Music's importance in Japanese History Essay Example | Topics and Well Written Essays - 1500 words

Music's importance in Japanese History - Essay Example Music has a great significance in the Japanese history because has helped keep the historic moments about the state of Japan. The message in these songs is all about Japan and is considered to be informative and preservative as while. This is through various songs that are considered more important for their contents. These songs talk about how Japan came up, and they create attention of many when sang. The prehistoric songs impacted positively in the history of Japan because they are the first chronicles of the new state. These songs also became the tradition of imperial counts.Many musical and poetic verses and images have influenced the development of modern music and have been incorporated in the present music styles; this gives a reflection of the history of Japan. The musical and poetic verses and images keep the past about the state in details and recurrences in their use helps in transferring of the historic moments of the country from one generation to another. This helps in historical socialization of individuals who are born in Japan.Music helps express the past activities of the state of Japan. It was central in the prose work in the ancient Japan. This was through the dances that rose by the influence of music tones and rhythm. The dances of Gagaku, flute, koto and biwa lute run through the background of the classical novel which gave the story of Genji Monogatari which was based on a great lover in the imperial. This shows that music led to those dances that passed information in a different context.

Jesus and Victory Essay Example for Free

Jesus and Victory Essay Chapter eleven, pages 510 through 539, in the book Jesus and the Victory of God by N. T. Wright, details Jesus as a messiah, and the meaning of this messiahship. The chapter had several sections, each titled according to the question N. T. Wright was trying to answer at that particular moment. Pages 510 through 539 detailed the Temple being destroyed and Jesus being vindicated, Jesus being put on trial for claiming to be a messiah, â€Å"Caesarea Philippi†, messianic praxis, messianic sayings, and the roots of Jesus ministry. In the first section, it was established that Jesus was a prophet. It was explained that he described warnings against the Temple, and against Jerusalem. Jesus knew that he was the messiah, Mark 13 explained this. Jesus warned of the destruction of the Temple, and was vindicated as both a prophet and a messiah when this did indeed happen. Jesus also warned against false messiahs using apocalyptic language. Because of the claims Jesus made, he was put on trial. The second section of the chapter questions the accuracy of the â€Å"trial narrative† in Mark. The main questions Wrights asks are whether or not the Jewish authorities were legally able to carry out the death penalty and who was responsible for Jesus death. It was found that the Romans had prohibited the Jewish leaders from carrying out the death penalty. This is why the Romans executed Jesus. The official charge against Jesus was that he claimed to be a messiah. In essence, Jesus was thought to be blasphemous. The Romans saw this as a threat to Caesars order, but the Romans would have never found out about it had the Jewish authorities not turned him in. Jesus confessed to the allegations, and was put to death. The next section makes clear that Jesus acted and spoke as a messiah even before he made his final trip to Jerusalem. It was said that Jesus thought himself to be the messiah when he was still in Galilee. He accepted the title of messiah, and tried his best to carry out the mission that went along with that title. Jesus account of the kingdom of god indicates that he believed the kingdom to be where ever he was. Jesus believed that the kingdom was only in operation through him. He was fully aware that he was following a messianic program, even in his sayings. Jesus, for example, likens himself to a shepard; a shepard that goes looking for lost sheep. He was saying that he was the shepard, guiding his flock, the people, to a better life through god. Jesus uses this analogy several times to describe his ministry. The chapter goes on to explain that one can trace the roots of Jesus ministry. It was explained that Jesus was called by god to be a messiah for the people of Israel. For example, Psalm 2.7 and Isaiah 42. 1 indicate that there was a voice at Jesus baptism. This voice was thought to be the call for Jesus to be a messiah. There is no historical proof that Jesus received his call then, but it is possible. God worked through Jesus ministry. The kingdom was present because Jesus was there. Jesus was the reason for the kingdom of god on Earth. One was welcomed into the kingdom by following Jesus. Jesus believed that he was the messiah, that he embodied Israel itself because of the people who followed his ministry. The conclusion of chapter eleven sums up what the chapter was about. It revisited Jesus belief and claim that he was the messiah. Jesus had a â€Å"kingdom-agenda†, and he gained followers for his ministry with this agenda. After he was executed, Jesus followers needed no other confirmation that he was indeed the messiah when Jesus was resurrected. Jesus believed that he was the messiah, and he was prepared to die because of this belief. Wright, N. T. (1996). Jesus and Israel: The Meaning of Messiahship. Jesus and the Victory of God. Minneapolis, MN: Fortress Press. 510-539.

Analysis of Child Observation Research

Analysis of Child Observation Research Introduction and Background Information of the Children Our school encourages children to learn through play and experiences that are holistically, creative, and technologically. Teachers are believed to have the potential to help children to stimulate their development to the fullest with appropriate resources and environment. Children will co-construct their knowledge, bringing in their own identities and strengths can be nurtured to be self-directed and capable learners. These are some information about the children: Observation 1 Ann is three years old. She is staying with her parents. Her mother is from America while her father is from United Kingdom. The family enjoys going to the park. Observation 2 Kate is two years old. She is Singaporean and has been attending school since she was an infant. She is the only child in the family. Observation 3 John is two years old. He stays with his mother who is a Chinese and his father who is an Indian. John is a cheerful boy and likes to take the bus. Rogoff three lenses of approach (Fleer, Jane Hardy, 2007) were used on the analysis on each of the observations and will be expanding further with various theories and pedagogies. Analysis of Observation 1 Community-Institutional Lens Ann had just come back from her holidays in Mexico. She had been sharing with me about the garden at the grandparent’s house at Mexico. Thus, Ann may have involved in watering the plants with her grandparents. In a study by Robbins Jane (2006), it is mentioned that interactions with grandchildren is not just enjoying their moments together, but it is also seen as a key to gain knowledge about their natural, physical and technological world that exist or created within themselves. Families who support children’s learning and studies have acknowledged that the learning happens between home and school benefitted the child and their families (Robbins, 2012). From the observations, it has shown that learning has occurred between school and home. Appetizing From the observations, Ann had brought her knowledge back to school. She wanted to water the plants when she saw the watering can at the sink. Time was given to her to be engaged in filling up water and watering the plants along the classroom. The school environment has brought in incidental science. In my context, we have field and plants around the school to further enhance the school atmosphere. The rich green space has contributed to the incidental science which brought in nature more explicitly (Fleer, Gomes March, 2014). Interpersonal Lens In this observation, the nature of the interactions and interpersonal relationships is between child and adult. Because of what Ann saw what Miss Jess is doing, Miss Jess provided her the opportunity in science and technology. While learning has occurred when there are interactions, it has also shown that the thinking level is moving from intermental to intramental as the children progressively internalise, reflect on and transform their understanding (Robbins Jane, 2006). To improve the global environment in school and for us, taking action is needed (Mackey, 2012). Through observing what Miss Jess was doing, Ann felt that she should play a part in contributing to the environment. It is also reminded that when children’s rights are honoured, they take on the responsibility to improve conditions to shape their lives and as well as others (Mackey, 2012). Personal Lens Ann was able to relate to her previous experiences she had in watering plants at her grandparents’ place at Mexico. Vygotsky argued that children’s experiences set the foundation for higher cognitive thinking when children develop every day or basic concepts (Fleer et al., 2007). Watering the plants may have occurred at her grandparents’ place have led to Ann’s understanding that plants need water because they are thirsty. Ann was actively involved in the experiences. She took the responsibility of the need to water plants. Mawson (as cited in Robbins, 2012) reasoned that children do bring in prior knowledge of technological knowledge and understand and this does not have to be recognised or facilitated by teachers. Mawson also advised that while educators have to identify children’s real interest, educators also must have enough knowledge to support children’s interest effectively (Robbins, 2012). From the observation, Ann has shown strong interest in gardening and she has brought in her prior knowledge about watering the plants in school. Analysis of Observation 2 Community-Institutional Lens In this context, the children were given sufficient time to engage in sustained shared activity. Kate was given time to use spoon to scoop the ice to using pouring ice using the bucket. This relates to the school’s culture where children construct their knowledge, and they are competent and capable learner. The school also encourages children to have the resources for children to explore. According to Bronfenbrenner’s ecological perspective, he stressed that the environment is made up of immediate settings, as well as the social and culture context such as home, school and workplace (Rogoff, 2003). The school where Kate’s parents have enrolled her in have given her a direct impact on her in her learning. This has provided her the opportunity to have the experience in exploring ice in the school setting. Kate may not have exposed to ice prior to her previous experiences, thus, this is something new to her. Her interactions with peers have added to her curiosity of exploring with ice. Kate was privileged to be given the opportunity to be in this setting as she entered the school. Interpersonal Lens Apart from her personal experiences in learning science and technology, Kate also gained knowledge from her peers. Kate observed her friend picking up the ice and mentioned, â€Å"Cold.† She experienced it herself and said the same thing too. Communication, cultural tools and other symbol systems bring in cultural and historical heritage and children learn to use these tools to interact and draw on the experiences of others (Robbins, 2007). In this observation, Kate acted to be the follower as she uses her friend as her model and modelled after her friend’s actions and words. Vygotsky’s theory believed that learning occurs first on interpersonal level, followed by socio-cultural engagement (Robbins, 2007). After the interaction with May, Kate has internalised and gained knowledge about ice and did her pouring of ice using different tools. Cultural-historical theory arising from Vygotsky theory also identifies that the activities which individual and peers are engaged are repetitively changing and developing in mutually incorporated ways (Robbins, Bartlett Jane, 2009). Children will be able to carry out such independent thinking and then transform these thinking to their own purpose ((Rogoff, 2003). Thus, after Kate’s interaction with May, Kate was able to internalise her own thinking and further work on her exploration. Personal Lens Through the personal lens of Kate, she has understood the use of using various tool provided to scoop the ice. She may have gained these experiences from her daily life. For example, she may have used the spoon to scoop rice from a bowl during lunch time, thus, in this case, she has used it to scoop rice. Another item which she may have experienced using prior to this scenario would be the cup. She might engage in water play previously and used the cup in pouring. Kate has developed a foundation of her cognitive skills. It is evident as she has moved from using a spoon to scoop, then to using a cup and lastly the bucket. She went through the processes of being innovative and new technical skills to transfer the ice into different containers. She has investigated how the tools worked and which worked best for her. Analysis of Observation 3 Community-Institutional Lens John is privileged to have large outdoor environment and outdoor materials for him to explore. Thus, the environment has provided John the opportunity to explore pushing a ball using a tricycle. He has learned a new way to travel the ball instead of using hands or legs. There was also sufficient time for John to explore. Instead of directing him of what he should do, opportunity was given for him to find out how he can use the tricycle to move the ball forward. As learning occurs within the context of play and on-going activities, and appropriate needs and wants, it is noted that children do need extended time for them to revisit and construct knowledge (Robbins et al., 2009). In this case, John was asked to participate in construction activities requested by the teacher like moving the ball with his tricycle. Some technology activities have an objective to meet and their attention is usually drawn to technology sensation and the physical artefacts within the school environment itself (Robbins et al., 2009). Interpersonal Lens The nature of this interactions relationship is between a children and adult. The shared understandings which appear to exist is that John agreed to bring the ball back by using his gestures and verbal communication. John’s interest in figuring to bring the ball using his tricycle is supported by me. From the support, he has built up his confidence by working on the ball travelled by the tricycle despite several failures. Children thinking skills can be rich and purposeful. It was evident that children are able to hold conflicting views at the same time (Robbins, 2009). John Based on Vygotsky’s ideas, he commented that learning happens initially before an individual engaged with another in an activity (Robbins, 2009). Vygotsky (as cited in Robbins, 2009 p.80) mentioned, â€Å"Through others we become ourselves.† Apart from interaction, we should also look into other languages and tools which make learning more meaningful. Personal Lens Through his personal lens of John, John has understood the ability to use his feet to propel and therefore he is able to understand the use of the tricycle and added on his thinking skills to move the ball. This has transformed his thinking skills to a higher order during his participation. John has also shows enthusiasm in moving the ball with the tricycle after a few attempts. The perseverance becomes obvious for the children when technology is incorporated of what children can do and is situated in a meaningful context (Fleer Jane, 2011). John’s curiosity in moving the tricycle has captured the relationship between the child and their environment which is reinforced in preschool by teachers (Fleer et al., 2014). Teaching Approaches The teaching approaches that have been observed in the three observations are reciprocal and discovery (Fleer et al., 2007). In observation one, reciprocal teaching approaches were observed. Cultural historical context has taken into considerations. A research done by Robbins (as cited in Fleer, Jane Hardy, 2007) displays that it is important to understand the context which the children develop their ideas; then gaining deeper and authentic view of the social nature of scientific learning rather agreeing to the statements made by children. In observation two and three, discovery approach was observed as I placed the ice, buckets, cups and spoon in the classroom environment to Kate to explore whereas John found a new way to transport the ball with the tricycle. In this learning context provided by the teacher, the children will decide which they would like to find out; through playing with these materials, they develop an experimental foundation (Fleer et al., 2007). I was view as a classroom resource from this discovery approach; the children are empowered to gain knowledge and skills from a range of resources (Fleer et al., 2007). Conclusion Through these observations, it is shown that children are surrounded in rich scientific and technological context, both at home and in school. They discover new things and ideas and it is important for teachers to bring in the opportunity to connect these scientific concepts together, making it relevant in their everyday lives, through the appropriate pedagogical approaches. Using Rogoff’s three lenses as an analytical tool, has shown that the lenses are interrelated; how the child has participated and changed, collaborated and interacted on contextual and cultural settings (Robbins, 2009). In addition, teachers who attempted to increase their knowledge in science would have more confidence in supporting children’s learning through stimulating interactions that nurture high-level thinking skills (Robbins, 2012). References Fleer, M., Jane, B. Hardy, T. (2007). Science for children: Developing a personal approach to teaching. (3rd ed). Frenchs Forest, N.S.W.: Pearson Education Australia. Fleer, M., Jane, B. (2011). Design and technology for children. (3rd ed). Frenchs Forest NSW: Pearson Australia. Fleer, M., Gomes, J., March, S. (2014). Science learning affordances in preschool environments. Australasian Journal of Early Childhood, Vol. 39, No. 1, Mar 2014: 38-48 Mackey, G. (2012). To know, to decide, to act: The young child’s right to participate in action for the environment. Environmental Education Research, 18(4), 473-484. Robbins, J. Jane, B. (July, 2006). Intergenerational learning: Grandparents supporting young children’s learning in science. Paper presented at the 37th Annual Conference of the Australasian Science. Education Research Association, Canberra, ACT. Robbins, J. (2007). Young children thinking and talking: Using sociocultural theory for multi-layered analysis. Research Online, 1(1), 45-65. Retrieved from ro.uow.edu.au/cgi/viewcontent.cgi?article=1002context=llrg Robbins, J. (2009). Analysing young children’s thinking about natural phenomena: A sociocultural/cultural historical perspective. Review of Science, Mathematics and ICT Education, 3(1), pp. 75-97. Robbins, J. (2012). Learning science in informal contexts: The home and community. In Campbell, C Jobling, W. (Eds) Science in Early Childhood (pp.94-112). Port Melbourne: Cambridge University Press. Robbins, J. Bartlett, J. Jane, B. (July, 2006). Children’s technological and scientific thinking in block play: A cultural-historical perspective. Paper presented at 40th Annual Conference of the Australasian Science Education Research Association, Deakin University, Geelong Australia. Rogoff, B. (2003). Development as transformation of participation in cultural activities. In the Cultural Nature of Human Development. In B. Rogoff, The cultural nature human development (pp. 37-62). Oxford: Oxford University Press. Appendices Observation 1 Date: 12 August 2014 Child’s Name: Ann Plants need water! Washing hands is very important as part of our health and hygiene. After outdoor play, I brought Ann to wash her hands at the sink. When she was about to wash her hands, she saw a watering can in the sink. It was actually Miss Jess who brought the watering cans out as she wanted to fill up with water for the toddlers to water the plants. Ann stood by the side observing Miss Jess’s actions. Miss Jess asked, â€Å"Would you like to water the plants too?† Ann nodded her head shyly as she took the watering can from Miss Jess. She turned on the tap and began filling it up with water. I stood aside and asked, â€Å"Why are you filling up with water?† She replied, â€Å"I water the plants.† Ann turned off the tap and walked towards the planters nearby. She began watering the plants. She then walked towards the plants near the school gate and began watering the leaves. I asked, â€Å"Why are you watering the leaves?† â€Å"They need water.† She replied, â€Å"They are thirsty.† She continued watering the plants. Observation 2 Date: 13 August 2014 Child’s Name: Kate Ice Cold Ice After snack, I brought in some ice for the two year old children to explore. With some buckets filled with ice, small plastic cups and spoons, the children began using the spoon to scoop the ice from the bucket and transferred to the plastic cups. While the children were focused scooping the ice, one of Kate’s friend accidentally dropped an ice. She then used her hands to pick up the ice and put it back into the cup. I asked her, â€Å"How do your hands feel?† â€Å"Cold!† she replied with closed to her body and pretended to shiver. Kate was observing her friend’s conversation when the incident happened. Kate then used a spoon to scoop ice from a bucket to a plastic cup. Once the plastic cup is full, she poured all the ice into another bucket. She also felt the ice with her hands and said, â€Å"Cold.† And put the ice back into the bucket. She also pretended to shiver after saying it. Instead of using a spoon, she then held the cup and scooped the ice from the bucket. I was amazed by the way she used the cup to scoop for more ice. I commented, â€Å"Wow Kate, you used the cup to scoop the ice!† Kate pointed to the cup, smiled and said, â€Å"Cup.† Few minutes passed, when I turn and looked at Kate, she was pouring the ice from one bucket to another bucket. This time round, I was astonished! She managed to find the fastest way to transfer the ice. Observation 3 Date: 4 August 2014 Child’s Name: John I moved the ball with my tricycle! Our school believed that the environment is the children’s third teacher. Thus, we have a large outdoor space for children to experience outdoor activities. The toddlers were having outdoor play in the morning. They were engaged in blowing bubbles, ball play and tricycle. While I was kicking balls with a group of children, one of the balls rolled under John tricycle. It seemed stuck. John was using his both feet to move the tricycle realized the ball went under his seat. He looked at me, waiting for me to say something. I asked him, â€Å"John, can you help to bring the ball back us?† So, he stood up and wanted to remove the ball from his tricycle but it seemed stuck. He went back on to his tricycle, bend down to attempt to get the ball but he still could not. With a few attempts, he realized that the ball moves along when the tricycle move! He used his both feet to propel and the ball moves forward. He was laughing, enjoying the moment as he moved along with his tricycle and ball. John transported the ball back to us with his tricycle. I was surprised by his actions. â€Å"Thank you John, you brought the ball back with your tricycle!† I said. â€Å"I like the way you used the tricycle to fetch it back, it was interesting!† I added â€Å"You are welcome!† John replied. Thereafter, John went to get a ball and began transporting the ball using the tricycle that he rode on. Loo Si Hui

Introduction to Meta Tags

Introduction to Meta Tags Meta tags are small bits of text that will describe the page content; the tags do not appear on the web page itself, but only in the page code. They help search engines to determine what a web page is about, which further helps with search engine optimisation. The tags are only visible to search engines and not to the user/client. There are 4 types of Meta tags: Meta Keywords Attribute These keywords are relevant to the information on the page. The pros to this are that they allow to direct traffic that are searching for specific things, towards particular pages. The cons of this is that one, they dont work anymore, and two, it allowed people to put random tags unrelated to their page into the HTML and essential Pirate traffic for other pages. Title Tag This is the title of the page that will appear on the search engine. It is one of the most important tags as this has the most impact on search rankings, and are visible to the users of the search engine. This will be the first thing users will see for themselves that will tell them what the page is about. Pros of this is it tells users what the page is about immediately, however the cons can be that if the wrong title is used or not specific enough, it can effect search engines results massively but showing the titles of the wrong web pages on search engines when the user is searching for a different unrelated web page. Meta Description Attribute This gives a description of the page. It gives a brief description of the page below the title tag in the search engine results. The advantages are it can entice users to click on the webpage after reading the description and being interested. The disadvantages are that this does not affect the search results ranking of the page. Meta Robots Attribute This is an indication to the search engine bots what should happen to the page when opened. These can give two commands: Index/NoIndex: This tells the search engine whether the page should be shown in the search results or not. Follow/NoFollow This tells the search engine whether the links to the page should be followed or not, depending whether or not it is safe. Newsgroup and forums Advantages of newsgroups and forums are that it allows people to express their own opinions freely with other people. It lets people with similar opinions to conjugate and this means information about an organisation can spread fast, whether it is a good or bad point and regardless of whether its true or not. This is a disadvantage of forums as it allows false information to travel fast and rumours spread quickly however forums and newsgroups are commonly monitored by the company or by the site owners to make sure false information is kept to a minimum. Banners and Popups The advantages of banners and popups are they allow for intrusive advertisement, which means it is hard for people to miss the advertising and can sometimes mean people visit an organisations webpage may enjoy the content of the webpage. The disadvantage of this type of promotion is that it can irritate people because it is intrusive so may annoy more customers and cause more trouble than its worth if it is done on mass. Spam The advantages of spam are similar to banners and popups as it is also intrusive, it means people will find it hard to avoid it and because spam is sent via email, it means promoters can send it to hundreds of thousands of emails every minute, every day to maximise the chances of someone clicking on the link to a webpage. The disadvantages of this is that most email providers will filter out spam into separate inbox folders or just delete it all together so only a small percentage of spam sent reaches the target. Site Name The advantages of a site name are that, if named correctly, they can intrigue people to visit a site even if it is not what the client originally wanted, they will allow for subtle advertising that a customer may not even realise which makes it less intrusive to the customer. The disadvantages of a site name are that, if they are not named correctly, they can damage promotion, as the customer may not think that the site is not what they are looking for or will not intrigue people to visit at all. An example of this can be a website which sells both beds and headboards but if the site name only advertises beds and not headboards, a customer may think this site does not sell headboards and move onto another site. Direct Marketing The advantages of direct marketing are customers can get information about the product being offered easily and can place orders for delivery their house or place of work. It also allows customers to ask questions directly to the organisation/company via telephone. Online direct marketing can allow social media sites to increase the amount of exposure people have to direct marketing. The disadvantages of direct marketing are that organisations/companies can send unwanted junk mail to people with no interest in the products. Unwanted calls to people can mean a company will sometimes be trying to convince people to buy products they do want and annoy the customer. Bibliography http://www.wordstream.com/meta-tags

Essay example --

Since 1899, when the first juvenile court was created in Cook County, Illinois there has been a debate on whether or not the juvenile court system is effective and a useful tool in dealing with juvenile delinquents. After the first juvenile court was established, there was a rapid accepting across the United States which eventually led to the juvenile justice system. Since then, every state has accepted the idea and now has a juvenile court system. While every state has a juvenile court system, many states are now looking at the alternative of rehabilitation for juveniles rather than incarceration. Rehabilitation is shown to be more effective as a policy towards juveniles than incarceration, and because of that, the United States should focus their attention on rehabilitation over incarceration (ABA Division). During the late 1700s and early 1800s, the way of punishing juveniles was to confine them in prison because there were really no other options. During this time, adult criminals were housed with juveniles as well as the mentally ill inside overcrowded facilities. In response to this problem, Thomas Eddy and John Griscom led the way for the creation for the first Houses of Refuge in 1825 in New York. This facility house vagrant and poor children who were on the path to becoming delinquents. By 1840, there were approximately twenty five similar facilities in states all across the United States. While these facilities became popular, the same issues began to happen that were happening with the prison system. Overcrowding and horrible conditions within the facilities began to get worse. Reformers called for new facilities to put more of an emphasis on education. This shift led to the use if r... ... juveniles. From this, states began to pass law for stricter conditions, including mandatory sentences as well as adult court transfers for certain crimes that were committed by juveniles. Because of these new laws, more juveniles were being sentenced to jail time and were being tried within the adult criminal justice system and being incarcerated in juvenile corrections facilities. By the mid to late 1990s, more and more juveniles were being incarcerated and overcrowding became to occur. With this, conditions within these facilities began to worsen. Since then, states have begun to reduce to number of juveniles that are being sent to correctional facilities. States are now looking to the idea of the training and reform schools that were originally used and looking to move back to a system of rehabilitation rather than incarceration (ABA Division).

Goals And Accomplishing Your Dreams Essay -- essays research papers

Goals and Accomplishing Your Dreams   Ã‚  Ã‚  Ã‚  Ã‚  For many years jobs such as doctors, accountants, and corporate executives were considered high profile . In the last decade, careers in the field of law have become more important due to the increasing number of lawsuits. One of my many long term goals is to become a tax lawyer. This is a goal I have held near to my heart form several years. I can see myself walking into a packed court room with my Italian suit and penny loafers on. The court room grows silent as my client pleads not guilty. The judge raps his gavel and a court date is set. It is a goal that is very distant and may change, but it is one goal that I must strive for to achieve. For many teenagers this is the leading cause of failure later in life. Many people loose their focus. A wise man once said, â€Å"Dreams are what life is made up of.† This statement is true in the sense that if you have dreams you have something to look forward to; something to focus on; even something to live for. Knowing that you are a VIP is important in the decision-making process.   Ã‚  Ã‚  Ã‚  Ã‚  To accomplish your dreams, you must first face adversity in the eye and conquer your fears. For me personally, training to be a lawyer will take time and commitment. I must constantly look at where I am now and evaluate where I need to go from here. There will never be a time in your life where you are at the top. You must keep climbing the ladder of success. For...

Why Did The Civil War Start? Essay -- essays research papers

In this chapter I will try to find out why the Civil War actually started, and what the consequences of the war were. To find out this I need to know a little more about the history of the Civil War. The causes of most wars are often very complex, but in the America civil war it came down to two major issues, slavery and the protection of the Union. In the North, they were growing richer all the time as industry developed fast. The workers were mostly immigrants with low wages. The South didn’t have these resources, and the slaves were essential for them. The Northern politicians insisted that the Slavery should be abolished and that this was an evil system that should be stamped out. Only the rich wool farmers and other wealthy southerners had their own slaves, but most of them thought each state should decide its own politics rather than the federal government in Washington. When the war started most southerners fought for their States’ right and not just the slavery question. The North primarily fought to preserve the Union, but soon they also wanted to free all the slaves in the South. In 1860 Abraham Lincoln was elected as President, he was liberally-minded, and this was the final straw for the southern states. The leaders of the south had been waiting a long time for an event like this that could unite the entire South against the â€Å"antislavery forces†. When the election results were certain a South Carolina convention declared their state as seceded from the United S... Why Did The Civil War Start? Essay -- essays research papers In this chapter I will try to find out why the Civil War actually started, and what the consequences of the war were. To find out this I need to know a little more about the history of the Civil War. The causes of most wars are often very complex, but in the America civil war it came down to two major issues, slavery and the protection of the Union. In the North, they were growing richer all the time as industry developed fast. The workers were mostly immigrants with low wages. The South didn’t have these resources, and the slaves were essential for them. The Northern politicians insisted that the Slavery should be abolished and that this was an evil system that should be stamped out. Only the rich wool farmers and other wealthy southerners had their own slaves, but most of them thought each state should decide its own politics rather than the federal government in Washington. When the war started most southerners fought for their States’ right and not just the slavery question. The North primarily fought to preserve the Union, but soon they also wanted to free all the slaves in the South. In 1860 Abraham Lincoln was elected as President, he was liberally-minded, and this was the final straw for the southern states. The leaders of the south had been waiting a long time for an event like this that could unite the entire South against the â€Å"antislavery forces†. When the election results were certain a South Carolina convention declared their state as seceded from the United S...