment situation, there are numerous graduates who are unemployed every year. It seems that if someone has low level education, the opportunity to be employed is quite small. In contrast, those who achieved high level education will have more chance to be successful and have high salary. Evidence suggests that literate abilities have large economic impacts on individual income and on development of countries (Hanushek and Woessmann, 2007) and that workers’ efficiency are decided by both the time and content of education (Heckman, Layne-Farrar, and Todd 1995; Murnane, Willett, and Levy 1995). However, because most people in European or North American countries focus on high level education, the supply and demand for high-tech skilled workers is imbalanced now. Williams (2009) states that the demand for skilled workers is greater than the supply. Therefore high-tech education seems to be an opportunity for someone who is illiterate and it may relieve the severe employment situation. Finally, it will have a positive impact on social development. In addition, since politic is based on economy and society, education of different grades could also be thought as one of the main causes which affects politic well. Firstly, universal primary and secondary education can stabilize the society and country, which is the base of the development of a country, especially in African countries. Basic education offers uneducated child and adult knowledge that can instruct them to contribute to their society and country instead of committing crimes to make a living. According to Brown (2008), the implementation of a school lunch programme in some African countries have kept students staying at school longer, studying to gain a proper knowledge of behaving well but not follow terrorism that does serious harm to countries. Basic education of individuals also keeps people’s life over a good level. Furthermore, education is an efficient way to narrow the gap between the rich and poor that could lead to the conflict between different classes. Such situation could result in the revolution and leads to the turbulence of the country, which is considered as a serious threaten to societies and countries as well as the terrorism (Sen cited by Brown 2008). Furthermore, education also improves the political environment of countries. Primary and secondary education that can be conducted widely in countries promotes the national quality of countries, which make people have more knowledge and participate in political activities such as elections. Moreover, women benefit politically from education. Women political status is greatly increased by the different grade of education received. In all ages, in male dominated and traditional communities, girls’ education is considered as unnecessary luxury in that men fear that woman independence would threaten their main position in the political area (Plan 2008). Education on girls and women can ameliorate this unfair situation. The ignorance of educating women has done great harm to some African countries. World Bank (2008) issued that Human Development Network that the damage of failing to educate girls as boys in 65 â€Å"low and middle income and transitional countries† is about 92 billion dollars per year (cited in Plan 2008). Such a shocking number shows that creating a fair political environment will bring countries great good and the vital impacts of education on politics. Not only the universal education but also the tertiary one contributes to the development of politic of countries. Government of both developing and developed countries invests great quantity of expenses in tertiary education. The research of Yao, John, Shunming and Xiliang (2008) shows that the policy of education of China pays more attention to improving tertiary education. Such policy results in the situation that more and more talented politicians trained and elected from the country. One of other countries which focus on higher education is United States. Statistics shows that 8 out of 10 best universities in the world such as Harvard University and Massachusetts Inst Tech (MIT) come from United States, which means tertiary education of America greatly contributes to cultivating talents who is important to the development of American politics. Such great effort on improving tertiary education leads to a better consequence than China. Franklin Delano Roosevelt, one of the grandest president of United States, was sent to Groton School where is famous for training political talents. Then he majored politic science in Harvard University, which is the base of his success in political field. More than 10 of the America presidents come from these top universities, which shows the significant contributions tertiary do to the politics of United States. So, different grades of education can greatly promote politic of countries which also pushes the procedure of spreading education. The more education affects politic the more it promotes education. Universal education has great impacts on the development of countries in three main aspects. Firstly, it promotes the economy of countries worldwide, changing the life of people in poverty and improving the national strength. Secondly, education also contributes to the balance of the population of the world, including fertility and health care of different people, and the employment of countries which are important factors that influences countries’ procedure of development of society. Finally, different grades of education improve the politic development of countries. It stabilizes countries in poverty through primary and secondary education and improves the political environment through the tertiary one. Therefore, education counts in the development of countries, so improving the education of different levels in order to benefit countries in different aspects is an important issue for people to consider.

Paranormal activity 3 reaction paper Essay Example | Topics and Well Written Essays - 500 words

Paranormal activity 3 reaction paper - Essay Example What exactly does the demon want with Katie, and why is his name Toby? According to Katie in Paranormal Activity 3, what does Toby want, and where does he live? A demon refers to an evil and supernatural being such as spirit or a ghost. On the other hand, a ghost is used in reference to the spirit of someone who has died which evidently manifests itself in form of a shadowy apparition or it may cause the movement of objects, cause sounds or elicit a frightening and eerie atmosphere in a place. The demon, Tobby wanted to have sexual relations with Katie so that she would produce a male child heir that he was promised. To this end, Tobby wanted Kristi to attend a binding ritual at Katie’s grandmother house. Tobby is not the real name of the demonic entitiy. Kristi is credited with coming up with the name Tobby for the demon but its real name was never revealed. Evidently, Tobby lived within the confines of a crawlspace located in Katies and Kristi’s room. The film was set up in the San Diego area due to the sufficient open space it has to accommodate the filming of movies under small or big budgets. Furthermore the set up offers a unique country feeling for the setting up of horror movies. Furthermore, the directors needed a set up which would conform to the 1988 atmosphere that would act as prequel to Paranormal activity 1 and 2. The people of San Diego are mostly are mostly conservative as reflected by their Republican ideals. An Ouija board is a board game that is normally used as a supernatural gateway to communicate with the ghosts or spirits of the dead. In using the Ouija board for communication with Tobby, Ali and her boyfriend learnt that humans were capable of making deals with demons. Evidently, the demons would give power and wealth and in return they wanted the soul of the first born son. Furthermore, the demon, in this case Tobby, would haunt the family until it gets what it was promised. Tobby wants the first born male