A Tale of Two Cities by Charles Dickens - 2154 Words

â€Å"Constant goodness and purity can accomplish much. As the sun makes ice melt, love and compassion bring people together, and often transform them.† –Albert Schweitzer. It is a central idea in our world that when an individual sows love and compassion for mankind, their actions will positively impact those around them, and they will most certainly reap the benefits. Although a person of this magnitude seems rare in our society today, in Charles Dickens’, A Tale of Two Cities, Lucie Manette is the embodiment of compassion for those around her. In the novel, those whom encounter Lucie view her as pure, noble, strong and loving, and through her endeavors as a compassionate young woman she brings her father peace, transforms various†¦show more content†¦This is exemplified when Mr. Lorry arrives at Doctor Manette’s home, finding that both Lucie and the Doctor are gone, he converses with Miss Pross and they begin to talk of Lucie’s many sui tors: â€Å"I don’t want dozens of who are not worthy of Ladybird and her kindness, to come here looking after her.† (Dickens 91). Miss Pross is protective of Lucie and believes no one is worthy of her. If no one is worthy of Lucie, it is can be said that Lucie may be too good and pure for any man. This doesn’t stop many men for falling deeply in love with Lucie’s loving spirit; among these men is Charles Darnay: â€Å"He had never heard a sound so sweet and dear as the sound of her compassionate voice.† (Dickens 125). As a result of Lucie’s pure and kind presence, everyone around her views as compassionate and divine. Darnay forthrightly refers to Lucie as â€Å"dear† and â€Å"compassionate†, the fact that Lucie does not have to do anything other be herself for those around her to fall madly in love with her speaks volumes about her true character. Lucie Manette is both caring and compassionate in respects to those around her , which allows others to love her and understand her purity and nobility. As the novel progresses, Lucie’s acts of kindness and compassion, transform those around her and recall them back to life. More specifically, Lucie brings her father Doctor Manette final peace, and restores him to life and happiness after prison, and she givesShow MoreRelatedA Tale of Two Cities, by Charles Dickens1420 Words   |  6 Pageshistory – the best of times and the worst of times. The violence enacted by the citizens of French on their fellow countrymen set a gruesome scene in the cities and country sides of France. Charles Dickens uses a palate of storm, wine, and blood imagery in A Tale of Two Cities to paint exactly how tremendously brutal this period of time was. Dickens use of storm imagery throughout his novel illustrates to the reader the tremulous, fierce, and explosive time period in which the course of events takesRead MoreA Tale Of Two Cities By Charles Dickens1024 Words   |  5 PagesAt the beginning of A Tale of Two Cities, Charles Dickens writes, â€Å"every human creature is constituted to be that profound secret and mystery to every other (14).† Throughout the novel, Dickens incorporates the theme of secrets to connect characters and add mystery to the story. The three characters with the significant secrets are Charles Darnay, Alexandre Manette, and Madame Defarge. Darnay, Manette, and Defarge are all of French blood, living in either France or England in the heat of the FrenchRead MoreA Tale Of Two Cities By Charles Dickens1704 Words   |  7 PagesA Tale of Two Cities by Charles Dickens is a novel set during the time of the French Revolution in England and France. The Revolution is a time of great danger and constant change. Dickens’ novel expresses the theme of fate through metaphors in many different ways. These metaphors connect the fates of Dickens’ characters that are intertwined in some way whether they are aware of how they are connected or not. Charles Dickens illustrates to his readers that fate is predetermined as shown throughRead MoreCharles Dickens Tale Of Two Cities1079 Words   |  5 PagesFated Coincidences Charles Dickens was a distinguished writer during the 1800s and was inspired by Thomas Carlyle’s book French Revolution. Dickens was influenced by this book to write his novel Tale of Two Cities. Even though he wrote the book seventy years after the French Revolution, he studied many different books from two wagons from Carlyle which he sent as a joke. Throughout the book Tale of Two Cities, Dickens has a recurring theme of fate. Dickens illustrates that everyone’s lives areRead MoreA Tale Of Two Cities By Charles Dickens1831 Words   |  8 Pagesthese horrific acts, there was a revival of French spirit after the Revolution had ended, in the sense that the French are resurging after being an inch from death. In A Tale of Two Cities, Charles Dickens shows the reader that the general idea of resurrection can occur at any given point of time. The novel is set in two cities, London and Paris, during the French Revolution. The story begins with Mr. Lorry, an official from Tellson’s Bank in London, and Lucie Manette as they make their way to ParisRead MoreA Tale Of Two Cities By Charles Dickens987 Words   |  4 PagesIn a Tale of Two cities. Dickens juxtapositions suspense and humor in a intricate tale of love and loyalty. The book takes place in the late 18th century, during the french revolution. the book is set in England and France, more specifically London and Paris. These are the two cities that the book centers around. In the city of London, the neighborhood of SoHo, and Paris, the french countryside, and city of Dover. b city houses, palace of Versailles. The house in Paris where the Darnay s stayedRead MoreA Tale Of Two Cities By Charles Dickens1363 Words   |  6 PagesTale of Two Cities A Tale of Two Cities is a 19th century novel that conveys the terror of the French Revolution through the story of the Manette and Darnay family. Charles Dickens intertwined characters throughout the novel to convey the equivocal viewpoint of the citizens throughout England. The ambiguous characters of Charles Darnay, Madame Defarge, and Mr. Carton, work to show both the innocence and savagery of the revolution. Charles Darnay spent the early years of his life as nobilityRead MoreA Tale Of Two Cities By Charles Dickens1426 Words   |  6 Pagesanxiety, and misery, the French Revolution was a trying time for all involved, even the characters crafted by Charles Dickens’ imagination. Charles Dickens’ strongly enforces the hardships of this arduous era in his remarkable novel, A Tale of Two Cities, while exhibiting his keen ability to leave hints for the readers, allowing them to predict upcoming events in his skillfully fashioned plot. Dickens utilizes vivid imagery to construct menacing settings. He presents his characters as impulsive to indicateRead MoreA Tale Of Two Cities By Charles Dickens1398 Words   |  6 PagesHuman Cruelty is a Result of Hatred Charles Dickens is a very famous novelist, who was born on February 7, 1812, in his home of Portsmouth, England. He was a very dedicated man with a great imagination, and he shows his writing skills in his book A Tale of Two Cities, a historical fiction that focuses on the French Revolution. In this book Dickens uses both atmosphere and imagery to describe how brutal and inhumane men can be to each other. He uses scenes of a man’s need for tyranny, a man’s needRead MoreA Tale Of Two Cities By Charles Dickens1301 Words   |  6 PagesThe famous paradoxical line throughout history, â€Å"It was the best of times, it was the worst of times†¦Ã¢â‚¬  captures the essence of the French Revolution. Charles Dickens, the Victorian age author of A Tale of Two Cities vividly captures the fright and upheaval of the Pre-Revolution time period. By evoking the French Revolution, love is evident throughout all characters in the novel. Love eclipses tyranny, poverty, and all ot her problems that sansculottes in the novel face as love cannot be taken away

A Relationship Between Gender, Career Paths, And Career...

Cox Harquail (1991) looked at the relationship between gender, career paths, and career success with female and male with a master’s degree in business administration. The results concluded that female managers and male managers did not differ on overall promotions and career satisfaction, but female managers experienced lower salary increases, less management promotions, and lower hierarchical levels in comparison to male managers with similar education, experience, age, performance and career paths (Cox Harquail, 1991). Cox and Harquail (1991) sampled 502 MBAs, consisting of 125 female and 377 male respondents, all being alumni from the same top business school in the country where questionnaires and letters were sent out to the alumni graduates from the ten-year period between 1976-1986. Alkadry Tower (2011) look at pay discrimination differences between men and women authority figures. Is the amount of authority one has related to their sex? There are various factors that can affect salary. Organizational type is one factor as larger organizations are able to afford to pay employees more than smaller organizations can (Alkadry Tower, 2011). Other factors include cost of living, level of experience, educational level, authority level, level of responsibility, age, race and gender (Alkadry Tower, 2011). The method for this study includes an online survey consisting of 36 questions sent by email to the major professional association for public procurementShow MoreRelatedA Meritocratic Society Essay1405 Words   |  6 Pagesopportunities are open to all based on merit rather than gender or background, especially in higher education, is often championed in Australia. (Wheelahan 2016). This freedom to follow a chosen career path allows the individual to achieve succe ss in any field, yet the question has often been asked, why women choose to stay away from often lucrative, in-demand careers from STEM related fields (Science, Technology, Engineering, Mathematics). This persistent gender disparity, particularly in higher education haveRead MoreGender Inequality1554 Words   |  7 PagesGender inequality in the workforce is a matter of fervent debate and while some argue that there are innate and distinct differences between male and female cognitive abilities, I believe there to be other factors at play, including pervasive gender stereotyping and other social forces like bias and parenting effects. Elizabeth Spelke (2005), in the article, Do Significant Innate Differences Influence the Career Success of Males and Females, explains how a study conducted on high school studentsRead MoreThe Social Construction Of Female And Male Identity1720 Words   |  7 Pages The term gender refers to the social construction of female and male identity. It can be defined as more than biological differences between men and women. It includes the ways in which those differences, whether real or perceived, have been valued, used and relied upon to classify women and men and to assign roles and expectations to them. (Henslin, 2012). The significance of this is that the lives and experiences of women and men, including their experience of the legal system, occur withinRead MoreEssay on Lisa Belkins The Opt-Out Revolution 1476 Words   |  6 Pagesargument posed by Lisa Belkin in â€Å"The Opt-Out Revolution† revolves around the multi-faceted issue of women’s involvement and presence in the paid work sector. Belkin argues that the issue of the unequal representation of women in full-time, full-year careers is a culmination of the impact of the maternal wall, the nature of the â€Å"stalled revolution†, and personal life â€Å"decisionsâ⠂¬  made by women. Throughout her work, Belkin addresses the tangible reality of the maternal wall and it’s impact on women’s abilityRead MoreHow Mentoring Is Beneficial For The Workplace As Well As A Fulfilling Love For One s Career809 Words   |  4 PagesMentoring is a strategy that is beneficial to increased productivity in the workplace as well as a fulfilling love for one’s career. Mentoring can take place at many levels. It can occur at an education level or as we enter into prospective careers. Those who miss out on the opportunity to be mentored, have a lower chance to perform at high levels or receive positions that are more successful. Mentors and protà ©gà ©Ã¢â‚¬â„¢s work on challenging tasks and activities together, in an effort to enhance the skillsRead More Gender Inequality: Sex Discrimination in Employment Essay1617 Words   |  7 Pages Gender equality is about equal opportunity for men and women to identify their individual poten tial. One must be able to benefit from their participation in society and contribute to the economic and social development of their country (Australian Government. 2009). Through multiple reviewed literature on gender inequality, the overall concept within many sociological readings was the way gender inequality socially relates to employment and careers. There are three separate themes thatRead MoreI Am A Girl Boss1715 Words   |  7 Pagesexample of success for young women everywhere. All women are entitled to the proper tools and advancements necessary to be successful and happy in their career paths. These tools include education, careers, and a strong work ethic. Without them, we would not be able to thrive and succeed in our professional and personal lives. These tools help to empower women- something that is highly necessary when facing gender inequality in the workplace. Education is the universal foundation of success, independenceRead MoreA Comprehensive School Counseling Program905 Words   |  4 PagesFoundation A comprehensive school counseling program is needed to function effectively in the service of children with respect to race, gender, age, socioeconomic status, social/personal development and academics. With a paradigm shift in how counselors respond to students, the focus has turned from what Bowers calls â€Å"entitlement to performance.† In an effort to implement a comprehensive program this high school has been identified as a candidate This high school has an enrollment of approximatelyRead MoreHow Do Gender Stereotypes Affect The Decisions Our Youth?1358 Words   |  6 PagesP5 26 October 2014 Rough Draft One: How do gender stereotypes affect the decisions our youth makes and ultimately their careers? Being the same age, having the same economic security, living in the same neighborhood, boys and girls obtain different career paths and positions. Gender stereotypes prevent an equal distribution of men and women in fields of work do to the strong influences by the education system, the media, and family. To start off, gender stereotypes are â€Å"one-sided and exaggeratedRead MoreAge, Gender And The Level Of Education Are Variables That1392 Words   |  6 PagesAge, gender and the level of education are variables that predict the possibility of burnout in online adjunct faculty, along with lack of benefits and job security (Mandernach et al., 2014) Several studies have identified variables associated with increased levels of work related burnout. Age, and gender are the most common demographic variables discovered from burnout research and the level of education, lack of benefits and job security also are important demographic variables. Research suggests

Night Creature Blue Moon Chapter 28 Free Essays

My cell phone shrilled into the silence that had fallen between us. I glanced at the caller ID. The station. We will write a custom essay sample on Night Creature: Blue Moon Chapter 28 or any similar topic only for you Order Now Oops. â€Å"Hello?† â€Å"Why is it that I’m constantly asking, Where the hell are you, girl?† I winced. â€Å"Sorry. Is there a problem?† â€Å"Yeah. That Lucy Kelso chick has been calling every hour on the hour.† Hell. Tina. I’d forgotten her again. Obviously she hadn’t shown up yet. â€Å"I’ll get back to her.† â€Å"Where are you?† Zee repeated. â€Å"With Mandenauer. We had business to discuss.† â€Å"Kill yourselves anything tonight?† â€Å"Not tonight.† Zee’s exhale was so heavy, I nearly saw the smoke curl out of my phone. â€Å"You comin’ in soon?† â€Å"I need to do one more thing.† â€Å"Fine. But do me a favor?† â€Å"Anything.† â€Å"Turn on your fucking radio. You think it’s for decoration?† Zee slammed the receiver down hard enough to make my ear ring. I flicked on my radio, then caught Man-denauer’s eye. â€Å"I need to get back to work.† He stood. â€Å"Me, too.† â€Å"Where do you think you’re going?† All this talk of monsters and Nazis had me worried. I’d seen enough in my life to know that evil was damn near impossible to kill, and suddenly I didn’t want to let Mandenauer out of my sight. â€Å"I must return to my cabin and check in with my people.† â€Å"Your people?† â€Å"The other Jager-Suchers. They are scattered from west to east and north to south all over this world. I am their leader since I began the journey. We keep in contact now on the lovely Internet.† He shook his head. â€Å"What an invention.† â€Å"Who do you work for?† I asked again. â€Å"That federal government you are so fond of.† â€Å"Of the United States?† My voice squeaked. He smiled. â€Å"What other one is there?† I shook my head. â€Å"I have never heard of a unit like yours associated with the U.S. government.† Mandenauer just raised a brow and didn’t comment. Well, duh. Secret Special Forces. But a monster-hunting society and a Nazi werewolf army division? Please. â€Å"You said Clyde doesn’t know who you really are.† â€Å"The DNR sent a hunter, which is what I am. We have contacts with resource departments everywhere. In this way we are kept informed of any odd situations and we can investigate, then deal with whatever we find.† â€Å"But – â€Å" Mandenauer held up a hand. â€Å"Enough for one day, Jessie. You know what is important. You must be care-ful. We will talk again tomorrow.† He started for the door. â€Å"Wait.† He had told me what I needed to know to be safe. The least I could do was return the favor. Though Ca-dotte had asked me to keep what he’d discovered between us, after what I’d seen and heard tonight, the time for that was gone. I quickly filled Mandenauer in on Cadotte’s theory of the Matchi-auwishuk. â€Å"The Evil Ones,† he murmured. â€Å"And a wolf god. He may be right.† â€Å"But how do an ancient Ojibwe legend and a Nazi experiment fit together?† â€Å"I am not sure. I will have some Of my people investigate. In the meantime, you keep an eye on the professor.† I didn’t think I’d have any problem with that. Mandenauer opened the door, then paused. â€Å"But be careful,† he murmured. â€Å"Do not trust him too much.† â€Å"Why?† â€Å"I have discovered over the years that the one who knows the most about a secret is often the one behind the secret.† â€Å"You think Cadotte is a werewolf?† â€Å"He could be.† â€Å"Why would he tell me about them if he’s one of them?† â€Å"To gain your trust. And you must trust no one, Jessie. It is the only way to stay alive.† â€Å"Why do you trust me?† He shifted his rifle in my direction. â€Å"I could always shoot you with silver and see if you die.† â€Å"I’ll pass, thanks.† He smiled and left. I wasn’t all that sure he’d been kidding. I patted my pocket where the weight of Tina’s keys still rested. I was going to her house and dealing with this case before it slipped my mind again. I was starting to have a very bad feeling about Tina. Instead of returning my rifle to the safe, I took it with me to the car. Even though it was past midnight, I knocked on Tina’s door. I hoped she’d open it, pissed off that I’d woken her. No such luck. Maybe she was a heavy sleeper and I’d walk in on her. Or maybe she was a thorough lover and I’d walk in on them. I didn’t care. At least she’d be alive and off my to-find list. I pulled her keys out of my pocket. Something fell to the floor with a clatter. I bent and picked up the key I’d found next to Mandenauer’s wolf pile. Holding that one in my left hand, I used my right to try all the keys on Tina’s key ring. None of them fit. I tried again, tilting them every which way, jiggling them in the lock, trying to entice one to open the door. Maybe these were a friend’s keys. The car keys. The keys to the Clip and Curl. Hell. I was going to have to wait until tomorrow and get Lucy’s copy. I shoved the key ring into my pocket, switched the single key I’d found in the forest from left hand to right, then – I have no idea why – tried the mystery key in Tina’s door. It slipped right in. My breath caught; I turned my hand. The lock clicked. One tiny push and the door swung open. A cold wave of dread washed over me, but I stepped over the threshold anyway. â€Å"Tina?† Come on; come on. Be here. Be mad. Be very, very mad. My plea did no good. As I walked from room to silent room, I heard nothing, saw no one. I checked her messages and heard only frantic pleas from her boyfriend and Lucy to call them. I went through the mail. Nothing but bills and junk. I didn’t see a computer. She probably kept that downstairs in the shop. I was sure Lucy had already checked Tina’s e-mail if possible. Tina Wilson appeared to have vanished. I opened my hand and stared at the key. What did it mean? I had a niggling, nasty suspicion. Mandenauer had killed a cinnamon-shaded female, then burned the body. I’d found Tina’s key next to the fire. I reached out and picked up a photo of Tina and Lucy outside the Clip and Curl. The blonde and the redhead, although Tina’s hair had been more reddish brown. Auburn, some called it – perhaps cinnamon. I set the photo down with a click, then collapsed onto the sofa. What 1 was thinking was crazy. Tina had run off with some guy. It happened all the time. Of course, how did I explain that her purse, her car, her keys, her clothes were still here? She’d run off with a rich guy who’d promised to buy her the world? Maybe. I remembered the last time I’d seen her, when she’d questioned me on the street. Had she truly been concerned about mad wolves or more interested in discovering what we were doing about them? Hard to know when she wasn’t here to ask. Well, I’d follow procedure. Report her missing and send out the appropriate information to the media and other police stations. But I didn’t think Tina was going to turn up. My gut feeling was that the local hairdresser was one dead werewolf. How was that going to look on a report? How to cite Night Creature: Blue Moon Chapter 28, Essay examples

Does Hip Hop Influence Other Parts of the World free essay sample

Does HIP-HOP Influence Other Parts of the World? Imagine a DC on turntables, booming speaker boxes, a rapper with baggy shorts with a hat turned backwards on stage throwing his arm back and forth with a microphone in his hand, and an audience jumping up and down swaying their hands to the bass. Now take this image and picture it in places like Indonesia and Europe. No longer is Hip-Hop Just a reflection of Western customs and the African American identity, It Is now Integrated In many countries and cultures all over; what originally started In the asses In Bronx, New has now spread globally all around the world. Hip Hop Is no longer appreciated as just a genre of music; Hip Hop has become a commodity in the lives of people everywhere. Hip Hop provides a way for cultures to express their own identity, while staying true to their traditions. We will write a custom essay sample on Does Hip Hop Influence Other Parts of the World or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Case Study #1 Indonesia- Jog Hip-Hop Foundation While HIP Hop already has become popular In Indonesia In the early asses, one group from Yogurts, advanced through the scenes and gained popularity with a unique sense of style by fusing traditional Javanese traditions and the original swag of Hip Hop rhythm.The Jog Hip Hop Foundation creates a new unique style of using heir traditional lyrics, mantras, literature and poetry, while reinventing a new approach of Hip Hop interpretation. Their music reflects a new identity of their community while integrating the roots of the Javanese culture; a couple of examples being, the use of their Javanese language, and the traditional use of gametal music which Is Incorporated Into all their songs.In a recent Intel Visibly Smart short film , founding member of the group, Markup Mohammad, also known as Kill the DC, states Jog Hip Hop Foundations music is a portrait of daily life in Jakarta, where tradition and modernity continue to grow together. Hip Hop to the Jog is not Just making music, but using Hip Hop to express what this music means to them and how it provides an outlet to the dally events of their everyday life. Ease study #2 England-Massive Attack During the asses, many hip-hop based genres have grown around England; such genres like Grime and Garage, but in the small town of Bristol, the genre of Trip-Hop became most successful. Founded in 1987 by Bristol emerging pop group, Massive Attack, Trip-Hop became a new genre of music that fused the down-tempo rhythms of original American hip hop and the flavor of British electronic. Trip-Hop is narcotic extremely mellow strings, a gentle brush beat on the drums, spacey bass lines echoing in the background with sullen female vocals at a whispers volume.Some trophy is loud in your face with turntables burning themselves up, bass driven hip hop beats, thumping bass lines and rapping; is characterized by the emphasis on slow and heavy drum beats, the sampling of old records, and the elimination of all rap elements that exist in American Hip-Hop Massive Attack use of Rhodes pianos, saxophones, trumpets, flutes, and old vinyl Jazz samples, and givin g it moody, dark, lyrical sound, that is not accustomed in Western culture views of Hip Hop.Whereas in western culture, Hip hop is up-beat fast pace type of music and the traditional instruments used are all electronic based like drum beats, synthesizers, and sampling recorded on computers. Due to Massive Attack, Trip-Hop is respected for their lyrical literary that was influenced from the British tradition that follows hand-in-hand with their view on hip hop rhythm. In conclusion, Hip Hop has influenced many cultures all over the world, and has given artists a new way of expressing their own identity, while being true to their traditions.

Christianity And Politics Essays - Monotheistic Religions

Christianity And Politics Christianity as a Way of Life The descriptions of the Roman Empire and state authority offered in Christian texts seems to be one that is oppressive. Since the state often punished Christians for disturbing the peace, the Empire is often shown as merciless and callous. However, texts seem to suggest that the Empire did not treat Christians any differently from the other citizens of the state. Christianity in itself was not illegal under Roman law, so Christians were not targeted specifically as a group. Then, the popular portrayal of early Christianity as a mass political movement that the Romans dedicated much resources to thwart seems implausible. Although popular knowledge of early Christians emphasize their persecution and severe ostracism within the Roman Empire, a closer study of Roman law reveals that Christianity and being Christian were not crimes in and of themselves. As a matter of fact, citizens of the Roman Empire were free to worship any god. Even their proclamations about Jesus were not considered heretical. On the contrary, it was not out of the ordinary to declare a human to be divine. After all, the emperor himself was thought by many to have been divine. In addition, the secret meetings of Christians to celebrate the Lords Supper often portrayed, as highly covert and something the Christians attended in fear of being found out, also were not illegal. As a matter of fact, most of the rituals and beliefs associated with being a Christian in ancient times were not deemed criminal. In actuality, the Roman Empire punished Christians for breaking laws that were applicable to every Roman citizen. While Christians were not sought out as a group in particular, it is true that individual Christians did suffer punishment in the hands of Roman authorities. Much of the punishments imposed on them were for criminal activities. As Bart Ehrman points out, while civil law was very developed, criminal legislation was rarely created. For the most part, governors were responsible for exacting punishment as they deemed necessary. For instance, Christians were not reprimanded for worshiping God but for violating laws on worshiping the emperor and the state gods. Most often, Christians were persecuted for disturbing the peace. Christians in the ancient world seem to project an image of exclusivity and isolation. Their communities were tight-knit and exacted extreme demands on their members. Early Christians were called to abandon their families to join the family of Christ. People left their families to join other brothers and sisters in their faith. Thecla is an example of this phenomenon as she is seen abandoning everything to be a disciple of Paul. As Ehrman points out, while this alternative way of life showed Christians new possibilities, the citizenry saw this as disturbing. While, it is documented that Christians suffered directly or indirectly for their beliefs as time passed, in its beginnings, Christianity was not considered a movement of mass proportions and influence that merited much attention from the state. On the contrary, Christianity was seen as just another cult that may cause some disruptions but would ultimately fade away. It can be argued that it was Nero who made it legitimate to criminalize being Christian even though he himself persecuted Christians for criminal acts only, as he was the one who punished Christians widely. He simply took advantag e of the growing distrust and disdain for Christians. Historical data seems to show that, at least in its inception and very early years, Christianity was not considered a politically motivated movement. First, they lacked the influence to command such attention. And secondly, they lacked the sheer number of people necessary to create a political movement at the time. For the most part, Christians were persecuted for breaking the law and not for their heretical ideas. Perhaps this can be further illuminated by a study of early Christian texts which laid out rules of conduct for early Christians. According to Christian texts, God instructed his followers to obey the law. Romans 13 proclaims Let every person be subject to the governing authoritiesfor those authorities that exist have been instituted by God. Therefore whoever resists authority resists was God has appointed This passage shows that Paul, a leader of the ancient Church

Strategies that Motivate Students Connected to Proverbs

Strategies that Motivate Students Connected to Proverbs A proverb is A proverb is a short, pithy statement of a general truth, one that condenses common experience into memorable form. Although proverbs are cultural statements, marking a particular time and place for their origin, they reflect the universal human experience. For example, proverbs are found in literature, as in Shakespeares Romeo and Juliet â€Å"He that is strucken blind cannot forgetThe precious treasure of his eyesight lost† (I.i) This proverb means that a man who loses his eyesight-or anything else of value- can never forget the importance of what has been lost. Another example, from  Aesop Fables  by Aesop: We should make sure that our own house is in order before we give advice to others. This proverb means we should act upon our own words, before advising others to do the same. Motivating students with Proverbs There are multiple ways to use proverbs in the 7-12 grade classroom. They can be used to inspire or to motivate students; they can be used as cautionary wisdom. As proverbs have all developed in some human experience, students and educators may recognize how these messages from the past can help inform their own experiences. Posting these proverbs around the classroom can bring about discussions in class as to their meaning and how these Old World sayings still are relevant today. Proverbs can also support motivational strategies that teachers may want to use  in the classroom. Here are eight (8) approaches to motivate students that can be implemented in any content area.  Each of these approaches is matched with supporting proverb(s) and the proverbs culture of origin, and links will connect educators to that proverb online. #1. ​​Model enthusiasm An educators enthusiasm about a specific discipline that is evident in each lesson is powerful and contagious for all students. Educators have the power to  raise students’ curiosity, even when students are not initially interested in the material. Educators should share why they first became interested in a subject,  how they  discovered their passion, and how they understand their desire to teach to share this passion. In other words, educators must model their motivation. â€Å"Wherever you go, go with all your heart.  (Confucius) Practice what you preach. (Bible) Once out of the throat it spreads over the world.(Hindu Proverb) #2. Provide relevance and choice: Making content relevant is critical to motivating students.  Students need to be shown or to establish a personal connection to the material taught in class. This personal connection may be emotional  or appeal to their background knowledge. No  matter how disinteresting a subjects content may seem, once students have determined that the content is worth knowing, the content will engage them.Allowing students to make choices increases their engagement. Giving students choice builds their capacity for responsibility and commitment. Offering choice communicates an educators respect for students’ needs and preferences. Choices also can help prevent disruptive behaviors.Without relevance and choice, students may disengage and lose the motivation to try. The road to the head lies through the heart.  (American Proverb) Let your nature be known and expressed.  (Huron Proverb) He is a fool who does not consider his own interests. (Maltese Proverb) Self interest will neither cheat nor lie, for that is the string in the nose that governs the creature.(American Proverb) #3. Praise student efforts: Everyone likes genuine praise, and educators can capitalize on this universal human desire for praise with their students. Praise is a powerful motivational strategy when it is part of constructive  feedback. Constructive feedback is nonjudgmental and acknowledges quality in order to stimulate advancement. Educators should stress opportunities that students can take to improve, and any negative comments must be associated with the product, not the student.   Praise youth and it will prosper. (Irish Proverb) As with children, there is no taking  away of what has been rightly given. (Plato) Do one thing at time, with supreme excellence.  (NASA) #4. Teach flexibility and adaptation Educators need to try to develop a students mental flexibility, or the ability to shift attention in response to changes in the environment. Modeling flexibility when things go wrong in the classroom, especially with technology, sends a powerful message to students. Coaching students to know when to let go of one idea to consider another can help each student meet success.   Its an ill plan that cannot be changed. (Latin Proverb) A reed before the wind lives on while mighty oaks do fall.   (Aesop) Sometimes you have to throw yourself into the fire to escape from the smoke  (Greek Proverb) Times change, and we with them. (Latin Proverb) #5. Provide opportunities that allow for failure Students operate in a culture that is risk-adverse; a culture where failure is not an option. However, research shows that failure is a powerful instructional strategy. Mistakes can be expected as a part of the application and experimentation taxonomy and allowing age-appropriate mistakes can increase confidence and problem solving skills.  Educators need to  embrace the concept that learning is a messy process and use mistakes as part of a discovery process in order to engage students.  Educators also need to provide safe spaces or structured environments for students to take intellectual risks to minimize some mistakes. Allowing for mistakes can give students the satisfaction  of reasoning through a problem and discovering the underlying principle on their own. Experience is the best teacher. (Greek Proverb) The harder you fall, the higher you bounce.  (Chinese Proverb) Men learn little from success, but much from failure.  (Arab Proverb)   Failure is not falling down but refusing to get up. (Chinese Proverb) Failing to plan is planning to fail  (English Proverb) #6.  Value student work Give students the chance to succeed. High standards for student work are fine, but it is important to make those standards clear and give students a chance to discover and meet them.   A man is judged by his work. (Kurdish Proverb) The achievement of all work is practice.  (Welsh Proverb) Remember that the only place where success  comes before work is in a dictionary. (American Proverb) #7. Teach stamina and perseverance Recent research on how the brain works confirms that the brains plasticity means that stamina and perseverance can be learned. Strategies for teaching stamina include repetition and sequencing activities with  increasing difficulty that offer a continual but reasonable challenge. Pray to God but continue to row to the shore.(Russian Proverb) It does not matter how slowly you go so long as you do not stop.  (Confucius) There is no Royal Road to learning.  (Euclid) Though the centipede has one of its legs broken, this does not affect its movement.  (Burmese Proverb) A habit is first a wanderer, then a guest, and finally the boss. (Hungarian Proverb) #8. Track improvement through reflection Students need to track their own leaning through ongoing reflection.  Whatever form the reflection takes, students need the opportunity to make sense of their learning experiences. They need to understand what choices they made, how their work changed, and what helped them learn to track their improvement Self-knowledge is the beginning of self-improvement.(Spanish Proverb) Nothing succeeds like success (French Proverb) Praise the bridge that carried you over. (English Proverb) No one can be an expected to be an expert at something before they have got the chance to practice it.  (Finnish Proverb) In conclusion: Although proverbs were born from Old World thinking, they still reflect the human experience of our students in the 21st Century. Sharing these proverbs with students can be part of making them feel connected, beyond time and place, to others. The messages of proverbs can help students better understand the reasons for the instructional strategies in place that can motivate them towards success.

Dreams from my father By Barack Obama Term Paper

Dreams from my father By Barack Obama - Term Paper Example Actually, mixed heritage presents many challenges and unanswered complexities to the people and President Obama shrewdly explored many of those complexities, while taking care to present the facts to the common public after interpreting them in his own unique way. President Obama’s mother was a white American and his father was a black man who had come to America all the way from Kenya. That is why, mixed heritage raised interesting questions for him related to race, and as he grew up, his curiosity for finding an answer also strengthened. President Obama naturally gravitated towards the African half of his identity as he grew up, despite having the privilege of living with his white American mother and maternal grandparents. This shows that race impacts an individual in a phenomenal way and no person can remain uninfluenced from his/her racial background, because racial background is a stark reality which plays a major role in making the identity of a person. President Obama has offered the readers a broad range of thoughtful meditations on race and inheritance with special regards to his own racial background and racial experience while growing up in America. President Obama has also presented his views regarding whether a person who is half-black, like himself, should accept America’s designation of black people or not. ... The significance of father in the building up of that foundation can not be underestimated. Fathers serve as tutors and counselors. They are to be idealized. They are both successful themselves and also serve as a constant source of motivation for us to be successful. Obama says that if we conduct our self analysis as men, we shall come to realize why our society lacks too many fathers. In fact, the fathers are there, but they are behaving like boys rather than responsible men. The weakness of the foundations of family in the contemporary society can fundamentally be attributed to this fact. This, according to Obama, is specifically true for the African American community. It is a fact that a vast majority of the African American children are brought up by a single parent. Obama compares his own case to the people without fathers in the society in general in these words: I know what it means to have an absent father, although my circumstances weren't as tough as they are for many you ng people today. Even though my father left us when I was two years old †¦ I was luckier than most. †¦ I screwed up more often than I should've, but I got plenty of second chances. And even though we didn't have a lot of money, scholarships gave me the opportunity to go to some of the best schools in the country. A lot of kids don't get these chances today. There is no margin for error in their lives. So my own story is different in that way. (Obama cited in Shepherd). 3. What is the key role that mistakes play in his decision making? Obama has been committing a lot of mistakes in the childhood. He says that he used to be very mischievous and would be mostly found in the principal’s office. Teachers used to teach him to

Article review(Replanting the Brain's Forest. ) Essay

Article review(Replanting the Brain's Forest. ) - Essay Example The processes of replacing the cells otherwise believed before by scientists to have been gone forever breathe life into a new field of scientific research. The 1990s was a pivotal point in stem cell research when neuroscientists delved on a more sophisticated application of the procedure. By grafting fetal brain tissue directly to the diseased brain, the experiment hoped to substitute the dead neurons with the new artificial ones. The results, however, were disappointing. The article then goes on to elaborate the new take of scientists to improve on the process by growing neurons in the laboratory and then injecting them directly to the person’s brain. This, the author again underlines, may not be used as a conventional therapy within the next two decades as believed by many experts (Jabr para. 2). Stem cell therapy has a wide range that is not only limited to the brain. In order to delineate the scope of the article, its application to the treatment of neurodegenerative dise ases such as traumatic brain injuries, Alzheimer’s disease and Parkinson’s disease were the main concentration of the article. Parkinson’s disease published the most significant results. ... The distance became the main problem in this research and to address this problem, subsequent researchers grafted directly to the striatum which yielded better results. The same experiment was conducted with monkeys and the same progress in motor functions was seen with normative dopamine levels than before. This is believed by to be attributable to inherent growth factors in the striatum (Jabr para 4-5). Research in Sweden in the 1990s propelled further research as adopted in the United States and funded by the National Institutes of Health (NIH). They implemented two focus groups on the trials, with one receiving transplant and another undergoing a sham surgery. Similar to the previous experiments, the results were disappointing as there was no significant development in both groups. Unsurprisingly, there are differences of opinion on the failure of the experiments. Andres Bjorklund argues that this is because the researchers set unreasonably high expectations at an inconsiderably short amount of time. In fact, in a follow up study it has been found that some patients who had received grafted cells had progressed two years and four years after the NIH conducted study (Jabr para 6-7). The future seems to be hopeful in stem cell therapy for neurodegenerative diseases. Lorenz Studer is providing new benchmark by developing a standardized way of transferring fetal tissue through closely monitoring the growth if neurons in the laboratory. Trial is expected to be conducted to humans within the next three to four years (Jabr para. 8). This is seen to be the future for Parkinson’s and if the results will prove to be considerably

International Corporate Reporting Issues Essay Example | Topics and Well Written Essays - 3000 words

International Corporate Reporting Issues - Essay Example There are different range of users of financial statements that include both internal and external users, but as far as financial statements of Britvic are considered it include different KPIs that convey different messages about the company, like take a look at performance highlight about the company where Britvic key management personnel discloses different facts about the company’s performance that has value of information about the company for users specially investors. Accounting estimates that are uses by preparers of financial statements while preparing these financial statements are subjective decisions, which is one of the big limitation of the financial statement as due to this factor the users of financial statements may be misled. Professional judgment uses by preparer of financial statement is also one of the reason which undermine the uses of financial statements, as it involve judgment in preparation of financial statements that may be wrong and can ultimately hit financial decision taken by users of financial statements on the basis of these financial statements. Verifiability of these financial statements through audit is not an absolute verifiable factor so one cannot take decisions like take over just on the basis of these financial statements while assuming that these are audited accounts, Historical costing is also one of the reason that may cause users of financial statements to be misled as in historical costing asset are carried in the books as cost of asset less accumulated depreciation that may not be the market value hence it may miss lead the users. Measurability is also one of the reason that undermine the uses of financial statements because it involve only those areas that can financially be measured and areas that cannot be valued or out of financial statements hence like good will and employees performance cannot be seen while reviewing financial

How has psychological well being been measured

How has psychological well being been measured Psychological well-being is an important concern for individuals, communities, and health services throughout the world, not only because of the costs associated with psychological ill-health, but also the loss of quality of life for those affected by and their relatives (Nilsson K W, Leppert J, Simonsson Bo, Starrin B., 2008). Kellam et al., (1975) believe that mental health is broadly perceived to consist of two conceptually independent dimensions. One dimension is the principal component of the traditional psychiatric view of mental health, which is known as psychological well-being, and the other is called social adaptational status (SAS). This dimension provides a societal view of the capability of the role functioning of the individual (Petersen A.C, and Kellam S.G., 1977). Psychological well-being focuses on the individuals feelings and other features of psychological functioning. Self-reports are a primary means of measuring this dimension for individuals who are able to evaluate their own psychological well-being. Many scholars have utilized the term psychological well-being for various aspects of mental health or psychological functioning. A number of researchers have also measured concepts related to our conception of psychological well-being, but have named them differently. Especially recently, scholars have frequently used psychological well-being to describe subjective self-reports about the quality of life (Bradburn and Caplovitz, 1965; Campbell et al., 1976 cited in Petersen et al., 1977). Petersen A.C, and et al., (1977) defined it as an internal, individual view of mental health. In the same line, Peteson et al., (1977) declared that psychological well-being is a multidimensional concept which consists of various aspects of psychopathology, self-esteem and other positive aspects of self. Although it may not be possible to define what Mental Health precisely is (Public Health Institute of Scotland 2003), but it seems necessary to realize the main factors which form a persons mental health or mental well-being. Mental health is generally described as, the ability to develop psychologically, socially, emotionally, intellectually and spiritually as well as the ability to, initiate, develop and sustain mutually satisfying relationships, use and enjoy solitude, become aware of others and empathise with them, play and learn, develop a sense of right and wrong and to face and resolve problems and setbacks satisfactorily and learn from them (Edwards 2003). Moreover, the measurement of health outcomes is essential to the development of health services (Hopton J L, Hunt S M, Shiels Ch, and Smith C. (1995). The Scales of Psychological Well-Being measure (SPWB) (Ryff, 1989) includes 84 items rated from 1 strongly disagree to 6 strongly agree. The SPWB consists of six subscales with 14 items in each. These are: (a) self-acceptance, (b) positive relations with others, (c) autonomy, (d) environmental mastery, (e) purpose in life, and (f) personal growth. Ryff has demonstrated the SPWB as a reliable and valid measure of well-being (1989b; Ryff Keyes, 1995). Cronbachs alpha for the 20-item scale ranged from .86 to .93 and there was excellent test-retest reliability over a six-week period (R: range from .81 to .88). The generic 22-item Psychological General Well-being Index (PGWB) has shown to be the most commonly employed questionnaire to assess psychological well-being in adult with a problem such as growth hormone deficiency (GHD) (Dupuy HJ, 1984). This questionnaire consists of six subscales (Anxiety, Depression, General Health, Positive Well-being, Self-control and Vitality), and a Total score. Yet, General Well-being Index (GWBI) is another generally used scale which is employed in problematic situation. This scale is known to be very similar to the PGWB with only some minor differences in vocabulary, for instance blue becomes sad on the British version, five response categories rather than the six, and also question order. In two samples of British patients with depression validation of the GWBI showed construct validity and high internal consistency reliability for the whole scale (in the range 0.92 0.96) (Hunt SM, McKenna SP., 1992). The GWBI contains 22 questions, each with five response options (scoring from 1 to 5). The options have been worded in a different way for each question, to define the intended meaning (e.g. During the past two weeks, have you been waking up feeling fresh and rested? Every day Most days Less than half the time Not often Not at all). As it is clear, half of the items are positively worded and the other half negatively. There are no reco mmended subscales. The GWBI Total score is the sum of all 22 items (after reversing the negatively-worded items), and ranges 22-110. Higher scores designate worse well-being (McMillan C V et al., 2006). McMillan C V et al., (2006) examined reliability, structure and other aspects of validity of GWBI in a cross-sectional study of 157 adolescents with treated or untreated growth hormone deficiency (GHD), and sensitivity to change in a randomised placebo-controlled study of three months growth hormone (GH) withdrawal from 12 of 21 GH-treated adults. The findings demonstrated that respondents found both questionnaires acceptable. Factor analyses did not show the existence of useful GWBI subscales, but confirmed the validity of measuring a GWBI Total score. The W-BQ12 is recommended more than the GWBI to assess well-being in adult GHD; it is to a great extent shorter, has three useful subscales, and has greater sensitivity to change. Another generic measure of psychological well-being is the Well-being Questionnaire (W-BQ). The 12-item version, the W-BQ12, is derived from the longer W-BQ22. W-BQ12 This has been employed in several studies to assess the effects of new treatments and interventions in diabetes (Bradley C, 1994), a condition for which it has good internal consistency and validity (Plowright R, Witthaus E, Bradley C., 1999). The W-BQ12, nevertheless, has less respondent burden than the W-BQ22, and redresses an imbalance between numbers of positively worded and negatively worded items in the longer questionnaire (Riazi A, Ishii H, Barendse S et al., 1999). Hopton J L, Hunt S M, Shiels Ch, and Smith C. (1995) also investigated the validity of a 22 item measure of psychological well-being and the adapted common well-being index (AGWBI) in 266 patients, who ranged about 16 or over years old, drawn from the computerized list of one general practice in UK. The findings are largely supportive of the validity of the AGWBI and propose that it may be suitable in the evaluation of several developing areas of primary care. In Barlow J. H, Cullen L. A, and Rowe. L. F study on 82 rheumatoid arthritis patients, the psychological well-being was evaluated employing the hospital anxiety and depression scale (HADS) (Zigmond A.S, and Sniaith R. P., 1983). The HADS contains 14 items (7 for anxiety and 7 for depression), which is quick and easy to complete, and posses established reliability and validity (35). The HADS was designed to identify the presence and severity of relatively mild degree of mood disorder in non- psychiatric, hospital out-patients. S cores range from 0 to 21, with the higher scores signifying greater anxiety and greater depression (Moorey Greer S, and Watsa M, et al., 1991). In a number of studies, scholars have utilized General Health Questionnaire (GHQ) for evaluating well-being over a whole lifetime (Nilsson K W, Leppert J, Simonsson Bo, Starrin B., 2008). Goldberg D.P et al. (1970) designed the GHQ to detect psychiatric disorder. This questionnaire evaluates the individual present functioning from his or her usual state. GHQ has several types such as 60, 32, 28, and 12 items but the most popular type of the GHQ is 28 items which has four subscales as follow: A. Somatic Symptoms (items 1-7) B. Anxiety/Insomnia (items 8-14) C. Social dysfunction (items 15-21) D. Severe depression (items 22-28) These individual subscales are merely used for diagnosis of information and identification purposes, while the total subscales score is used. Ryff (1989) developed a multidimensional model designed to capture the broad elements of eudemonia. And six dimensions of well-being are identified which include: self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth. The Scales of Psychological Well-Being (PWB; Ryff, 1989) indicates the ways in which people react to a range of specific experiences, such as community relocation (Ryff Essex, 1992). Ryffs measure of PWB is relevant to analysis of experience of either advantage or adversity over the lifetime (Ryff Singer, 1996 cited in Grossbaum M F, and Bates G W. (2002). The Scales of Psychological Well-Being measure (SPWB; Ryff, 1989b) contains 84 items rated from 1 strongly disagree to 6 strongly agree. This scale also consists of six subscales with 14 items in each. These are: (a) self-acceptance, (b) positive relations with others, (c) autonomy, (d) environmental mastery, (e) purpose in life, and (f) personal growth. Ryff (1989b; Ryff Keyes, 1995) established the SPWB to be a reliable and valid measure of well-being. Cronbachs alpha for the 20-item scale ranged from .86 to .93 and over a six-week period the reports showed excellent test-retest reliability (rs range from .81 to .88). Allardt (1981) suggested a model for evaluating well-being in academic setting. Allardts model of well-being is categorized in to four variables of (1) school condition (having), (2) social relationship (loving), (3) means for self-fulfilment (being) and (4) heath status. The School well-being model origins from Allardts sociological theory of welfare and is constructed to measure well-being in educational settling (Konu Rimpela, 2002). In this model, well-being is associated with teaching, education, learning activities and outcomes. Allardts model Means for self fulfilment contains situation for each student to act according to his/her own resources and capabilities. Health status is assessed based on students symptoms, diseases and illnesses. The main preference of this model is due to its diverse sub categories of well-being in students life in educational centre as well as considering the impact of pupils homes and neighbourhood. Allardth further in 1989 developed his model cross tabulating having, loving and being with the dichotomy of objective and subjective indication and obtained six cells of different types of indicators. According to the literature, Allardth model is employed in this relationship study to measure international students well-being.

Ashoka Indian Ruler :: essays papers

Ashoka Indian Ruler One of the greatest rulers of India's history is Ashoka (Asoka). Ruling for thirty-eight years (274 B.C.-232 B.C.), he was generally mentioned in his inscriptions as Devanampiya Piyadasi ("Beloved of the gods"). As the third emperor of the Mauryan dynasty, he was born in the year 304 B.C. His greatest achievements were spreading Buddhism throughout his empire and beyond. He set up an ideal government for his people and conquered many lands, expanding his kingdom. The knowledge of Ashoka's early reign is limited because little information was found. His edicts and inscriptions allowed us to understand his reign and empire, and have an insight into the events that took place during this remarkable period of history. Eight years after he took his throne, Ashoka's powerful armies attacked and conquered Kalinga (present day Orissa). Although he had conquered many other places, this violent war was the last war he ever fought and a turning point of his career. He was disgusted by the extreme deaths of numerous civilians, especially the Brahmans. All these misfortunes brought Ashoka to turn into a religious ruler compared to a military ruler. As he turned to Buddhism, he emphasized dharma (law of piety) and ahimsa (nonviolence). He realized he could not spread Buddhism all by himself and therefore appointed officers to help promote the teachings. These officers were called Dhamma Mahamattas or "Officers of Righteousness"" They were in charge of providing welfare and happiness among the servants and masters. Preventing wrongful doings and ensuring special consideration was also their duty. Emphasizing his role as king, he paid close attention to welfare, the building of roads and rest houses, planting medicinal trees, and setting up healing centers. In order to pursue ahimsa, Ashoka gave up his favorite hobby of hunting and forbade the killing of animals, spreading vegetarianism throughout India. Furthermore, his soldiers were taught the golden rule- to behave to others the way you want them to behave to you, which is the basic law of life. In the nineteenth century, a large number of edicts written in Brahmi script carved on rocks and stone pillars were discovered in India, proving the existence of Ashoka. These edicts, found scattered in more than 30 places throughout India, Nepal, Pakistan and Afghanistan, are mainly concerned with moral principles Ashoka recommended, his conversion to Buddhism, his personality and his success as a king. The Minor Edicts is a summary of Ashoka's instruction of dharma, which talks about the purity of thoughts, kindness, thruthfulness, reverence, and other good morals of life. The Fourteen Rock Edicts were the major edicts, and Ashoka Indian Ruler :: essays papers Ashoka Indian Ruler One of the greatest rulers of India's history is Ashoka (Asoka). Ruling for thirty-eight years (274 B.C.-232 B.C.), he was generally mentioned in his inscriptions as Devanampiya Piyadasi ("Beloved of the gods"). As the third emperor of the Mauryan dynasty, he was born in the year 304 B.C. His greatest achievements were spreading Buddhism throughout his empire and beyond. He set up an ideal government for his people and conquered many lands, expanding his kingdom. The knowledge of Ashoka's early reign is limited because little information was found. His edicts and inscriptions allowed us to understand his reign and empire, and have an insight into the events that took place during this remarkable period of history. Eight years after he took his throne, Ashoka's powerful armies attacked and conquered Kalinga (present day Orissa). Although he had conquered many other places, this violent war was the last war he ever fought and a turning point of his career. He was disgusted by the extreme deaths of numerous civilians, especially the Brahmans. All these misfortunes brought Ashoka to turn into a religious ruler compared to a military ruler. As he turned to Buddhism, he emphasized dharma (law of piety) and ahimsa (nonviolence). He realized he could not spread Buddhism all by himself and therefore appointed officers to help promote the teachings. These officers were called Dhamma Mahamattas or "Officers of Righteousness"" They were in charge of providing welfare and happiness among the servants and masters. Preventing wrongful doings and ensuring special consideration was also their duty. Emphasizing his role as king, he paid close attention to welfare, the building of roads and rest houses, planting medicinal trees, and setting up healing centers. In order to pursue ahimsa, Ashoka gave up his favorite hobby of hunting and forbade the killing of animals, spreading vegetarianism throughout India. Furthermore, his soldiers were taught the golden rule- to behave to others the way you want them to behave to you, which is the basic law of life. In the nineteenth century, a large number of edicts written in Brahmi script carved on rocks and stone pillars were discovered in India, proving the existence of Ashoka. These edicts, found scattered in more than 30 places throughout India, Nepal, Pakistan and Afghanistan, are mainly concerned with moral principles Ashoka recommended, his conversion to Buddhism, his personality and his success as a king. The Minor Edicts is a summary of Ashoka's instruction of dharma, which talks about the purity of thoughts, kindness, thruthfulness, reverence, and other good morals of life. The Fourteen Rock Edicts were the major edicts, and