Friday, May 31, 2019

The Boston Strangler - Serial Killer :: essays research papers

The Boston Strangler was probably the most notoriouscriminal that Boston, Massachusetts has ever known. Butwho was the Boston Strangler? Was he Albert DeSalvo,the soulfulness who confessed and went to jail for thesecrimes? Is he someone that took his secret to the grave andlet an innocent man take the blame for his crime? Or is hestill walk of life the streets of Boston, or even the streets ofanother city? We may never know for sure because basedon all the evidence Ive read, in my opinion Albert DeSalvowas not the famed Boston Strangler. The Boston Stranglerwreaked havoc on the city from June 1962 until January1964. He claimed the lives of thirteen women, ages rangingfrom 85 years old to 19 years old. The foremost victim had beenraped and her bathrobe tie wrapped around her neck in abow in June 1964. The next victim, was 85 year old bloody shameMullen, she was not technically killed by the strangler, butrather a fatal heart attack when confronted by him. On June30th, 1962, Helen Blake met death at the hands of thestrangler. beside was 68 year old Nina Nichols. The fifthvictim was 75 year old Ida Irga. On August 20th, 1962Jane Sullivan had been raped and strangled with her nylons.The only black charr to be killed by the hands of theBoston Strangler was Sophie Clark. On December 30th,1962, 23 year old Patricia Bissette was killed. Then 68year old bloody shame Brown met her fate. In August 1963,Beverly Samans met the strangler, she was stabbed insteadof strangled and was not raped, but the police still thought itwas the stranglers work. The next victim was EvelynCorbin . On November 11th 1963, Joann Graff was ensnareraped and strangled in her apartment. But the BostonStrangler was getting sloppy, because he allowed himself tobe seen. A man that lived upstairs from Joann reported topolice a man had knocked on the door across the hall fromhis and inquired about Ms. Graff, when he told the manwhere she lived he quickly left, but not without being seen.The fina l wrap up occurred on January 4th 1964. The victimwas Mary Sullivan. She was the youngest of the stranglersvictims. Susan Kelly in The Boston Stranglers The PublicConviction of Albert DeSalvo and the True Story of ElevenShocking Murders makes a persuasive parametric quantity forDeSalvo being innocent of the strangling murders. She citesa number of reasons why she and others still believed thatDeSalvo was innocent. One of the strongest of thesereasons is that there was "not one shred of physical

Thursday, May 30, 2019

Point of View on the Cask Bridge Essay -- essays research papers

In the minds of more, legendary director Alfred Hitchcocks disreputable shower scene in the 1960 classic Psycho brought the phrase plosive speech sound of view into the language of the general public. What most do not realize is that those in the many spectrums of entertainment have been taking full advantage of the benefits brought on by an audience being dealt a limited field of vision for hundreds, if not thousands, of years. Prior to the advent of film and theater, the best place to find this manner in go for was books. The origin of the organise of view in literature give the axe be traced back to the earliest forms of literature, where much of what was dictated and recorded was recounted from behavior experiences. It is of no surprise to most that the idea of point of view stayed, and evolved into many subsections, convey in full to the fact that every story has a point of view. In the 19th century, point of view hit a creative peak, with the wildly inventive writers of the full stop finding new avenues to pursue with their works. Stories from that time period authored by individuals such as Edgar Allen Poe and Ambrose Bierce are still read today. What allows Poes The barrel of Amontillado and Bierces Occurrence of nozzle Creek Bridge to be taught as shining examples of wonderful literature are not expert characterizations, moody settings, or heart-wrenching themes as peerless may expect after studying their other(a) works. Instead, it is the point of view methods that both authors employ that make their works so revered. When many think of Edgar Allen Poe, their recollection of the man most likely comes back to his Gothic classic, The Raven. Despite parodies of the story appearing on classic television shows such as The Simpsons, The Cask of Amontillado is probably the last Poe story the average person allow for identify by name. The subject matter of Amontillado, though, is not something that would normally be the publication of ridic ule. Its a frightening tale of revenge, humiliation, and murder. Just as Hitchcock would do over a hundred years later, Poe chooses for his audience to see the story by the eyes of a character that is far from the usual suspect a murderer. Written forty years before the Sherlock Holmes era of literature, where stories found themselves establish on a well-mannered detective who solved crimes instea... ... breaks, leading him to deterioration into the water beneath the bridge that was to be the sight of his death. The story follows Farquhar as he escapes the barrage of bullets flying at him, even making it far exuberant to nearly embrace his wife. It is then, unexpectedly, that Bierce introduces the truth to the audience it was all in Peytons head. Peyton Farquhar was all in(p) his body, with a broken neck, swung gently from side to side beneath the timbers of the Owl Creek bridge. The innovative narration by Bierce, who wrote hundreds of works during his life, marks this tale as a true classic.Each of these stories both represent two diverse point of view forms. Originating from two equally amazing writers, The Cask of Amontillado and An Occurrence at Owl Creek Bridge continue to survive the test of time. When one considers that vast amount of literature published before the 21st century, it is a exploit in itself to even be a part of a literature anthology. But to be a highlight of that anthology, as Edgar Allen Poe and Ambrose Bierces expert use of point of view allows them to, is an even more staggering feat irrespective of the eyes being looked through. Point of View on the Cask Bridge Essay -- essays research papers In the minds of many, legendary director Alfred Hitchcocks infamous shower scene in the 1960 classic Psycho brought the phrase point of view into the language of the general public. What most do not realize is that those in the many spectrums of entertainment have been taking full advantage of the benefits brought on by an audience being dealt a limited field of vision for hundreds, if not thousands, of years. Prior to the advent of film and theater, the best place to find this method in use was literature. The origin of the point of view in literature can be traced back to the earliest forms of literature, where much of what was dictated and recorded was recounted from life experiences. It is of no surprise to most that the idea of point of view stayed, and evolved into many subsections, thanks in full to the fact that every story has a point of view. In the 19th century, point of view hit a creative peak, with the wildly inventive writers of the period finding new avenues to pursue with their works. Stories from that time period authored by individuals such as Edgar Allen Poe and Ambrose Bierce are still read today. What allows Poes The Cask of Amontillado and Bierces Occurrence of Owl Creek Bridge to be taught as shining examples of wonderful literature are not expert characterizations, moody se ttings, or heart-wrenching themes as one may expect after studying their other works. Instead, it is the point of view methods that both authors employ that make their works so revered. When many think of Edgar Allen Poe, their recollection of the man most likely comes back to his gothic classic, The Raven. Despite parodies of the story appearing on classic television shows such as The Simpsons, The Cask of Amontillado is probably the last Poe story the average person will identify by name. The subject matter of Amontillado, though, is not something that would normally be the topic of ridicule. Its a frightening tale of revenge, humiliation, and murder. Just as Hitchcock would do over a hundred years later, Poe chooses for his audience to see the story through the eyes of a character that is far from the usual suspect a murderer. Written forty years before the Sherlock Holmes era of literature, where stories found themselves based on a well-mannered detective who solved crimes inste a... ... breaks, leading him to fall into the water beneath the bridge that was to be the sight of his death. The story follows Farquhar as he escapes the barrage of bullets flying at him, even making it far enough to nearly embrace his wife. It is then, unexpectedly, that Bierce introduces the truth to the audience it was all in Peytons head. Peyton Farquhar was dead his body, with a broken neck, swung gently from side to side beneath the timbers of the Owl Creek bridge. The innovative narration by Bierce, who wrote hundreds of works during his life, marks this tale as a true classic.Each of these stories both represent two different point of view forms. Originating from two equally amazing writers, The Cask of Amontillado and An Occurrence at Owl Creek Bridge continue to survive the test of time. When one considers that vast amount of literature published before the 21st century, it is a feat in itself to even be a part of a literature anthology. But to be a highlight of that ant hology, as Edgar Allen Poe and Ambrose Bierces expert use of point of view allows them to, is an even more staggering feat regardless of the eyes being looked through.

Wednesday, May 29, 2019

William Butler Yeats :: Biography

William Butler Yeats was born in Dublin, Ireland, on June 13, 1865. He was the eldest son of a painter. In 1867 his family moved to London, but he frequently visited his grandparents in Northern Ireland. There he was greatly influenced by the folklore of the region. In 1881 his family returned to Dublin. Their Yeats studied at the metropolitan School of Art. During school he became more focused on literature. Yeats made his debut in 1885, with the publication of his first poems in The Dublin University Review. In 1887, his family returned to Bedford position in London, and Yeats devoted himself to writing. In 1889 he met Maud Gonne, an actress and Irish revolutionary. He soon fell in love with her and she became a major landmark in his writing. She subsequently married Major John MacBride and inspired Yeatss poem No Second TroyYeatss early work did not reflect his Irish heritage but soon he turned towards his Irish culture for inspiration. Yeats studied many Irish folktales and in 1888 published a book of tales titled Fairy and Folk Tales of the Irish Peasantry. He also published a less detailed version for children titled Irish Fairy Tales in 1892. In 1897, Yeatss met Lady Gregory, an aristocrat and playwright, who shared the akin interest in Irelands past. In 1899 they formed the Irish Literary Theater. Yeats worked as a director and writer for the theater. Some of his most famous dramas were CATHLEEN NI HOULIHAN and THE ground OF HEARTS DESIRE. Yeats later proposed to Lady Gregory, but she refused his offer. Again in the same year he proposed to her daughter but she also declined. Lady Gregorys passion for a tolerant Ireland kindled Yeatss interest in the political struggles of Ireland. In 1917, Yeats bought an old stone tower near Coole Park. After he restored the tower it became his summer home and a symbol in his writing. Also in 1917,Yeats married Georgie Hyde-Lee. Later they had a son and a daughter together, Anne and Michael. During their honeymo on they compiled their notebooks and formed the basis of A VISION.

Compare and contrast Anne Hathaway and Frau Freud in Duffy’s Essay

Comp be and contrast Anne Hathaway and Frau Freud in Duffyscollection The Worlds WifeThere are both similarities and contrasts mingled with Anne Hathaway andFrau Freud One of the mail similarities between the two poems arethe sexual references in both poems , the structure of the poems andthat they are both written in a womens voice.One of the main similarities between the poems is that they are bothwritten by wives of two very famous men, William Shakespeare andSigmund Freud.There are withal similarities in the event that there are sexualreferences in both of the poems. In Anne Hathaway she uses thesesexual connotations as a way of explaining why Shakespeare did leaveher the second best wrinkle.The hunch forward we loved in was a spinning world/of forests, castles,torchlight, clifftops, seas/where he would dive for peals.In Frau Freud the poem contains a list of euphemism for penises thatmen use. Duffy or Frau Freud uses these synonyms to completely make funFreud theories with this list that brings the readers attention toFreuds theories of the male obsession with the penis.The women in the two poems both enjoy sex, Anne Hathaway comments onhow she and her husband shared their love with their actions andwords. In Frau Freud she also says that she enjoys sex Im as aufait with hunt-the-salami/as Ms M. LewinskyAnother similarity between the two poems is that they are both writtenin sonnet melodic phrase. They both contain fourteen lines and are written as asonnet for two specific reasons. Anne Hathaway is written in sonnetform because it was Shakespeares most famous and memorable form ofexpression. Duffy also used as a way of keeping Anne Hathaways lovefor her husband live(a) ... ...igraph to thepoem is an extract from Shakespeares will which supposedly insultsAnne Hathaway, but Anne explains in her sonnet to the people outsideof their marriage that she would not want their best bed because thiswas not the bed they loved each others in. as he held me upo n thatnext best bedOverall the similarities that can be seen between the two poems aremostly superficial comparisons and are not really relevant to the mainthemes of the poems. Even the similarities have contrasts within them,for example they are both about relations with their husbands andtheir sexual relationships. But Anne Hathaway looks upon Shakespearewith love and compassion, Frau Freud sees Freud as obsessive and hasno emotions towards him and sees sex as a merely physical activity. SoI must fill up that the poems contrast more than they are able tocompare.

Tuesday, May 28, 2019

Military Education Essay -- essays papers

Military Education The term education can be interpreted in to a greater extent ways than one. Some would say education involves sitting through lectures and learning grammar and arithmetic. Defining education is very difficult and everyone has a different opinion, however the criterion, prep ardness in a specific skill, knowledge, and thinking for yourself accurately describes education. Because legions training satisfies the criterion it can be classified as a valid draw back a shit of education. Training in specific skills is quite possibly the main focus of the forces today. Much like a college student studying to become an sound in his/her field, such as architecture or history, a member of the military trains in a specialty as well. Many jobs exist in the military, a great number of them being parallel to the civilian world. For instance, a military judge seeks to promote order and truth just like a civilian judge would in a criminal case. Air traffic controlle rs at airports direct commercial air traffic exactly like military air traffic controllers would at a military base. All of these people train in these skills in order to do their job properly. Most of the time, as in civilian life, these individuals are trained in nonhing else so all their efforts can be concentrated. One of the most predominant skills taught in the military is leadership/decision making. No matter what rank a person in the military is he or she will soon have to piss charge of others in the chain. If the person is an officer they will have enormous responsibilities, mainly being responsible for the lives of their men and the equipment they have control over. The ability to take charge of any situation is something instilled in every pass from day one. Soldiers are taught to endure many hardships such as fatigue, stress, and physical discomfort and embrace until the mission is accomplished. These traits when carried over into civilian life greatly increase the chances of success. Inc. magazine recently published a cover story entitled Corps value in which the United States ocean Corps was called the Best management-training program in America.(Freedman 56) In this article James Warren, founder of the Warren Financial Group, was quoted as saying, The Marine Corps allowed us to light up sure we could understand the worst-and best-case scenarios, take care of everyone else first,... ...ow this unwritten set of rules, for they are the ones protecting these rights. Whether in a leadership invest or in combat, soldiers are expected to get the job done whatever it takes. Soldiers are taught how to accomplish certain tasks using specific methods, however they are also taught to improvise if the situation arises. Sometimes following exact directions just wont work because of one situation or another, and a soldier must stray from the path in order to accomplish the task. Whatever the situation is, students and soldiers alike learn to dis tinguish from right and wrong and learn how to make decisions for the better, because this is an important criterion of education. When military training is brought up, the first thing that probably comes to mind is images of soldiers running through mud pits with machine guns. This image is probably not thought of as education. Defining education is very difficult and everyone has a different opinion, however the criterion, training in a specific skill, knowledge, and thinking for yourself accurately describes education. Because military training satisfies the criterion for education it is a valid form of education.

Military Education Essay -- essays papers

Military Education The term learning can be interpreted in more ways than one. Some would say knowledge involves sitting through lectures and learning grammar and arithmetic. Defining command is very difficult and everyone has a different opinion, however the criterion, homework in a specific skill, knowledge, and sentiment for yourself accurately describes education. Because military training satisfies the criterion it can be classified as a valid form of education. Training in specific skills is quite an possibly the main focus of the military today. Much like a college student studying to become an expert in his/her field, such as computer architecture or history, a member of the military trains in a specialty as well. Many jobs exist in the military, a great number of them being parallel to the civilian world. For instance, a military judge seeks to promote order and truth just like a civilian judge would in a criminal case. Air traffic controllers at airports di rect commercial air traffic exactly like military air traffic controllers would at a military base. All of these people train in these skills in order to do their job properly. Most of the time, as in civilian manner, these individuals are dexterous in nothing else so all their efforts can be concentrated. One of the most predominant skills taught in the military is leadership/decision making. No outcome what rank a person in the military is he or she will soon have to take charge of others in the chain. If the person is an officeholder they will have enormous responsibilities, mainly being responsible for the lives of their men and the equipment they have control over. The ability to take charge of any situation is something instilled in every soldier from day one. Soldiers are taught to endure many hardships such as fatigue, stress, and physical discomfort and continue until the mission is accomplished. These traits when carried over into civilian life greatly increase the ch ances of success. Inc. magazine recently published a cover story entitled army corps Values in which the United States Marine Corps was called the Best management-training program in America.(Freedman 56) In this article James Warren, founder of the Warren Financial Group, was quoted as saying, The Marine Corps allowed us to make certain(a) we could understand the worst-and best-case scenarios, take care of everyone else first,... ...ow this unwritten set of rules, for they are the ones protecting these rights. Whether in a leadership position or in combat, soldiers are pass judgment to get the job done whatever it takes. Soldiers are taught how to accomplish certain tasks using specific methods, however they are also taught to improvise if the situation arises. sometimes following exact directions just wont work because of one situation or another, and a soldier must stray from the path in order to accomplish the task. Whatever the situation is, students and soldiers alike learn to distinguish from right and wrong and learn how to make decisions for the better, because this is an important criterion of education. When military training is brought up, the first thing that probably comes to mind is images of soldiers running through mud pits with machine guns. This image is probably not thought of as education. Defining education is very difficult and everyone has a different opinion, however the criterion, training in a specific skill, knowledge, and thinking for yourself accurately describes education. Because military training satisfies the criterion for education it is a valid form of education.

Monday, May 27, 2019

023 Understand Child and Young Person development Essay

Age range Explain the term and evaluate of underdeveloped 0-3 months When born, babies show innate reflexes, such as swallowing and sucking, rooting reflex, grasp reflex, lucrele reflex, manner of manner of walkinging and standing reflex in the first off month babies release less curled up and the startle reflex is starting to fade toward the end of the third month babies start lifting and turning their heads. 3-6 monthsWhen lying on front babies sack up lift their arms and legs balancing on their tummies they git reach and grab a toy and they tramp pass it from cardinal hand to an early(a) they can also roll from their backs to front nigh sixth month babies argon destinyly open to sit with aid (e. g. high chair). 6-9 months Babies can sit without support they ar extraction to crawl or find other(a)wise rooms of existence mobile (bottom-shuffling) starting to employment fingers to feed. 9-12 monthsBabies be fitting very mobile, fast crawling, standing up by the furniture, some babies walk along the furniture victimisation their hands to hold on developing abilities to handle objects and putting them into containers babies able to feed themselves with fingers. 1-2 days At the beginning of this period babies ar beginning to walk and much or less 18 months they argon becoming more than and more skilful on their feet, moving faster toddlers some this age begin to sit and press with their legs to move on the sit-and-ride toys.Towards their second year clawren walk confidently, they can run and climb towards the end of the second year some chelaren are becoming brisk to start potty training. 2-4 years In the third year children start potty training they be go far able to push with feet or peddle a tricycle children can walk upstairs alternating their feet towards the end of the this period children are skilful enough to feed and dress themselves they are able to do threading, pouring and they can use scissors. 4-7 years cor poral development less rapid, however skills are becoming more refined and consummations more coordinated.Ability to belt and control ball development of fine motor skills essential for handwriting. 7-12 years Good coordination of small and large movements growing physical skilfulness means t want can be done quicker, more accurately and more confidently neater drawing and writing accurate cutting. Between 9 and 12 children gain even amend coordination and speed in fine and gross motor skills. Around 11th year the bodies of some girls are starting to change (growing breasts) and some susceptibility start their periods. 12-16 years Gradual torso changes in both girls and boys (girls physically mature quicker around 15/ 16 than boys around 17/18.Fast body changes may need spacial awareness which can become occasionally poor as a result. 16-19 years The maturing of the body is finishing with the full development of sexual organs the body is taking a distinctive female or male s hape. 023 Table 2 Intellectual and cognitive development Age range Explain the time and rate of development 0-3 months Quite early on babies are able to recognise the smell of their mother and her voice deepr they become familiar with voices of weighty others and they can be calmed when they hear them they are amuseed in faces.In their 3rd month babies start to polariate between day and night (settled routine) babies become interested in mobiles and other objects around them. 3-6 months Babies are becoming interested in what is happening around them, turning their head in the direction of interest objects are being explored by hands and mouth. 6-9 months Developing fine motor skills allow babies for a better exploration of objects by handling and touching with fingers around 8 or 9 months babies understand object permanence (objects continue to exists even when out of sight).9-12 months Babies are more aware of what is happening around them, they are starting to understand rout ines done signals (bib = food) 1-2 years Children honor pop-up and posting toys and in their 2nd year they are starting to prolong a go at simple jigsaw puzzles and building bricks. 2-4 years Children pretend play with miniature world they more interested in books, mark making and painting. In their tail year children are able to c erstwhilentrate and focus longer on activities which which caught their interest. 4-7 yearsChildren begin to do some simple counting and calculations, recognizing letters is travel alonged by gradual decoding of simple words and later by reading. 7-12 years Reading and writing is becoming easier, children start reading silently to themselves. Play becomes more organized and follows rules. Development of thinking and reasoning is demonstrated through independent problem solving. 12-16 years Further development of reasoning and problem solving children are stepwise starting to understand more abstract thoughts. 16-19 yearsCognitive abilities are be coming further refined, leading to high level skills in recent people. 023 Table 3 Communication development Age range Explain the sequence and rate of development 0-3 months To start with babies express their hunger, tiredness or other discontent through crying around 5th/6th week babies start to coo when content in the third month babies start rejoiced and reciprocate smiles. 3-6 months Babies starting to understand a little of what is being said and they are starting to give some conference signals themselves (e. g.raised arms when they exigency to be picked up). 6-9 months Babies become quite vocal, babbling with a secernate tuneful string of sounds. They are also starting to understand various substantial backbone words connected with their routines (e. g. ?dinner? ). 9-12 months Babies clearly show they understand more of what is being said around them/ to them. Babbling is still main way of communication. 1-2 years First meaningful sounds/ words are beginning to emerg e around 13 months, and at the end of 2nd year children cleverness have a vocabulary of about 200 words. 2-4 yearsLanguage is becoming a powerful means of communication. From connecting two words first children are beginning gradually to build up sentences and their talking is becoming understandable even to those who are not in regular contact with the child. Even though in that location qualification be the odd mistake in the sentence structure, the quarrel toward the end of this period is becoming fluent and children ask questions and generally enjoy expressing themselves through language. 4-7 years Children are becoming involved with written language they are starting to learn to read and write.7-12 years Reading and writing becomes easier now at the beginning of this period children enjoy telling jokes to others a digress from chatting, children are beginning to be able to form a simple argument and be persuasive, they are becoming increasingly able to negotiate with other s. Their writing shows more grammatical awareness as well as possess imagination. 12-16 years Reading and writing skills are becoming very good and children are becoming increasingly skilful in negotiating and persuasion of others (peers and handsomes). 16-19 yearsCommunication with peers is becoming very important speciality between formal and informal language and its use in real life is becoming more and more important young people use different means to communicate (via phones, mobile messaging, emails, facebook, and so on ). 023 Table 4 Social, emotional and doingsal development Age range Explain the sequence and rate of development 0-3 months First affectionate contacts are being established mainly during feeding at the end of the first month babies start to show first smiles which then gradually become response to familiar faces.3-6 months Babies smile and squeal with delight when playing with familiar others. 6-9 months Babies try to stay close to their primary carer s and around 8 months babies may become distressed when their primary carer leaves. 9-12 months Babies are fixed on their carers and do not call for to be with strangers. 1-2 years Children start take down other children around them and they show some interest in them and later start parallel play. They also start show some frustrations and tantrums as they gradually discover some boundaries. 2-4 yearsChildren play alongside others and may start copying their actions. Around the third year children become more aware of others and their unavoidably which also reflects in their play which is gradually starting to be more and more cooperative. Children enjoy being praised by adults. 4-7 years Developing language is service children to form better descents and children begin to show some preferences in friendships. 7-12 years Friendships are becoming more s get across and more important and may ferment decision making (if my friend is doing something I might be more likely doing i t also).Gender specific play is becoming more apparent. Children start to par themselves to others. Children enjoy being given some responsibilities. 12-16 years Friends and friendships are very important and gradually opinions from friends might feel more important that those of parents/ carers. This leads to exploration and take exception of the boundaries of relationships as well as learning to deal with disagreements, arguments, etc. There are anxieties coming from pressures from school. 16-19 yearsYoung people enjoy being with their friends, they are finding discovering their own identity and sense of belonging to a group/ groups of specific characteristics which defines for them who they are (religious groups, sport group, goth, etc. ) 023 Table 5 Moral development Age range Explain the sequence and rate of development 0-3 months 3-6 months 6-9 months 9-12 months Children might start paying attention to no and might stop their behaviour for a moment. 1-2 years Children are b eginning to understand no and they start using it themselves.2-4 years At the beginning of this phase still no soul what is cover or wrong but children understand when they are said No. Later they become able to follow some simple rules. Around 4 years children are becoming thoughtful at times but most of the times get out decide what to do on the basis of adult approval. 4-7 years Children are beginning to understand rules they try to understand them, follow them and may attempt to clear their own rules where no rules are given (made-up second with friends). 7-12 yearsChildren share their knowledge of rules with others and entrust readily point out if someone breaks the rules. Later they are becoming more aware of behaviour consequences and they are generally becoming more thoughtful. 12-16 years Children are beginning to be aware of a bigger picture rules of communities and societies and they are beginning to understand the take up for that. 16-19 years There is a interest in moral issues, finding out that right and wrong is not always black and w encountere. Questioning and interrogatory of rules. A2 Answer the following questions. 1.What is the difference between sequence of development and rate of development? 2. Why is the difference important? (Ref 1. 2) Q1. What is the difference between a sequence of development and rate of development? Sequence of development is the order in which development occurs, e. g. children are able to sit earlier they learn to crawl. The order of the sequences in development are always the same (even though there might be some exclusive differences babies always learn to move about before standing up and walking, but some babies bottom-shuffle instead of crawling).Rate, on the other hand, is the speed in which mortals go through the stages/ sequences of development. Most children learn to walk when they are about 12 months old. However, some babies might be ready to walk when they are 10 months old and others whe n they are 15 months old. Individuals might also be developing with different rate in different champaigns, e. g. some children might be developing quickly physically, but their speech might be delayed. These individual differences are results of patrimonial predispositions and other biological influences as well as environmental stimulation.Q2. Why is the difference important? Knowing the sequences of development in different areas is important for practitioners to be able to plan accordingly and therefore to support the development in individuals. The rate of the development is important in terms of recognizing any(prenominal) atypical development and recommending/ searching any add upitional discourses when requested. TASK B Complete table Research and report B1 Complete a table as shown on the following page, chance oning the different personal and impertinent factors that influence children and young peoples development.(Ref 2. 1, 2. 2) B2 Produce a report to demonstra te your knowledge and grounds of differing theories of development. This report should identify how these theories have influenced current exercising and include the following Cognitive (e. g. Piaget) Psychoanalytic (e. g. Freud) Humanist (e. g. Maslow) Social learning (e. g. Bandura) Operant conditioning (e. g. Skinner) behaviourist (e. g. Watson) Social pedagogy. Over the years there have been many another(prenominal) theories trying to explain certain aspects of development, behaviour, learning, etc.In the following text we go forth tint at the most influential theories which are being used by practitioners in better understanding as well as day to day work with children and young people. After a brief description of how an individual theory was founded, we ordain discuss the key points for work at nurseries. Theory of cognitive development (Constructivist approach) Theory of cognitive development is connected with the name of Jean Piaget (1896-1980) who through work on int elligence tests started to notice how children at same stages harbour very similar mistakes in their tasks and problem solving approaches.Piaget then closely observed his own children, capturing their development in details and later using these observations to create a theory of cognitive development. Piaget considered children as active learners who create ? schemas? (believes) about the world based on their experiences. This is how they make sense about what is happening around them. However, a child? s schemas are going to be challanged time to time by freshly and unexpected experiences and as a result alive schema will have to adapted to fit these in (e. g.touching something hot will alter the notion that everything is safe to touch and child will learn that certain objects can hurt when being touched). Piaget? s theory influenced the practice by having a ? child-centred? approach. In our setting, for example, we make regular observations on what our children are interested in and what they like to play/ do. After careful evaluations and identifications of possible next steps of development we plan activities which as well as reflecting children? s interest also further challenge them to encourage the development.Psychoanalytic theory of personality Sigmund Freud (1856-1939) suggested that every personality has got three parts to it id, ego and superego. We all are born with id, which is the part of our personality that is driven by our desires and reflects in pleasure-seeking behaviour. Id is selfish and passionate and it is purely after satisfying its demand, known as ? gratification?. However, through social contact and learning babies/children gradually learn to be aware of the outside world and eventually of needs of others.They will be developing ego, which is able to plan the actions so the needs of the individual can still be met but in more socially desired way, e. g. ability to clutch for once turn when the food is being served at pre-schoo l settings. This is called ? differed gratification?. Later, as a result of further parenting and learning about social and cultural values, the superego is developed. Superego could be draw as an internalised parent as the child is starting to be aware of what is good and what is bad without external reminder e.g. I must not hit because it hurts. If the behaviour trespasses the imperatives of the superego, the individual will feel guilt as they are now aware that their behaviour was bad (this is referred as ? conscience? ). Apart from judgement conscience, superego has got a notion of an ego-ideal to which it will strive. When ego demonstrates good behaviour the ego-ideal part of superego will reward this, e. g. feeling good after doing something for someone else even when external praise is not present.Even though Freud has been criticised for basing his description and explanations of development on sexual motives, some of his theoretical concepts are now widely accepted (e. g . the concept of unconscious mind id and most of superego). One could say that orientation on children? s needs might be partly inspired by Freud? s ideas about the dynamics of id, ego and superego. Too industrial-strength superego and suppressed unconscious id will lead to many problems in adult life, where individual tries to live mainly by what is required by the outside world rather than allowing themselves to follow own desires.In early years healthy development of ego can be supported by putting the child and their needs in the centre of our attention activities and work with children is individualized and child-led, yet still well aforethought(ip) and safe. For example, in our setting we might notice that a particular child enjoys opening and closing doors, gates, etc. Instead of completely discouraging him from doing that we might identify situations when it might be appropriate for him/her to do so and explain the necessary things around it in a child-friendly way (e.g. When everybody has got their shoes on, you can open the door, Henry. , We will keep the gate closed now, because we are going to play in the yard now. , Mind your fingers when closing the door you could close them in and that would really hurt. , etc. ). If we say ? no? to children it is good to make sure that the child knows about the reasons behind our decisions (even though they might find it hard initially anyway, they are more likely to come round and understand it in their own time).Humanistic theory of motivation and personality Abraham Maslow (1908-1970) Maslow studied motivation in people and came up with what is now known as Hierarchy of Needs. Maslow divided the needs into five categories (physiological, safety, love/belonging, esteem, self-actualisation) and put them in hierarchical order from the most essential and canonical needs to higher-order needs. Maslow argues that it is necessary to fulfil the needs from from the bottom of the hierarchy first to be able to m eet the needs of higher order.Only when all the other lower needs are met, an individual can focus on fulfilling the highest needs of self-actualisation, such as creativity, problem solving, morality, etc. In our practice we are aware, that when a child is for example overtired and hungry (the most basic physiological needs), there is no space to try to fit in other things, e. g. ?wait for your turn? , ? say please? ,. (which would be working on their higher order needs, such as love/belonging (friendship) or esteem ( extol for others, respect by others).This child at that stage needs to be fed and put to sleep as soon as possible and other gossip has to wait until the child is again able to tune to it/ receive it. Social cognitive theory Social cognitive theory has its roots in behaviorist approach. However, Albert Bandura (born 1925), even though accepting learning by conditioning, argued that lots of learning happens through social observations (? observational learning? ). Obs ervational learning is when children copy what other children or adults do in comparison to conditioning, observational learning happens spontaneously and frequently without the need for reinforcement.Cognitive abilities seem to play an important role in observational learning as children need to be capable to notice the activity itself as well as remember it accurately. As staff we need to be mindful in the way we act and interact in front of children as they are likely to copy our behaviour. In accordance with the social cognitive theory we try to set good examples to the children in our settings by showing good manners and being courteous to them as well as to one another.behaviourist approach to learning operant conditioning Operant conditioning is based on classical conditioning (I. P. Pavlov J. B. Watson), which teaches that certain behaviour/ reception can be connected with a stimulus through conditioning, e. g. fear of cats after a bad experience with a cat. F. B. Skinner (1904-1990) however took this a bit further and through experiments mainly with pigeons and rats showed that learning can be strengthen by reinforcements, such as collateral reinforcement (praise, sticker, attention, etc.), oppose reinforcement (this is removing something which is negative from the situation so it no longer poses a ? threat? or causes negative emotions and the whole experience becomes more positive, e. g. child does want to play with a toy because it is scared of the noises it makes by switching the sound off, the child is able to explore the toy) and punishers (negative consequence which is likely to bar individuals to repeat their behaviour e. g. touching hot iron).Skinner researched most effective ways to retain the learnt behaviour and he found out that even though continuous positive reinforcement is good at the beginning of the learning, later unpredictable positive reinforcement keeps the learnt behaviour in place for longer period of time. This is beca use even though the reward comes frequently, we are not sure when it is going to come next and therefore we keep doing the behaviour. At our setting we might be using operant conditioning for example when we are helping a child to potty train.First every sitting on the potty, regardless of results will be rewarded. When the child gets into the habit of sitting on the potty, then only successful potty session will be rewarded with a sticker (however praise for trying when disappointed remains). When starting to do regularly this stickers might gradually become praise and sticker will be awarded if the child successfully asks for potty when they need it. Behaviourist approach to learning Classical conditioning J. B. Watson (1878 1958) followed I. P.Pavlov? s work on classical conditioning with animals (dogs salivating when food arrived became then salivating even at the mere sight of the bowl Pavlov took this further by conditioning completely unrelated food stimulus, such as bell or light, which after regular presence at the mealtimes would later on its own initiate the salivating response in dogs). Watson showed that classical conditioning is possible in humans as well (famous Little Albert experiment, where a baby was conditioned to have fear of rats).Classical conditioning is not really used in practice as a active way of teaching, however its theory can be used for observational purposes (e. g. recognising when sucking thumb signals hunger etc. ). Social pedagogy Social pedagogy is a discipline which brings together theory and practice in order to settle the best and holistic way of supporting children in their development and pedagogy. The overall blueprint of social pedagogy is to give children and young people the best possible chances for their future lives.In accordance with social pedagogy the Early Years pes Stage Framework (EYFS) has been devised to capture the development in early years and to help professionals to monitor, plan and support effectively individual development. For better and focused understanding the development has been divided into seven areas, out of which three are recognised as prime areas ( ad hominem, Social and Emotional Development Communication and Language Physical Development) and four are described as specific areas of development (Literacy Mathematics Understanding the World Expressive Arts and Design).The support the professionals can contribute is differentiated into helpful advice in positive relationship and suggestions for enabling environments. In EYFS we can see influence of Piaget? s work in enabling environments where the focus is predominantly on individual? s own experience. We can also strongly identify the theory of ? zone of proximal development? by Vygotsky (cognitive development) in EYFS as we can easily identify where children are in their development, what is the next developmental stage for them and how we can support this next step.023 Personal and external factors in fluencing development B3 Personal Factors Give unmatchable explanation of a positive influence on the development of children and young people Health status given by genetic predispositions as well as environmental factors, such as diet, pollution, stress, etc. If obesity is genetically passed on in the family than healthy diet together with developing positive attitude towards regular exercise will help the child to maintain a good health. Disability Physical impairment, such as wanting or underdeveloped limb Wheel chair together with barrier free environment (e.g. lifts, ramps, low sinks, etc. ) will help to support freedom of an individual. Sensory impairment visual impairments, hearing impairments, death-blindness, When working with individuals with visual impairment, we can use the other senses to compensate and provide necessary stimulation which helps the development, e. g. using special toys/ learning material which uses touch and sound as a mean of gaining in changeion. However, if there is some vision left (which usually there is), the environment can be adjusted by using contrast colours, non-reflective material, good lighting, etc.Learning difficulties Dyslexia, dyspraxia, dysgraphia, dysortographia, ADHD, ADD Children with ADHD advance from having a regular routine. Activities needs to be short and well planned with simple and easy to follow instructions. Hands-on activities with regular physical exercise and lots of praise are essential. External Factors pauperization and deprivation poor diet, in decent housing, lack of education, lack of access to play and leisure, low aspirations and expectations Good education can help the individual to break from the beggary and secure them a better brighter future.Family environment/background neglecting parents, abusive parents, parents with alcohol or other drug-taking problems, ill parents who are not able to provide adequate environment for their children, etc. Parents who are ill and no longer ab le to fully provide for their children could be provided with carers who would help with the overall smooth running of the household, caring for needs of the disabled parent and the needs of the children, while keeping the family itself together.Personal choices from certain age children/ young people make some decisions for themselves which can have effect on their development, e. g. taking drugs, changing their diet, etc. To help to prevent drug-taking it is important to support the development of a positive self-image and healthy self-assertion education and raising awareness of dangers of drug-abuse is also a helpful preventative measure. Looked after/care status children in residential care, in foster families, in their own family but having care status (they are the responsibility of local authorities).If children are being fostered it is beneficial if siblings can stay together. Education Educational system, through family itself, through other groups (religious groups, spo rt groups, hobbies and interests, etc. ) Finding out strengths of an individual (which do not have to necessarily academic) and building upon those to build a healthy self-conceit and recognition of self-worth this can help to compe with other weaker areas in a positive way. 023 Task C Report Produce a short report in the form of an induction pack for new staff at a setting, covering the following. a.Give two examples of assessment methods that could be used to monitor a child/young persons development. (Ref 3. 1) b. Give three examples of why sometimes child/young persons development does not follow the expected pattern. (Ref 3. 2) c. Give one explanation of how disability can impact and affect development. (Ref 3. 3) d. Give three examples of different types of intervention that could promote positive outcomes for the child/young person, where development is not following the expected pattern. (Ref 3. 4) a. In our setting we use several assessment methods to monitor our children ?s development. The most used one is a short free description on sticky labels these capture a specific short observation in a specific area of development (e. g. Physical Development) the date and the identified area/ areas get recorded on the label. This method of recording information is useful for gathering evidence of the relegate of development in specific areas and building a developmental profile of an individual child. We also use specific observation sheets, on which we capture a more detailed and complex observation.In the next section on the sheet the observation is evaluated and areas of the development are identified ( frequently more than one). In the work section we identify the next steps for the child and how we can help the child to achieve that. We have two types of observation sheets in our settings following this format one is purely written observation, the other one is a photo observation sheet. This method of recording and evaluation allows us not only t o add to the developmental profile of each child but also to plan effectively to further support the child? s development. b.There are many possible reason why at times the development might not follow the expected pattern. Apart from the most obvious ones, such as disabilities and special learning needs, the development can get affected by external factors, such as environmental reasons, cultural reasons, social reasons and specific individual reasons, such as emotional reasons, physical reasons and communication difficulties. Environmental reasons Among environmental reasons which may affect child? s development is for example where and in what conditions a child lives and what type of school they attend.Social reasons There might be big differences between children in terms of wealth of their families, family status and family structure (big family with strong bonds in comparison to divorced parents with negative mutual relationship), education of parents as well as their ability to tune themselves to the needs of their children all of these will affect the way children will be developing. Communication skills Slower developing communication skills have got strength to negatively influence the development in other areas.The softness to effectively express themselves may result in frustrations in children and aggressive behaviour as well as consequently lower literacy skills. Similar do can be observed in children whose families? language is not the dominant language of the country. If the dominant language is not fully acquired the child may importantly struggle once at school. c. Disability can affect more than one area of development as children can become frustrated and their self-esteem can be lowered. The attitudes of low expectations and stereotyping by others will also have a secondary negative impact on a child? s development.d. There are several ways how difficulties in development can be recognised, monitored and positively supported. Educatio nal establishments will have appointed SENCO, a person who is responsible for identification and organising further support for children with special needs. If appropriate Educational psychologist will be contacted to make a full assessment and recommendations in how to support individuals in education (behavioural problems and learning difficulties). Suggested interventions may be discussed with parents and with learning support assistants and individual educational plan might be written up and followed.If there are any issues with speech and communication, Speech and language therapist will be consulted the outcomes of the assessment will lead to a specific plan of action, often involving regular contact in which special exercises will be explained, practised and taught to children and their parents/carers/other professionals for them to be able to support the children outside the sessions. If a child? s physical development is affected, physiotherapist can provide help with spec ial exercises and massages to aid the physical development, maximize the range of movement and develop the appropriate movement control.Task D Report Produce a report which explains the following a. Why is early identification of speech, language or communication delay important for a child/young persons well-being? (Ref 4. 1) b. What are the potential risks for the child/young persons well-being if any speech, language or communication delay is not identified early? (Ref 4. 1) c. Analyse the importance of early identification of the potential risks of late recognition to speech, language and communication delays and disorders. (Ref 4. 1) d.Who might be involved in a multi-agency team to support a child/young persons speech, language and communication development? (Ref 4. 2) e. How, when and why would a multi-agency approach be applied? (Ref 4. 3) f. Give four different examples of play opportunities and describe how you would put them into practice to support the development of a c hild/young persons speech, language and communication. (Ref 4. 3) a. Early identification of the language and communication difficulties is important as it can support the development to prevent further (secondary) impact on other areas.Also, as the brains in young children have not finished their development, the earlier we can intervene, the better prospects of success we have. b. Problems in language and communication can have a negative effect on other areas of development, such as cognitive and social development. Children with language and communication difficulties are more likely to struggle at school in learning to read and write, which can have further negative impact not only on other subjects but more importantly on their self-esteem. Children with such problems can become gradually isolated. c.Early identification of the potential risks of late recognition to speech, language and communication delays and disorders is very important in terms of putting the most appropria te interventions in place to support the development and benefit the children? s needs. Well timed and well tailored intervention has got the potential to optimize the development and to minimize potential negative impact for other areas of development. d. In the multi-agency team to support the child with speech, language and communication there will be the child? s GP or a health visitor, who will make a referral to a speech and language specialist.If there is a suspicion that the communication difficulties are connected with learning difficulties Educational Psychologist will be consulted. When it is decided on the type of intervention needed, the parents, the educational setting professionals and the rest of the team should work together in order to implement the chosen intervention in order to meet the needs of the child. e. Multi-agency approach is used when parents and/ or other professionals (such as GP, early years settings, etc. ) have recognised that a child is in need of additional help to aid the development.Different professionals are involved in the assessment of the needs (e. g. GP to assess potential hearing or other impairments) and speech and language therapist devises the best possible individual support. Multi-agency approach brings together different fields of expertise to assure the best possible outcome for the child. f. There are many informal opportunities how children? s communication and language development can be supported. These might often be more effective than formal exercises as they naturally meet the child in they world of play, making it more motivating and fun.Nursery rhymes and songs Children enjoy joining in nursery rhymes and songs. These are short and memorable and their rhythmical pattern make them perfect little exercises for developing language, pronunciation and fluency (good practice when dealing with stutter). Books are perfect for developing passive and active vocabulary, understanding meaning of words and lea rning correct sentence structure informally. Books are a wonderful way to spark children? s imagination as well as teaching them to express themselves about the world around them by providing the pertinent vocabulary.Pictures in books make it possible for children from the earliest age to actively engage with the story as well as to engage in a duologue with another person. Dressing up and role play again helps the child in an informal way to engage in talking and communication with others whilst enjoying the visionary play. Puppets are a fantastic way how to involve children in communication through play. Children are fascinated by puppets and enjoy adults taking active part in their play, which again allows for an opportunity to develop language and communication in a fun way. 023 Task E Complete tableComplete the table on the next page, showing how the different types of transitions can affect children and young peoples development and evaluate how having positive relationship s during this period of transition would be of benefit. Additional Guidance Different types are a. Emotional, affected by personal experience, e. g. bereavement, entering/leaving care. b. Physical, e. g. moving to a new educational establishment, a new home/locality, from one activity to another. c. Physiological e. g. puberty, long-term medical conditions. d. Intellectual, e. g. moving from pre-school to primary, to post-primary. (Ref 5. 1, 5. 2)Give ONE specific example of a transition Give ONE possible effect on children and young peoples development Evaluate the benefit of a positive relationship during this period of transition provide ONE example Emotional Bereavement Depression which may affect sleep pattern, children may become lethargic and less interested in salty in any activities which may affect they social, emotional and cognitive development validatory relationship with open communication and listening skills allows for a child to ask difficult questions and share their worries and sadness, to talk over difficult memories and anxieties about the future.This may help with overcoming the past and the sadness. Physical Moving home Moving home may effect the children social development as they may lose previous friends and find themselves unable to fit in new friendship groups. Some children might start having food issues, such as overeating to deal with anxieties. This can affect their emotional, social and physical development. Positive relation can provide a helping hand with dealing with the new situation while supporting the self-esteem and encouraging the confidence in a young person.Positive relationship can also act as model of skills of how to establish a new relationship. Physiological Gaining a physical disability e. g. lost limb sezession children may become very solitary, unable and unwilling to join in with their peers, which can affect their physical, emotional, social as well as cognitive development. Positive relationship will communicate acceptance and healthy support in dealing with a life-changing situation this should help in dealing with difficulties as they come IntellectualMoving from pre-school to primary school Lack of concentration and motivation as the child might feel overwhelmed by new routines and new demands which they might find very difficult this may affect their natural cognitive development and they might regress into safer younger stage of development. Positive relationship will allow for a child to feel safe, valued and as achieving (in their own pace) by identifying the appropriate approach of working with the child with the sensitivity to their specific needs and pace of development.

Sunday, May 26, 2019

To Build or Not to Build

In the summer of 2005, Hurri sesse Katrina unleashed what resulted in a widespread devastation wreaked on the city of New Orleans. New Orleansthe colorful, zealous Mississippi Delta city, home to world-renowned lightaurants, jazz and blues clubs, and universities, saw many of its neighborhoods flooded, even washed away by Katrinas strong waters that breached the barrier of its levees. The extent of this catastrophe has triggered fierce debate over how the city should be rebuilt taking into consideration the citys population shift, economic emergency, and continued below lowland vulnerability.Actually, there are some who think that the potential for a similar disaster in the rising begs the question whether the city should be rebuilt at all. I personally believe that New Orleans deserves to be rebuilt. As stated before, the continued below sea-level vulnerability is one of the major issues taken into consideration when debating whether or not to rebuild the city. Some may struggle that the river that flooded New Orleans is a savage, untamable beast aloof and unappeasable, with no heart except for its own task (Document A).However, the city has fought its mighty river for generations. The river is simply part of the New Orleans heritage, and is simply slide fastener new to its residents. This river is the same river that helped impregnate and vitalize the soil of early settlers. The austere beauty of the river itself is in fact withal grand to be forgotten and too awe striking to be completely omitted from New Orleans history and then categorized into a monster whose damage is underserving of mans repair. usually when tourists or first-time residents come to New Orleans, they have a difficult time understanding the city. Even a prolonged stay brings no easy comprehension or familiarity. New Orleans history of different cultures, ethnicities and traditions that can help explain the citys atmosphere. You can say that diversity is birthed out of this bustling citys loins. From jazz to rock and roll, Creole cooking, Mardi Gras, or the architecture of the French Quarter, all play as elements of New Orleans (Document B).All of these elements possess an astounding emotional state that has spoken to people around the world and shaped much of the best of what we think of still as American culture. Though many may argue that it is nearly impossible to recreate traditions that have been deracinated by the unfortunate inevitable, it is safe to say that it is not the St. Louis Cathedral, nor Jackson Square, nor King Olivers Creole Jazz tintinnabulation that makes the city the landmark that it is. It is the spirit of vigor and robustness that lies in the city streets that drives the indescribable, potent energy its visitors and residents feel daily.The same spirit that the people had was present as they confronted Katrina. Peering into the eye of the beleaguer, this spirit faced the storm unafraid knowing the storm would potentially consume the ir past and future, New Orleans present spirit is stronger than the storm (Document D). To the people who possess this type of spirit, having faith is an understatement. New Orleans should be rebuilt because its culture is more than just for the tourists eye. The city represents antiquity. It represents some sort of security.It represents home. non only does the city represent home for many, it also has a present national commercial value. Its ports are continuously a pulse-point for commerce in Iowa and the rest of the country. Many argue that the levee system is ineffective, and will not be intact for possibly another twenty years or so. Therefore, why rebuild a city when there is a chance that another disaster will strike again, and there is nothing in the governments economic busy to help prevent future predicaments? Document C) Yesthe opposing side holds a nearly infallible argument. However, one must consider the billions of dollars worth of work fix up into these ports. Ye s, economically New Orleans is suffering. But the future of the nations economy as a whole can be in grievous jeopardy if commerce is discontinued. New Orleans must be rebuilt. Shortage of ideas on how to rebuild the city is no issue but rather the loyalty to get it done. In closing, urban recovery is more than just putting bricks and cement together, mortar and asphalt, or bytes and electricity.It is about reconstructing the innumerable social relations entrench in schools, workplaces, childcare, arrangements, shops, places of worship, and places of play and recreation. It is not about restoring New Orleans authenticity. It is about preparing an atmosphere that is welcoming and accommodated enthusiastically to former residents (Document E). New Orleans may never look exactly the same ever again. But its people deserve to feel the way they first felt about the city when they first encountered it and how can you place a price upon falling in love?

Saturday, May 25, 2019

Definition of Non-Verbal Communication Essay

The gestural communicating is the communication that occurs through clues, signs, symbols and lack of verbal syntactic structure i.e. to have no syntactic structure so it screw not be analyzed sequences of constituent hierarchy.The communicatory communication is the process of communication by sending and receiving messages without words. These messages squirt be communicated through gestures, body oral communication or posture, facial expression and eye dawn, communication of objects such as clothing, hairstyles or even the architecture, symbols or graphics, as well as through an conglobation of above, such as communication behavior. Nonverbal communication plays a key role in the daily life of everyone.Nonverbal communication comes with evidence of the world species before the evolution of voice communication itself. The animals also show certain types of nonverbal communication. It is important not to confuse nonverbal communication with oral communication as there ar fo rms of communication verbal (i.e. linguistic or syntactic structure) non-oral such as written communication and sign language. There crowd out be nonverbal communication that domiciliate be made orally, as the grunts and sounds of disapproval. In humans, the nonverbal communication is often paralinguistic i.e. verbal information accompanying the nuanced, extending it or by sending mixed signals.Types of Non-Verbal Communication.According to experts, a substantial portion of our communication is nonverbal. Every day, we respond to thousands on nonverbal cues and behaviors including postures, facial expression, eye gaze, gestures, and tone of voice. From our handshakes to our hairstyles, nonverbal details reveal who we be and impact how we relate to otherwise people. Scientific enquiry on nonverbal communication and behavior began with the 1872 publication of Charles Darwins The normal of the Emotions in Man and Animals.Since that time, there has been an abundance of research on the types, effects and expressions of unspoken communication and behavior. time these signals argon often so cunning that we are not consciously aware of them,research has identified several different types of nonverbal communication. In many cases, we communicate information in nonverbal ship canal using groups of behaviors. For example, we might combine a frown with crossed arms and unblinking eye gaze to indicate disapproval.1. Facial ExpressionFacial expressions are responsible for a huge proportion of nonverbal communication. Consider how much information can be dumbfounded with a smile or a frown. While nonverbal communication and behavior can vary dramatically between cultures, the facial expressions for happiness, sadness, anger and fear are similar throughout the world.2. GesturesDeliberate movements and signals are an important way to communicate essence without words. Common gestures include waving, pointing, and using fingers to indicate numeric amounts. Other gestur es are arbitrary and related to culture.3. ParalinguisticsParalinguistics refers to vocal communication that is separate from actual language. This includes factors such as tone of voice, loudness, inflection and pitch. Consider the powerful effect that tone of voice can have on the meaning of a sentence. When said in a strong tone of voice, listeners might interpret approval and enthusiasm. The same words said in a hesitating tone of voice might convey disapproval and a lack of interest.4. Body Language and PosturePosture and movement can also convey a great deal on information. Research on body language has grown significantly since the 1970s, but popular media have focused on the over-interpretation of defensive postures, arm-crossing, and leg-crossing, especially after the publication of Julius Fasts book Body Language. While these nonverbal behaviors can indicate feelings and attitudes, research suggests that body language is far more subtle and less definitive that previously believed.5. ProxemicsPeople often refer to their need for personal space, which is also an important type of nonverbal communication. The amount of distance we need and the amount of space we perceive as belonging to us is influenced by a number of factors including social norms, situational factors, personality characteristics and aim of familiarity. For example, the amount of personal space needed when having a casual conversation with another person usually varies between 18 inches to four feet. On the other hand, the personal distance needed when speaking to a crowd of people is around 10 to 12 feet.6. Eye GazeLooking, staring and blinking can also be important nonverbal behaviors. When people encounter people or things that they like, the rate of blinking increases and pupils dilate. Looking at another person can indicate a range of emotions, including hostility, interest and attraction.7. HapticsCommunicating through touch is another important nonverbal behavior. There has be en a substantial amount of research on the importance of touch in infancy and early childhood. Harry Harlows classic monkey study demonstrated how the deprivation of touch and contact impedes development. Baby monkeys raised by wire mothers experienced permanent deficits in behavior and social interaction. Touch can be used to communicate affection, familiarity, kindliness and other emotions.8. AppearanceOur choice of color, clothing, hairstyles and other factors affecting appearance are also considered a means of nonverbal communication. Research on color psychological science has demonstrated that different colors can evoke different moods. Appearance can also alter physiological reactions, judgments and interpretations. Just think of all the subtle judgements you quickly make about someone based on his or her appearance. These first impressions are important, which is why experts suggest that job seekers dress appropriately for interviews with emf employers.CONCLUSIONThe nonver bal communication is the communication that occurs through clues, signs, symbols and lack of verbal syntactic structure i.e. to have no syntactic structure so it can not be analyzed sequences of constituent hierarchy.http//psychology.about.com/od/nonverbalcommunication/a/nonverbaltypes.htmhttp//www.allabtworld.com/business/nonverbal-communication-and-its-types-277

Friday, May 24, 2019

A Missionary Who Transformed a Nation Essay

When Englishman William C bey (17611834) arrived in India in 1793, it marked a major milest angiotensin-converting enzyme in the history of Christian commissions and in the history of India. C ary established the Serampore commissioningthe first modern Protestant mission in the non-English- directing worldnear Calcutta on January 10, 1800.1 From this base, he labored for n proto(prenominal) a quarter century to dish knocked out(p) the church doctrine finished and throughout the land. In the end his triumph was spectacular. through with(predicate) his unfailing love for the people of India and his relentless campaign once against the spiritual casts of evil (Eph. 612), India was liter everyy understanded. Asian historian Hugh Tinker summarizes Careys impact on India this way And so in Serampore, on the banks of the river Hooghly, the principal elements of modern South Asiathe press, the university, social disposition each came to light.2 Who was William Carey? He was exactl y the manakin of man that the lord seems to delight in using to accomplish great social functions in a nonher(prenominal) words, the kind of person that most of us would least expect. He was raised in a small, rural English t have got where he received almost no formal education. His chief source of income came through his work as a cobbler (a shoemaker). He had an awkward, homely appearance, having lost almost all his hair in childhood. Upon his arrival in India and throughout his geezerhood in that location, he was harassed by British colonists, deserted by his mission-sending agency, and opposed by younger missionary recruits who were move to help him.Despite these garmentbacks, he became perhaps the most influential person in the largest outpost of the British Empire.3 Carey didnt go to India merely to start stark naked churches or set up medical clinics for the poor. He was driven by a to a greater extent comprehensive visiona vision for discipling the nation. Carey s aw India not as a foreign region to be exploited, neertheless as his heavenly Fathers land to be loved and served, a troupe where truth, not ignorance, needed to rule.4 He looked outward across the land and asked himself, If Jesus were the Lord of India, what would it look like? What would be different? This question set his agenda and led to his involvement in a remark able variety of activities aimed at glorifying divinity fudge and forward His dry land. Following are highlights of Careys work set forth in Vishal and Ruth Mangalwadis outstanding book The Legacy of William Carey A Model for the Transformation of a Culture.5Carey was horrified that India, one of the most fertile countries in the world, had been allowed to occasion an uncultivated jungle aban maked to wild beasts and serpents. Therefore he carried out a systematic survey of agriculture and campaigned for agriculture reform. He introduced the Linnean system of plant organizations and published the first scien ce texts in India. He did this because he considerd that nature is declared good by its Creator it is not Maya (illusion) to be shunned, as Hindus believe, notwithstanding a subject worthy of human study. Carey introduced the idea of delivers banks to India to fight the all-pervasive social evil of usury (the lending of money at excessive interest). He believed that God, being righteous, hated this practice which made investment, industry, commerce, and economic development out(predicate). He was the first to campaign for humane treatment of Indias leprosy victims because he believed that Jesus love extends to leprosy patients, so they should be cared for.Before hence, lepers were often buried or burned alive because of the belief that a violent death purified the be on its way to reincarnation into a new healthy existence. He established the first tidingspaper ever gradeed in any Oriental language, because he believed that above all forms of truth and faith, Christianity see ks free discussion. His English-language journal, conversance of India, was the force that gave birth to the social-reform driving in India in the first half of the nineteenth century. He translated the rule book into all all over 40 different Indian languages. He transformed the Bengali language, previously considered fit for only demons and women, into the foremost literary language of India. He wrote gospel ballads in Bengali to bring the Hindu love of music to the service of his Lord. He began dozens of schools for Indian children of all castes and launched the first college in Asia. He want to develop the Indian mind and liberate it from murkyness and superstition.He was the first man to stand against the ruthless murders and widesp study oppression of women. Women in India were being broken through polygamy, female infanticide, child marriage, widow woman burning, euthanasia, and forced illiteracyall sanctioned by religion. Carey opened schools for girls. When widows converted to Christianity, he arranged marriages for them. It was his persistent, 25- course of instruction battle against widow burning (k presentlyn as sati) that finally led to the formal banning of this horrible religious practice. William Carey was a pioneer of the modern Christian missionary movement, a movement that has since reached every corner of the world. Although a man of simple origins, he employ his God-given head and every available means to serve his Creator and illumine the dark corners of India with the light of the truth.William Careys ministry in India evoke be described as wholistic. For something to be wholistic, it must get multiple fractures that contribute to a great satisfying. What is the whole to which all Christian ministry activities contribute? Through an examination of Christs earthly ministry, we see that the whole is glorifying God and advancing His kingdom through the discipling of the nations (Matt. 2414 281820). This is Gods big agendathe principal task that he works through His church to accomplish. If this is the whole, then what are the parts? Matthew 423, highlights three parts preaching, teaching, and healing. Because each part is essential to the whole, allows look at each one more(prenominal) carefully. Preaching includes proclaiming the gospelGods gracious invitation for people everywhere to live in His Kingdom, have their sins forgiven, be spiritually reborn, and become children of God through faith in Christ. Proclaiming the gospel is essential to wholistic ministry, for unless lost and broken people are spiritually reborn into a living relation transfer with Godunless they become a new creation (2 Cor. 517)all efforts to bring hope, healing, and transformation are doomed to fail.People everywhere need their relationship with God restored, as yet preaching is only one part of wholistic ministry. Teaching entails instructing people in the foundational truths of Scripture. It is associated with disciplesh iphelping people to live in obedience to God and His Word in every area of life. In Matthew 2820 Jesus tells His disciples to teach the nations to obey everything I have commanded you. Unless believers are taught to obey Christs commands, their exploitation whitethorn be hindered. Colossians 316 says, Let the word of Christ dwell in you richly as you teach and admonish one other with all wisdom. Healing involves the tangible demonstrations of the present ingenuousness of the Kingdom in the midst of our hurting and broken world. When Jesus came, He demo the present historicality of Gods Kingdom by healing people. The blind receive sight, the lame walk, those who have leprosy are cured, the deaf perk up, the dead are raised, and the good news is preached to the poor, was Jesus report to His cousin fast one the Baptist in Matthew 1145.Jesus didnt just preach the good news He demonstrated it by healing all forms of brokenness. Unless ministry to peoples physical needs accompanies evangelism and discipleship, our message will be empty, loose, and irrelevant. This is particularly true where physical poverty is rampant. The apostle John admonishes, If anyone has material possessions and sees his brother in need but has no pity on him, how can the love of God be in him? Dear children, let us not love with words or tongue but with actions and in truth (1 John 31718). Heres a picture of the basic elements of a biblically balanced, wholistic ministry First, there are multiple partspreaching, teaching and healing. These parts have distinct functions, yet they are inseparable. All are essential in contributing to the whole, which is glorifying God and advancing His Kingdom. Lastly, each part rests on the solid foundation of the biblical worldview.In other words, each is still and implemented through the basic presuppositions of Scripture. In summary, preaching, teaching and healing are three indispensable parts of wholistic ministry, whose purpose is to advance Go ds kingdom on earth as it is in heaven (Matt. 610). Without these parts working(a) together seamlessly, our ministry is less than what Christ intends, and will lack power to transform lives and nations. To comprehend the nature and purpose of wholistic ministry, two c erstpts must be understood. First is the comprehensive impact of publics spiritual rebellion. Second is that our loving, compassionate God is presently unfolding His plan to redeem and restore all things broken through the Fall. When Adam and flating turned their backs on God in the tend of Eden (Gen. 316), the consequences of their sin were devastating and far-reaching they affected the very order of the universe. At least four relationships were broken through the Fall.First, Adam and Eves intimate relationship with God was broken (Gen. 389). This was the primary relationship for which they had been created, the most important aspect of their lives. When their relationship with God was broken, their other relati onships were damaged too their relationship with themselves as individuals (Gen. 37, 10), with each other as fellow human beings (Gen. 37, 12, 16), and with the rest of creation (Gen. 31719). The universe is intricately designed and interwoven. It is wholistic, composed of multiple parts, each of which depends on the proper functioning of the others. All parts are governed by laws established by God. When the primary relationship between God and humanity was severed, every part of the original harmony of Gods creation was affected. The results of this comprehensive brokenness have plagued humanity ever since. War, hatred, violence, environmental degradation, injustice, corruption, idolatry, poverty and famine all spring from sin. Thus, when God set out to restore His creation from the all-encompassing effects of mans rebellion, His redemptive plan could not be small or narrow, focusing on a single area of brokenness.His plan is not limited to saving human souls or teaching or even h ealing. Rather, it combines all three with the goal of restoring everything, including each of the four broken relationships described above. Colossians 11920 provides a picture of Gods wholistic redemptive plan For God was pleased to have all his fullness dwell in Christ, and through him to root to himself all things, whether things on earth or things in heaven, by making peace through his blood, shed on the cross. (Emphasis added) God is redeeming all things. Through Christs blood our sins are forgiven and our fellowship with God is renewed. And not only thatwe also can experience substantial healing within ourselves, with others, and with the environment. The gospel is not only good news for subsequently we die it is good news here and now The task of the church is to amount of money God in His big agenda of restoring all things. We are Christs ambassadors, called to the ministry of reconciliation (see 2 Cor. 51820).In the words of Christian apologist Francis Schaeffer, we sho uld be working on the reason of the finished work of Christ . . . for substantial healing now in every area where there are divisions because of the Fall.6 To do this, we must first believe that such(prenominal) healing can be a reality here and now, in every area, on the basis of the finished work of Christ. This healing will not be perfect or complete on this side of Christs return, yet it can be real, evident, and substantial. Preaching, teaching, and substantial healing in every area where brokenness exists as a result of the Fallin essence, wholistic ministryis the vision that Christ had and modeled for us on earth. It was the vision that set the agenda for William Carey in India. It is the vision that should set the agenda for our ministry as well. When Jesus sent out His disciples on their first missionary journey, He sent them out to preach the kingdom of God and to heal the sick (Luke 92). Yet today its common for Christian ministries to give way the twin ministry compone nts. Some focus exclusively on preaching, evangelism, or church planting, while others focus on meeting the physical needs of the broken or impoverished. Typically these two groups have teensy-weensy interaction.This division is not what Christ intended. By focusing on one to the exclusion of the other, ministries are limited and otiose in bringing virtually true, lasting transformation. The Bible provides a model of ministry where preaching, teaching, and healing are, in the words of Dr. Tetsunao Yamamori, functionally separate, yet relationally inseparable.7 Each part is distinct and deserves special circumspection and focus. Yet the parts must function together. Together they form a wholistic ministry that is both powerful and effectivea ministry able to transform lives and entire nations. The work of William Carey in India gives historical testimony to this fact. According to theologian David Wells, preaching, teaching, and healing must be inextricably related to each other, the precedent being the foundation and the latter being the evidence of the working of the former.There is a story told about the subject of the pursuance sketch which may be repeated here by way of introduction. It is said that long after he had attained to fame and eminence in India, being Professor of eastern person languages in the college of Fort William, honoured with letters and medals from royal hands, and able to write F.L.S., F.G S., F.A.S., and other symbols of distinction after his name, he was dining one day with a select companionship at the Governor-Generals, when one of the guests, with more than questionable taste, asked an aide-de-camp present, in a whisper loud enough to be heard by the professor, whether Dr. Carey had not once been a shoemaker.No, sir, immediately answered the doctor, only a cobbler Whether he was proud of it, we cannot say that he had no need to be ashamed of it, we are sure. He had out-lived the day when Edinburgh reviewers tried to heap c ontempt on consecrated cobblers, and he had established his right to be enrolled amongst the aristocracy of learning and philanthropy. Some fifty old age before this incident took office staff, a visitor might have seen over a small shop in a Northamptonshire village a sign-board with the next inscription Second-hand Shoes Bought and Sold.WILLIAM CAREY.The owner of this humble shop was the son of a poor schoolmaster, who inherited a taste for learning and though he was consigned to the occupation of mending boots and shoes, and was even then a sickly, care-worn man, in poverty and distress, with a delicate and unsympathizing wife, he lost no opportunity of acquiring info both in languages and natural history and taught himself drawing and painting. He always worked with lexicons and classics open upon his bench so that Scott, the commentator, to whom it is said that he owed his earliest religious impressions, used to call that shop Mr. Careys college. His tastes we ought rathe r to say Gods providence soon led him to open a village school and as he belonged to the Baptist community, he combined with the office of schoolmaster that of a preacher in their little chapel at Moulton, with the scanty salary of 16 a year. Strange to say, it was whilst giving his daily lessons in geography that the flame of missionary zeal was kindled in his bosom.As he looked upon the vast regions depicted on the map of the world, he began to ponder on the spiritual darkness that brooded over so many of them, and this led him to collect and collate information on the subject, until his whole mind was occupied with the absorbing theme. It so happened that a gathering of Baptist ministers at Northampton invited a subject for discussion, and Carey, who was present, at once proposed The tariff of Christians to attempt the spread of the evangel amongst heathen nations. The proposal fell amongst them like a bombshell, and the young man was almost shouted down by those who thought s uch a shunning impracticable and wild. Even Andrew Fuller, who eventually became his great supporter, confessed that he found himself ready to exclaim, If the Lord would make windows in heaven, might this thing be? But Careys zeal was not to be quenched. He brought forward the topic again and again he wrote a pamphlet on the subject and on his remotion to a more important post of duty at Leicester, he won over several influential persons to his views.It was at this time (1792) he preached his noted sermon from Isaiah 542,3, and summed up its teaching in these two important statements (1) Expect great things from God, and (2) Attempt great things for God. This led to the formation of the Baptist Missionary beau monde and Carey, at the age of thirty-three, proved his sincerity by volunteering to be its first messenger to the heathen. Andrew Fuller had said, There is a gold mine in India but it seems as deep as the centre of the earth who will venture to explore it? I will go down, responded William Carey, in words never to be forgotten, but remember that you must hold the rope. The funds of the Society amounted at the time to 13 2s 6d. But the chief difficulties did not arise out of questions of finance. The einsteinium India Company, sharing the jealousy against missionary effort, which, alas at that time was to be found amongst the chief statesmen of the realm, and amongst prelates of the Established Church as well as amongst chapelgoer ministers, were opposed to all such efforts, and no one could set his foot upon the Companys territory without a special license.The missionary party and their baggage were on board the Earl of Oxford and the ship was just ready to sail, when an information was laid against the captain for taking a person on board without an order from the Company, and straightaway the passengers and their goods were hastily put on shore, and the vessel weighed anchor for Calcutta, leaving them behind, disappointed and disheartened. They returned to London. Mr. Thomas, who was Careys companion and brother missionary, went to a coffee-house, when, to use his own language, to the great merriment of a bruised heart, the waiter put a card into my hand, whereon were written these life-giving words A Danish East Indiaman, No. 10, Cannon Street. No more tears that night. Our courage revived we fled to No. 10, Cannon Street, and found it was the office of Smith and Co., agents, and that Mr. Smith was a brother of the captains that this ship had sailed, as he supposed, from Copenhagen was hourly expected in Dover channels would make no stay there and the terms were 100 for each passenger, 50 for a child, and 25 for an attendant.This of course brought up the financial difficulty in a new and aggravated form but the generosity of the agent and owner of the ship soon overcame it, and within twenty-four hours of their return to London, Mr. Carey and his party embarked for Dover and on the 13th June, 1793, they found themselves on board the Kron Princessa Maria, where they were treated with the utmost kindness by the captain, who admitted them to his own table, and provided them with special cabins. The delay, singularly enough, removed one of Careys chief difficulties and regrets. His wife who was physically feeble, and whose deficiency in respect to moral intrepidity was after painfully accounted for by twelve years of insanity in India, had positively refused to accompany him, and he had consequently made up his mind to go out alone.She was not with him when he and his party were suddenly expelled from the English ship but she was so wrought upon by all that had occurred, as well as by renewed entreaties, that with her sister and her fin children she set sail with him for Calcutta. Difficulties of various kinds surrounded them upon their arrival in India. Poverty, fevers, bereavement, the sad illness of his wife, the jealousy of the Government, all combined to cause it necessary that for a while Care y should be fuck off himself to an employment in the Sunderbunds, where he had often to use his gun to supply the wants of his family and eventually he went to an indigo factory at Mudnabully, where he hoped to earn a livelihood.But he kept the grand project of his life distinctly in view he set himself to the erudition of the language, he erected schools, he made missionary tours, he began to translate the New Testament, and above all he worked at his printing press, which was set up in one corner of the factory and was looked upon by the natives as his god. Careys feelings at this time with regard to his work will be best expressed in the following passage from a letter to his sisters I know not what to say about the mission. I feel as a farmer does about his crop sometimes I think the seed is springing, and then I hope a little time blasts all, and my hopes are gone like a cloud. I preach every day to the natives, and doubly on the Lords Day constantly, besides other itinerant childbeds and I try to speak of Jesus Christ and Him crucified and of Him alone but my soul is often dejected to see no fruit. And then he goes on to speak of that department of his labour in which his greatest achievements were ultimately to be won The work of explanation is going on, and I hope the whole New Testament and the five books of Moses may be completed before this reaches you. It is a pleasant work and a rich reward, and I trust, whenever it is published, it will soon prevail, and put down all the Shastras of the Hindus. The translation of the Scriptures I look upon to be one of the greatest desiderata in the world, and it has accordingly occupied a considerable part of my time and attention.Five or sextette years of patient unrequited toil passed by, and then four additional labourers were sent out by the Society to Careys help. Two of them will never be forgotten, and the names of Carey, Marshman, and Ward will ever be inseparably linked in the history of Indian mis sions. Ward had been a printer and it was a saying of Careys, addressed to him in England, that led him to adopt a missionarys life We shall want you, said he, in a a couple of(prenominal) years, to print the Bible you must come after us. Marshman had been an assistant in a London book-shop, but soon found that his business there was not to his taste, as he wished to know more about the contents of books than about their covers so he set up a school at Bristol, mastered Grecian and Latin, Hebrew and Syriac, and became prosperous in the world but he gave up all to join Carey in his noble enterprise, and moreover, brought out with him, as a protagonist in the mission, a young man whom he himself had been the means of converting from infidelity. Marshmans wife was a cultivated woman, and her boarding school in India brought in a good revenue to the mission treasury.His daughter married Henry Havelock, who made for himself as great a name in the military annals of his country as his illustrious father-in-law had won for himself in the missionary history of the world. The jealous and unchristian policy of the East India Company would not allow the newly arrived missionaries to join their brethren, and they were compelled to seek shelter under a foreign flag. Fortunately for the cause of missions, a settlement had been secured by the Danes at Serampore, some sixteen miles up the river from Calcutta, and it now proved a city of refuge to Englishmen who had been driven from territory which owned the British sway. The governor of the colony, Colonel Bie, was a grand specimen of his race he had been in early days a pupil of Schwartz, and he rejoiced in knowing that the kings of Denmark had been the first Protestant princes that ever encouraged missions amongst the heathen. He gave the exiled missionaries a generous welcome and again and again gallantly resisted all attempts to deprive them of his protection, declaring that if the British Government still refused to sanction their continuance in India, they should have the shield of Denmark thrown over them if they would remain at Serampore.Carey determined, though it was accompanied with personal loss to himself, to join his brethren at Serampore, and the mission soon was organized in that place, which became, so to speak, the cradle of Indian missions. It possessed many advantages it was only sixty miles from Nuddea, and was within a hundred of the Mahratta country here the missionaries could preach the Gospel and work their printing press without fear, and from this place they could pass under Danish passports to any part of India. There was a special providence in their coming to Serampore at the time they did for in 1801 it passed over to English rule without the firing of a shot. They were soon at work, both in their schools and on their preaching tours. Living on homely fare and working for their bread, they went forth betimes in pairs to preach the word of the living God, now in the str eets or in the bazaars, now in the midst of heathen temples, attracting crowds to hear them by the sweet hymns which Carey had composed in the native tongue, and inviting inquirers to the mission-house for further instruction.The first convert was baptized in the same year on the day after Christmas. His name was Krishnu. He had been brought to the mission-house for medical relief, and was so influenced by what he saw and heard, that he resolved to become a Christian. On breaking caste by eating with the missionaries, he was seized by an enraged mob and dragged before the magistrate, but to their dismay he was released from their hands. Carey had the pleasure of performing the ceremony of baptism with his own hands, in front of the governor and a crowd of natives and Europeans. It was his first recompense after seven years of toil, and it soon led the way to other conversions. Amongst the rest, a high-caste Brahmin divested himself of his spiritual thread, joined the Christian ran ks, and preached the faith which he once destroyed. Krishnu became an efficient helper and built at his own expense the first place of worship for native Christians in Bengal. Writing about him twelve years after his baptism, Carey says, He is now a steady, zealous, well-informed, and I may add eloquent minister of the Gospel, and preaches on an average twelve or fourteen times every week in Calcutta and its neighborhood.But we must turn from the other laborers and the general work of the mission to dwell upon the special work for which Careys tastes and qualifications so admirably fitted him. We have seen that his heart was set on the translation and printing of the Scriptures and to this from the outset he sedulously devoted himself. On the 17th March, 1800 the first sheet of the Bengali New Testament was ready for the press, and in the next year Carey was able to say, I have lived to see the Bible translated into Bengali, and the whole New Testament printed. But this was far from being the end of Careys enterprise. In 1806, the Serampore missionaries contemplated and issued proposals for rendering the Holy Scriptures into fifteen oriental languages, viz., Sanskrit, Bengali, Hindustani, Persian, Mahratta, Guzarathi, Oriya, Kurnata, Telinga, Burman, Assam, Boutan, Thibetan, Malay, and Chinese. Professor Wilson, the Boden Professor of Sanscrit at Oxford, has told us how this proposal was more than accomplished They published, he says, in the course of about five-and-twenty years, translations of portions of the Old and New Testament, more or less considerable, in forty different dialects.It is not pretended that they were conversant with all these forms of voice communication, but they employed competent natives, and as they themselves were masters of Sanscrit and several camber dialects, they were able to guide and superintend them. In all this work Dr. Carey (for the degree of Doctor of Divinity had been bestowed on him by a learned university) took a ahe ad(p) part. Possessed of at least six different dialects, a thorough master of the Sanscrit, which is the parent of the whole family, and gifted besides with a rare genius for philological investigation, he carried the project, says the professor, to as supremacyful an issue as could have been expected from the bounded faculties of man. And when it is remembered that he began his work at a time when there were no helps or appliances for his studies when grammars and dictionaries of these dialects were unknown, and had to be constructed by himself when even manuscripts of them were scarce, and printing was utterly unknown to the natives of Bengal, the work which he not only set before him, but accomplished, must be admitted to have been Herculean. Frequently did he weary out three pundits in the day, and to the last hour of his life he never intermitted his labours.The following apology for not engaging more extensively in correspondence will be read with interest, and allowed to be a sufficient one I translate from Bengali and from Sanscrit into English. Every proof-sheet of the Bengali and Mahratta Scriptures must go three times at least through my hands. A dictionary of the Sanscrit goes once at least through my hands. I have written and printed a second edition of the Bengali grammar and collected materials for a Mahratta dictionary. Besides this, I preach twice a week, frequently thrice, and attend upon my collegiate duties. I do not mention this because I think my work a burden it is a real pleasure but to show that my not writing many letters is not because I neglect my brethren, or wish them to cease writing to me. Carey was by no means a man of brilliant genius, still less was he a man of warm enthusiasm he had nothing of the sentimental, or speculative, or imaginative in his disposition but he was a man of untiring energy and indomitable perseverance. Difficulties seemed only to develop the one and to sum up the other.These difficulties arose from various quarters, sometimes from the opposition of the heathen, sometimes from the antagonism of the British Government, sometimes, and more painfully, from the misapprehensions or injudiciousness of the Society at home but he never was dismayed. On the contrary, he gathered arguments for progress from the opposition that was made to it. There is, he writes a very considerable difference in the appearance of the mission, which to me is encouraging. The Brahmins are now most inveterate in their opposition they oppose the Gospel with the utmost virulence, and the very name of Jesus Christ seems abominable in their ears. And all this is the more remarkable, when we remember that he was by nature indolent. He says of himself, No man ever living felt inertia to so great a degree as I do. He was in all respects a man of principle and not of impulse. Kind and gentle, he was yet family and unwavering.Disliking compliments and commendations for himself, it was not his habit to bestow them upon others. Indeed, he tells us that the only attempt which he ever made to pay a compliment met with such discouragement, that he never had any inclination to renew the attempt. A nephew of the celebrated President Edwards called upon him with a letter of introduction, and Carey congratulated him on his relationship to so great a personage but the young man dryly replied, True, sir, but every tub must stand on its own bottom. From his childhood he had been in earnest in respect to anything he undertook. He once tried to climb a tree and reach a nest, but failed, and soon came to the understanding yet, though he had to limp home bruised and wounded, the first thing he did when able again to leave the house was to climb that same tree and take that identical nest. This habit of perseverance followed him through life. One evening, just before the missionaries retired to rest, the printing office was discovered to be on fire, and in a compact time it was totally destroyed.Buildings, types, paper, proofs, and, worse than all, the Sanscrit and other translations perished in the flames. Ten thousand pounds worth of property was destroyed that night, no portion of which was covered by insurance but under the master mind of Carey the disaster was soon retrieved. A portion of the metal was recovered from the wreck, and as the punches and matrices had been saved, the types were speedily recast. Within two months the printers were again at their work within two more the sum required to repair the premises had been collected and within seven the Scriptures had been re-translated into the Sanscrit language. Carey preached on the next Lords-day after the conflagration, from the text, Be still, and know that I am God, and set before his hearers two thoughts (1) God has a sovereign right to dispose of us as He pleases (2) we ought to acquiesce in all that God does with us and to us. Writing to a friend at this time, he calmly remarks that traveling a road the second time, however painful it may be, is usually done with greater ease and certainty than when we travel it for the first time.To such a man success was already assured, and by such a man success was well deserved. And it came. When the Government looked round for a suitable man to fill the chair of oriental languages in their college at Fort William, their choice fell, almost as a necessity, upon the greatest scholar in India, and so the persecuted missionary became the honoured Professor of Sanscrit, Bengali, and Mahratta, at one thousand rupees a month. He stipulated, however, that he would accept the office only on the condition that his position as a missionary should be recognize and he took a noble revenge upon those who had so long opposed his work, by devoting the whole of his newly-acquired salary to its further extension. His new position served to call attention to missionary work and by degrees a better feeling sprang up towards it both at home and abroad. Carey and his compani ons were at length able to preach in the bazaars of Calcutta. Fresh labourers had come to India. Corrie, Browne, Martyn, and Buchanan were stirring the depths of Christian sympathy by their work and by their appeals.Grant, Wilberforce, and Macaulay were rousing the British nation to some faint sense of duty so that when the charter of the East India Company came to be renewed in 1813, the restrictive regulations were defeated in the House of Commons by a mass of more than two to one. In the very next year the foundations of the Indian Episcopate were laid and in the following year Dr. Middleton, the first Metropolitan of India (having Ceylon for one archdeaconry, and Australia for another) was visit the Serampore missionaries, in company with the Governor-General, and expressing his admiration and astonishment at their work. Distinctions crowded fast upon the Northamptonshire cobbler. Learned societies thought themselves honoured by admitting him to membership. He had proved himsel f a useful citizen as well as a devoted missionary.He had established a botanic garden, and edited The Flora Indica he had founded an agricultural society, and was elected its president he suggested a plantation committee for India and was its most active member he collected a splendid museum of natural history which he bequeathed to his college he was an early associate of the Asiatic Society, and contributed largely to its researches he had translated the Ramayana, the most ancient poem in the Sanscrit language, into three volumes he was a constant writer in the Friend of India he founded a college of his own, and obtained for it a royal charter from the King of Denmark and in these and other ways he helped forward the moral and political reforms which have done so much for Hindustan. He was one of the first to memorialize the Government against the horrid infanticides at Sangor, and he lived to see them put down. He was early in the field to denounce the murderous abominations of the Suttee sati, and to oppose to them the authority even of the Hindu Vedas, and he had the satisfaction of seeing them abolished by Lord William Bentinck.He protested all along against the pilgrim tax, and the support afforded by the Bengal Government to the worship of juggernaut, and he did not die until he saw the subject taken up by others who carried it to a triumphant issue. What would have been his devout gratitude, had he lived to see the last links of connection between the Government and the idol temples severed in 1840, and Hindu and Mohammedan laws, which inflicted ritual killing of all civil rights on those who became Christians, abrogated by the Lex Loci Act of 1850 What would have been the joy of Carey, of Martyn, or of Corrie, could they have heard the testimony borne to the character and success of missions in India by Sir Richard Temple, the late Governor of Madras, at a public meeting held last year in Birmingham He said, I have governed a hundred and five mil lions of the inhabitants of India, and I have been concerned with eighty-five millions more in my official capacity. I have thus had acquaintance with, or been authentically informed regarding, near all the missionaries of all the societies labouring in India within the last forty years.And what is my testimony concerning these men? They are most efficient as pastors of their native flocks, and as evangelists in preaching in cities and villages from one end of India to the other. In the work of converting the heathen to the knowledge and practice of the Christian religion, they show great learning in all that relates to the native religion and to the caste system. They are, too, the active and energetic friends of the natives in all times of danger and emergency. So far as to the character of the missionaries. address of their success, he said, It has sometimes been stated in the public prints, which speak with authority, that their progress has been arrested. Now, is this really the case? Remember that missionary work in India began in the year 1813, or sixty-seven years ago.There are in the present year not less than 350,000 native Christians, besides 150,000 scholars, who, though not all Christians, are receiving Christian instruction that is, 500,000 people, or half a million, brought under the influence of Christianity. And the annual rate of increase in the number of native Christians has progressed with advancing years. At first it was reckoned by hundreds yearly, then by thousands, and further on by tens of thousands. But it will be asked, what is the character of these Christian converts in India? what very much is their conduct as Christians? Now, I am not about to claim for them any extreme degree of Christian perfection. But speaking of them as a class, I venture to affirm that the Christian religion has exercised a dominant influence over their lives and has made a decided mark on their conduct. They stupefy to their faith under social difficu lties. Large sacrifices have to be made by them.The number of apostates may almost be counted on the fingers. There is no such thing as decay in religion, nor any retrogression towards heathenism. On the contrary, they exhibit a laudable desire for the self-support and government of their Church. I believe that if hereafter, during any revolution, any attempts were to be made by secular violence to drive the native Christians back from their religion, many of them would attest their faith by martyrdom. Carey was not the man to wish or to expect that Government should step out of its sphere in order to enforce Christianity upon the natives. Do you not think, Dr. Carey, asked a Governor-General, that it would be wrong to force the Hindus to be Christians? My Lord, was the reply, the thing is impossible we may, indeed, force men to be hypocrites, but no power on earth can force men to become Christians. Carey, however, was too clear-headed not to see, and too honest not to say, that it was one thing to profess neutrality, and another to sanction idolatry that it was one thing to abstain from using earthly power to propagate truth, and quite another to thwart rational and scriptural methods of diffusing it.And he was too much of a statesman, as well as too much of a missionary, not to see that in respect to some tenets of the Hindu system it would be impossible for the Government eventually to remain neutral, inasmuch as they subverted the very foundations upon which all government is based. Such was the man who in the sequel won deserved honour even from hostile critics, and earned high encomiums from even prejudiced judges. Well might Lord Wellesley, who was, perhaps, the greatest of Indian statesmen, say concerning him, after listening to the first Sanscrit speech ever delivered in India by an European, and hearing that in it Carey had recognized his noble efforts for the good of India, I esteem such a testimony from such a man a greater honour than the applaus e of courts and parliaments. Still, amidst all his labours and all his honours, he kept the missionary enterprise distinctly in view, and during the forty years of his residence in India he gave it the foremost place.Several opportunities and no small inducements for returning to his native land were presented to him, but he declined them all. I account this my own country, he said, and have not the least inclination to leave it and he never did. To the last his translations of the Scriptures and his printing press were his chief care and his chief delight. He counted it so sacred a work that he believed that a portion of the Lords-day could not be better employed than in correcting his proof-sheets. In his seventy-third year, when weak from illness and old age, and drawing near to death, he writes, I am now only able to sit and to lie upon my couch, and now and then to read a proof-sheet of the Scriptures but I am too weak to walk more than across the house, nor can I stand even a few minutes without support.His last work was to revise his Bengali Bible, and on completing it he says, There is scarcely anything for which I desired to live a little longer so much as for that. He went back to Serampore to die and he died in the presence of all his brethren. It must have been a tactile sensation sight to see Dr. Wilson, the Metropolitan of India, standing by the death-bed of the dying Baptist, and asking for his blessing. It bore witness to the large-heartedness both of the prelate and of the missionary, and was a scene that did honour analogous to the living and to the dying. Carey in his will directed that his funeral should be as plain as possible that he should be laid in the same etch with his second wife, the accomplished Charlotte Rumohr, who had been a real helper to him in his work and that on the simple stone which marked his grave there should be fixed this inscription, and no more.