Meeting Health and Well-being Needs in Day Care Centre

Meeting Health and Well-being Needs in Day Care Centre Day Care Centre This essay will be the design of a day care centre that will meet the needs of 3-5 year olds; cognitive, physical, emotional and social development. This will show examples of how to meet these needs and research to back up the actions. Cognitive development Between these ages lots of cognitive development is going on as they learn from what’s around them, this is where my day care centre can help. In terms of language acquisition children are using sentences made up of more than 4 words, which are intelligible to everyone, not just familiar listeners. They will also ask how and why questions (Bhalla, 2013), and able to answer these questions knowing what type of answer is required of them, despite maybe giving the wrong answer (Hussey-Gardner, 1992). They will be learning the meanings of words, which will help them describe things and tell stories. One issue that will come across is the over generalization of grammar rules, for example a child may use ‘goed’, ‘wented’ ‘fishes’ (Hussey-Gardner, 1992). This supports the language acquisition device (LAD) theory from Chomsky, a child assumed and applied the grammar rules from their universal grammar because they could not have copied or learned these words from adults (Albery, et al., 2008). However the flaw with this theory is that it doesn’t prove a child has a LAD, although it supports that children don’t learn language through imitation alone, they could learn it through other interactions (DAgostino, 2001). In my day care centre I will help prevent over generalisation of grammar rules by repeating the sentence back with the correct grammar in place, reading books with different tenses, ensuring I use the words which are freque ntly misused in the right context. I will also encourage their speech in general by getting them to describe things, and asking them to explain their activities. Vygotsky claimed that children at this age will talk to themselves in order to help complete tasks, this is a very important stage in cognitive development because speaking out loud whilst problem solving will eventually lead to internal thoughts (Albery, et al., 2008). In the day care centre I will help encourage this by giving children tasks by giving them spoken instructions so they can repeat these instructions to themselves whilst completing the task. Using language to assist in problem solving occurred in what Vygotsky called the egocentric speech stage. This stage has a connection to Piaget’s pre-operational stage, where Piaget also believed that children of this age were egocentric and had egocentric speech (Albery, et al., 2008). However Piaget didn’t come to the conclusion Vygotsky did that egocentric speech turned into internal thoughts, Piaget thought egocentric speech just disappeared (Blunden, 1997). Piaget also believed that within this stage children make mistakes due to centration, which is not being able to think of two things at once. He showed this using a balance scale task where children had to take into account distance and number of weights to see which side will go down (Waring, 2006). A criticism for Piaget’s test is that it was not something children understood and are used to and therefore harder for them to relate to the test (Waring, 2006) . I could help children think less centrally by using Vygotsky scaffolding theory (Chaiklin, 2003). They can solve a puzzle on their own taking only one element into account, then with the help of a more knowing adult they can solve a puzzle taking into account two elements, they then should be able to do this themselves. The scaffolding idea from Vygotsky’s zone of proximal development theory is the idea that more knowing adults can guide children through what they can do by themselves, what they can do with help and eventually doing it themselves. The problem with this theory is that it doesn’t take into consideration children’s personal abilities, if they are not particularly good at a skill, no amount of help will get them to succeed by themselves. It also doesn’t consider children’s motivation or desire to complete the task (Chaiklin, 2003) Physical Children at the age of 3-5 years are developing their fine and gross motor skills. They can get more involved in physical play, like climbing, or using tricycles. They can hold things between their thumb and finger rather than their whole fists and manipulate clay (Australian Government Department of Social Services, 2011). To help develop their fine motor skills I can start by giving the children bigger pencils and scissors and gradually give them smaller ones to use. I would also give them shapes to draw, at first getting them to draw along dotted lines, then copying a shape and them getting them to draw it free hand (Bhalla, 2013). Trawick-Smith (2010) noted in his report that motiavtion is an important factor in childrens physical development espeshially in their gross motor skills. He believes that children relate to make believe and role playing games and that they devlop physically when they can reflect on their actions and see what their actions do and look like. So in my day care centre I will have an area for physical sessions with a mirror coverng one side. In these sessions I will relate movements to characters e.g. marching soldiers or woddling penguins. As well as having an outdoor climbing frame which children can play on with each other. The problem with Trawick-Smith’s (2010) ideas are that it is hard to motivate a large group of children in the same way. The idea of physical activity sessions can also be supported by Bandura’s theory of observational learning which came about from his Bobo Doll experiment. The children now have the ability, biologically, to copy the behaviours and to learn new fine or gross motor skills. I need to offer the opportunity to observe the behaviours, for them to retain the behaviour, imitiate the behaviour, and repeat these behaviours. However I must motiave them to repeat the actions and reward the success of repeated action (Houghton Mifflin Harcourt, n.d.). The problem with this theory is that there is no garentee that a child will repeat the behaviour straight away it may take a while for the child to feel it is beneficial for them to repeat the action (Taylor, 2014). This is a very behaviourist way of looking at pysical development. The nature vs. nurture debate could be relevant here, as you could argue that the a child will devlop the ability to do these activites through muturation. However behaviourist will take the nuture root that the behvaiour is learnt however the ability to learn it is innate (Keegan, 2002). Lifespan devlopmental theory takes on both approuches, at this age they are in the childhood stage (Keegan, 2002). At this stage they are gaining motor skillls however because myelination is still in its early stages (the devlopment of the sheath around the axon stucture in the Central Nervous System) a child cannot transmit information as fast, the more it develops the more complex brain processes can be allowed (Fraser-Trill, 2010). This may result in differnent physical activites each child is able to do (MacFarlane Nierman, 2001). So in my day care center I will have 3 groups for physical activites seperating the different ability levels. Social Children between the ages of 3-5 will be trying to interact with other children by engaging in pretend play (Bhalla, 2013). They may try and play with toys but sharing may be a difficult task for them at this age due to them being egocentric (Kamptner, 2014). Egocentrism is a theory put forward in Piaget’s pre-operational stage, he used the three mountains test to show that children could not picture someone else’s viewpoint (Albery, et al., 2008). However the problem with Piaget’s theory is that the three mountains test is not relatable to children, they do not understand what is being asked of him. When Hughes and Donaldson carried out the ‘Policeman test’ with children it showed that children could see from another point of view because the task was more relatable as a hide-and-seek type game (Albery, et al., 2008). In my day care centre I will have circle time, each child will have a chance to say something about their day, one child will have a teddy bear, this will indicate it’s their turn to talk, and everyone else in the circle must listen. This will help guide children into understanding others points of view. Egocentrism can also cause difficulties in sharing, taking turns, conflict when playing with each other and can be possessive over toys (Kamptner, 2014). I can try to reduce this in my day care centre by encouraging sharing by having a timer, when the timer ends the toy is given to another child. Also during this age group children are progressing from ‘interactive’ play, which involves parallel play, where children can play with the same toys in the same area but not together, to eventually, ‘cooperatively’ play together, which involves playing together with toys which makes it more organised, for example building something together (Kamptner, 2014). In my day care centre I will use Vygotsky’s scaffolding theory to assist the children in progressing through the two stages. At first I may have group of 2 children and one member of staff to complete a task, for example building a tower. Firstly the children will share the blocks to make one each with the watchful eye of the member of staff, which will encourage parallel play. Next I will get the children to build something different each with the same blocks, maybe a tower and a building which put together after will make a castle, this will show that working together can achieve more. The next stage will be getting the children to build a tower together, the member of staff with them will assign each of them a task to complete. After they will be asked to do the same but the children will organise themselves to cooperative play. The member of staff will be there to diffuse any conflicts that may arise, and to ensure they are sharing properly. Another factor I will have to c onsider is ensuring the children are motivated and rewarded for playing nicely with each other. Emotional At this age children are becoming in tune with their emotions, they are starting to identify their own feelings, they can use words to express themselves which causes less frustration, have fears and are developing a sense of humour, bodily functions in particular are funny to them. It’s important for children to be able to identify emotions as they can still be overwhelmed by them if they don’t understand, however children need to understand their own emotions and others too (Bullick, 2010). Piaget believed that children in the pre-operational stage could not feel empathy because they are too egocentric, however this was contradicted by the policeman test (Albery, et al., 2008). Now that it’s been supported that children can have empathy it’s important to develop it, one way of doing this could be through using a ‘persona doll’. Persona dolls are doll that come in a range of shapes, colour, religion and abilities to help children relate to them. An adult will tell a story about the persona doll, the children then interact by suggesting how it makes them feel and how to make them feel better. For example ‘the doll is scared of the dark’, a child will respond ‘she is scared of the dark like me, I have a night light, we should get her one too’ or ‘someone told the doll she couldn’t play because she was a girl’ a child would respond ‘someone said that to me once, I felt sad. Everyone should be all owed to play.’ This doll encourages them to not only identify their own emotions but also empathise with someone else’s and what they can do to make themselves and others feel better (Brown, et al., 2012). Children who will help themselves or others with their emotions are using their initiative, which is one of the elements in Erikson’s initiative vs guilt psychosocial stage. An initiative child will have a good self-esteem and confident in the activities they are doing. For example they may lead other peers to play a game, or get others to join in on activities or make decisions for example collect their coat when its home time without being told. However low self-esteem or guilt can occur when this initiative is not praised, or criticised, this can lead to inhibition (McLeod, 2013). I can help raise initiative by encouraging role play games as groups. I may have a small group of children and one adult, the adult will nominate one child to make up roles and organise the game which they will all join in on, and the adult must try not to take over or discourage any of the ideas. The next day the adult will nominate a different child, this way all the children have a fair part to play and they are all gaining initiative. Erikson’s theory is based on Freudian view of the conflicting id, ego and superego, however Erikson doesn’t state how successfully resolve these conflicts and the boundaries between each are vague. It also doesn’t show how of if one of the conflict stages can effect another (McLeod, 2013). I could also include Bowlby’s attachment theory here. Bowlby believed that children become attached to their primary care giver, and by this age they will be upset if they leave them (Keegan, 2002). To help with this transition I could let the parents be at the day care center together, to let them get used to it, and then they could bring a teddy from home that they could use a comfort if they start to get upset. In conclusion I will have to bear in mind a lot of aspects in order for the children in my day care centre to have the best development. It has been supported that role play, problem solving and an adult helping hand can go a long way in the development stages. References Albery, I. P., Chandler, C., Field, A., Jones, D., Messer, D., Simon, M., Sterling, C. (2008). Complete Psychology (2nd ed.). (G. Davey, Ed.) London: British Libuary Cataloguing in Publication Data. Australian Government Department of Social Services. (2011, March 10). Physical Development 3-4 year olds. Retrieved Febuary 17, 2014, from Rasing Children: http://raisingchildren.net.au/articles/physical_health_from_age_3_to_4_pbs.html Bhalla, S. (2013, April 25). Parenting Tips Sorted by Age Preschoolers. Growth and Development: 3-5 years. Retrieved Febuary 13, 2014, from One Tough Job: https://www.onetoughjob.org/tips/preschoolers/growth-a-development-3-5-years Blunden, A. (1997). Vygotsky and the Dialectical Method. Retrieved Febuary 13, 2014, from Marxists.org: http://www.marxists.org/archive/vygotsky/works/comment/vygotsk1.htm Brown, B., Johnson, M., Louth, J., Shepherd, M., Spencer, M., Wilson, M. (2012). Case Studies. Retrieved Febuary 19, 2014, from Persona Doll Training: www.persona-doll-training.org Bullick, T. (2010). Growing Miracles. The first six years with your child. (2nd ed.). Alberta: Alberta Health Services. Chaiklin, S. (2003). The Zone of Proximal Development in Vygotskys Analysis of Learning and Instruction. In V. S. Ageyev, B. Gindis, A. Kozulin, S. M. Miller, Vygotskys Educational Theory in Cultural Context (pp. 39-61). Cambridge: The Press Syndicate of the University of Cambridge. DAgostino, F. (2001). Noam Chomsky. Retrieved Febuary 13, 2014, from Chomsky.info: www.chomsky.info/bios/2001-02.htm Fraser-Trill, R. (2010, August 26). Definition of Myelination. Retrieved Febuary 26, 2014, from About.com: tweenparenting.about.com/od/physicalemotionalgrowth/a/Difinition-of-Myelination.html Houghton Mifflin Harcourt. (n.d.). Physical Devlopment: Age 2-6. Retrieved Febuary 18, 2014, from CliffNotes: http://www.cliffsnotes.com/sciences/psychology/development-psychology/physical-cognitive-development-age-26/physical-development-age-26 Hussey-Gardner, D. B. (1992). Language Development. Retrieved Febuary 13, 2014, from Parenting Me: http://www.parentingme.com/language Kamptner, L. (2014, January 7). Supporting Childrens Devlopment 3-5 year olds Social Development. Retrieved Febuary 18, 2014, from Institute for Child Devlopment and Family Relations: http://icdfr.csusb.edu/documents/phandoutsocialdevelopment-2.pdf Keegan, G. (2002). Developmental Psychology. Kilmarnock: Learning and Teaching Scotland. MacFarlane, M., Nierman, M. (2001). Life Span Development. Retrieved Febuary 26, 2014, from Annenberg Learner: http://www.learner.org/series/discoveringpsychology/development/dev_flash.html McLeod, S. (2013). Erik Erikson. Retrieved Febuary 19, 2014, from Simply Psychology: www.simplypsychology.org/Erik-Erikson Taylor, V. (2014, Febuary 18). The Disadvantages of Observational Learning. Retrieved Febuary 18, 2014, from ehow: http://www.ehow.co.uk/info_8571259_disadvantages-observational-learning.html Trawick-Smith, J. (2010). From Playpen to Playground—The Importance of Physical Play for the. Eastern Connecticut: Head Start Body Start National Center for Physical Development and Outdoor Play. Retrieved Febuary 17, 2014 Waring, P. (2006). Cognition and Development. Retrieved Febuary 13, 2014, from Psychology 4a: http://www.psychology4a.com/cognitive_development.htm

Conditioning and Mind Control Essay

An Orange, a Tomato, and Mind Control: A comparison between Anthony Burgess’ A Clockwork Orange; Jonathan Demme’s The Manchurian Candidate; and George Orwell’s 1984 in relation to mind control and human conditioning. Mr. Robinson ENG 4U Nykki Armstrong January 10. 13 The greater the power, the more dangerous the abuse – Edmund Burke Muammar Gaddafi, Benito Mussolini and Adolf Hitler all have one vital thing in common; these men all had an overwhelming greed for power and control.It was through fear and subtle conditioning that they won their power, and it was at the height of their power that the societies they had oppressed rebelled. Just as Edmund Burke says â€Å"the greater the power the more dangerous the abuse†, it was their abuse of power that led to their demise. This idea of how achieving complete power over society and the individuals therein through conditioning cannot last forever, and will inevitable lead to a rebellion and retaliation is explored by the novels 1984 by George Orwell and A Clockwork Orange by Anthony Burgess, as well Jonathan Demme’s film The Manchurian Candidate.Both A Clockwork Orange and The Manchurian Candidate develop this theme through the use of an unlikely anti-hero (who is also the spokesperson for the authority attempting to gain control), the individual struggle to maintain the most basic control (while the authority counters their every effort), and the juxtaposing symbols (that mirror how society is violating the natural order). In Burgess’ novel the protagonist, Alex, is a typical delinquent; he breaks any and all rules without any concern for the repercussions.Naturally, the reader comes to dislike him. Unexpectedly though, Burgess makes the reader feel Pathos for Alex, as he becomes a test subject for the government’s new Ludovico Technique. In an attempt to rid the streets of teenagers like Alex, they select him – being the worst of them all – to become their spokesman of sorts. The doctors involved in his â€Å"treatment† go to extreme lengths to rid him of any qualities they have deemed unacceptable in a perfect society.The beginnings of their treatment seems to mimic the basis of Skinner’s operant conditioning, although they take things many steps farther than he could, â€Å"Skinner employed punishment in one early experiment and was so disturbed that he never used it again†, whereas the doctors in A Clockwork Orange do anything they feel necessary (Freedman). The doctors turn his every action against him, and cause him seemingly endless mental anguish, eventually conditioning him to conform to essentially anything they decide. The plan of the government backfires as soon as they release him.Once society has seen what the government has done, they vehemently reject the idea. After this, society’s view of Alex changes drastically; he switches from a fearsome troublemaker to a fragile victim: â €Å"Another victim†¦A victim of the modern age† (Burgess 113). This idea of society and the individuals therein rejecting the controversial plans of their government is also prevalent in the film The Manchurian Candidate. In an attempt to gain all the governmental power, Sergeant Raymond Prentiss Shaw has his mind controlled by high authorities.Due to his own ideology, without being under anyone’s control, Sergeant Shaw would be an ideal presidential candidate, but he would be an independent one, â€Å"I believe in freedom†¦Ã¢â‚¬ (The Manchurian Candidate). The people of power in the film believe that in order to achieve a perfect utopia, they must govern everything. When presented with the idea that his thoughts may not be his own, Sergeant Shaw is in disbelief, and thus begins the viewer’s idea of him as a protagonist. Similarly to Alex in A Clockwork Orange he begins an internal struggle to overcome the conditioning and mind control that has been imposed on him.At the end of the film, he successfully overpowers the control that was being held over him, and rebels against it. It is his rebellion that causes the entire plan to fail, thus making him a victimised anti-hero in the same sense as Alex. Contrastingly to both Alex and Sergeant Shaw, the protagonist in Orwell’s 1984 does not become a hero at all. While he does struggle to gain power and the most basic control over his life, Winston does not succeed. Rather than being the force to overthrow the corrupt and suppressive society in which he ives, he becomes yet another powerless victim. In this sense, he mirrors both Alex and Sergeant Shaw; they are all powerless against their oppressors. The key flaw in the strategies of the government in both A Clockwork Orange and The Manchurian Candidate is that they explicitly tried to condition their subjects using physical and intimidation processes. The reason that Big Brother in 1984 was so successful in oppressing nearly everyone is that they did their controlling more implicitly through â€Å"reality control†, and by coercing the citizens to condition themselves.They began using a Hitler-like control method – turning everyone against each other to guarantee that no one will help anyone. The society in 1984 is a mob mentality; everyone is so caught up in the moment that they do not dare counter the group, â€Å"Of course he chanted with the rest [during the two minutes hate]: it was impossible to do otherwise†¦ to do what everyone else was doing, was an instinctive reaction† (Orwell 19). It is through the events that victimised him that Sergeant Raymond Shaw begins to understand his own thoughts and his unclear past.Once he begins to question specific aspects of his life – such as the events that occurred while he was at war – he is able to discover what is really going on. In order for him to be controlled, a specific line must be recited. When Sergeant Shaw is aware of how his mind is being controlled, he is able to attempt to fight it. This is depicting his mental struggle to maintain control over himself. At one point, Rosie, a woman affiliated with Sergeant Shaw’s platoon-mate says â€Å"Maybe I was feeling fragile at the time† (The Manchurian Candidate).This line encapsulates the underlying theme throughout the entire movie – the fragility of the human psyche, especially when one is out of control of themselves. It is Sergeant Shaw’s battle to overcome this fragility that leads to his eventual rebellion. This fragility is mimicked by Alex in Burgess’ novel, through Alex’s reaction his life and his struggle to maintain his personality while undergoing the Ludovico Treatment. Alex views himself as a leader, and therefore he must conserve that powerful role in his gang to continue to have his sense of self.When that power is threatened by George, Alex’s preservation instinct is triggere d and he physically fights to regain the order that had previously been established; â€Å"Now we’re back to where we were, yes? † (Burgess 42). This struggle to cope with a change of power is also seen during his stay in the Ludovico Treatment center when he realizes he has been conditioned, â€Å"‘You are being made sane, you are being made healthy’ ‘That I will not have†¦nor can I understand at all’† (Burgess 81). When all power has been taken by the higher authority, Alex has been â€Å"turned into something other than a human being† (Burgess 115).This sense of dehumanising a person coincides with the theme of countering the natural order to gain ultimate power shown through the symbols used in Burgess’ novel. One of the key symbols is that of the clockwork orange. Creating a clockwork orange is to completely destroy all that is natural about it, thus ruining it, in an effort to create something controllable and m echanised. Bruce Olsen states in his analysis of the novel that â€Å"a clockwork orange applies to the conditioned Alex as well: Though he appears natural from the outside, he is thoroughly unnatural within†.This statement becomes a theme in both the novel and the movie The Manchurian Candidate. Another symbol is Beethoven’s Ninth Symphony which is a peaceful song, and for Alex, the only way to feel appropriate emotions. During the Ludovico Treatment, the song is used against him in order to condition him – again, taking something beloved and natural and making it evil, â€Å"Using Ludwig like that†¦ and I was really sick† (Burgess 85). Another reoccurring symbol is that of water. Water is typically associated with renewal and life, which is how it is portrayed in Burgess’ novel.Alex imagines his body â€Å"being like emptied of as it might be dirty water and then filled up again with clean†, symbolizing his new start after his rebelli on against his oppressors (Burgess 127). Another piece of literature in which water is used to wash away sins and aid in the renewal process is Shakespeare’s â€Å"Macbeth†. The main instance in which the symbol of water is used for cleansing the spiritual body is when Lady Macbeth is attempting to wash the blood from her hands in her sleep. Like Alex, she realizes it makes her impure and yearns for an opportunity to remove it from her body and mind.Water is also a prevalent symbol in The Manchurian Candidate. Unlike in A Clockwork Orange the water in the film is juxtaposing its typical meaning. In the film, Sergeant Shaw kills his competitor in the lake. Clearly, murder is unnatural and for Sergeant Shaw, as is the case for most people, it is unthinkable. Unthinkable that is, until the authority controlling him tells him otherwise. This illustrates the complete control held over him by whoever is dictating his actions, leaving him with â€Å"no power of choice any lo nger† (Burgess 115).Coinciding with the clockwork orange motif in Burgess’ novel, there is a tomato motif in Demme’s film. Likewise to an orange, a tomato is natural. In the film, it is used for testing to reconfigure genetics and implantation of memories. The government plans on taking something natural, and using it for their own awful needs in their quest for ultimate power. Finally, though it is natural to want basic control and power over oneself, violating another individual or society’s right to that same control will have dire consequences.As seen through Burgess’ A Clockwork Orange, Demme’s The Manchurian Candidate, and Orwell’s 1984, oppression and gross abuses of power will ultimately lead to the destruction of said power and the rebellion of the oppressed. Referencing what Edmund Burke is quoted as saying above, any large amount of power will eventually cause greed and destruction. Burgess and Demme use the archetypal anti- hero, the internal conflict within that hero, and the reoccurring symbols to explore that theme of the destruction caused by misused power, whereas Orwell offers the alternative – succumbing to the power, and accepting a total loss of control.Works Cited Burgess, Anthony. A Clockwork Orange. London: Penguin Books, 1972. Print. Orwell, George. 1984. London: Penguin Books, 1987. Print. Demme, Jonathan, dir. The Manchurian Candidate. 2004. Paramount Pictures. DVD-ROM. Olsen, Bruce. â€Å"A Clockwork Orange. †Ã‚  Masterplots, Fourth Edition  (2010). Journal. Freedman, David H. â€Å"The Perfected Self. †Ã‚  Atlantic Monthly  June 2012: 42-52. Literary Reference Center. Web. 9 Jan. 2013. .

The Impact of Christianity in My Life - 617 Words

Jesus Christ is the founder of christianity. Christianity was formed in 33 AD and has about 2,100,000,000 followers. Christianity is founded on the teachings, life, death, and resurrection of Jesus, Christians sacred scripture is the Bible. Moses is the founder of Judaism. Judaism was founded in 2000 B.C and has about 14,000,000 followers. The sacred scriptures for judaism are the Torah, Tanakh, and the Talmud. Jesus Christ was born to the Virgin Mary and was sent by god to free his people from sin. Jesus died on the cross for the sins of his people. Moses was put in a basket and sent into nile where the daughter of the Pharaoh found him and raised him in the palace. God came to Moses on mount sinai through the burning bush and instructed him to liberate the children of israel. The similarities between Jesus and Moses are that they were both led into the wilderness by a spirit, they both fasted for 40 days and 40 nights, and they both freed their people, They were both born as hebrews, they were both chosen by god to be leaders, and both the people who lead the land that they were born into tried to have all the babies killed. They also both performed miracles and both taught their followers how to pray. Jesus is the lead figure of the new testament and moses is arguably the lead figure of the old testament. Both Jesus and Moses fed thousands of people supernaturally with bread. Jesus was born by a miracle, and Moses was born by a normal birth. The differences betweenShow MoreRelatedChristianity And The Modern World1341 Words   |  6 PagesIn my thesis essay, I choose Christianity as my essay topic, in my essay I will cover the common characteristics how Christianity contribute to the modern world. And how the role of the women has changed over time based on Christianity religion. I hope to show my professor that I fully understand the subject I am writing on while developing a conclusion of my essay. Christianity creation even though the organ may seem long, according to biblical terms Christianity was formed appormiety around 6300Read MoreThe practises, beliefs and values of Christianity and Islam have an impact on Australia society;1600 Words   |  7 Pagesvalues of Christianity and Islam have an impact on Australia society; however, the media exploits the perceived tension between the two groups which has led to discrimination and violence. Over many years the way of which an individual lives their life has been sho wn to be affected by the religion of which they follow. This affects the way of life throughout the community surrounding these people, as well as having an impact on the social issues throughout this particular community. Christianity has aRead MoreChristianity And Free Methodist Church1555 Words   |  7 Pages are not innately evil, but rather serve whatever purpose a person chooses for one. This remains true for more than just physical tools. Ideals and beliefs have been used throughout the ages to justify actions, good and bad alike. For example, Christianity was used commonly during the crusades as a justification to slaughter thousands of people for the purpose of reclaiming the ‘holy land.’ Though this one belief has been used broadly for negative actions such as that extreme example or even somethingRead MoreGracious Christianity Journal Response Two1244 Words   |  5 PagesGracious Christianity Journal Response Two In chapters four through eight of Jacobsen and Sawatsky’s book, Gracious Christianity, there is an in depth analyses of the Holy Spirit, the church, the Bible, and the future. There was so much information that I read over, so I took a concept from each chapter that I found significant and analyzed it. There are many fantastic points made that really got me thinking about the life around me and how I am executing my own life. In chapterRead MoreAnne Lamotts â€Å"Overture: Lily Pads† Essay1095 Words   |  5 Pagespresents a chain of stumbled steps throughout her life by showing that each stagger has made her stronger and demonstrated that every misfortune and tribulation of her existence has allowed her to become one step closer to God. My objective is to obtain an enhanced understanding of the nature and function of Anne Lamott’s journey into her selected religion, which ends with her choosing Christianity by accepting Jesus’ everlasting love into her life. I will explain her journey as well as how I thinkRead More4-Mat Review System: Integrative Approaches to Psychology and Christianity1397 Words   |  6 Pages4-MAT Review System: Integrative Approaches to Psychology and Christianity Keyanna Hawkins Liberty University A 4-MAT Review System: Integrative Approaches to Psychology and Christianity Summary In the book Integrative Approaches to Psychology and Christianity, David N. Entwistle explores the relationship between theology and psychology. Throughout time, intellectuals have supported or dismissed the idea of integrating both perspectives. In his book, Entwistle states that during theRead MoreThe Integration Of Psychology And Christianity1679 Words   |  7 PagesThe integration of psychology and Christianity text is about the differences between both psychology and Christianity and whether or not they can co-exist. David Entwistle says that â€Å"Primarily psychology and Christianity are perceived by many people to be in opposition† (Entwistle, 2010). The text allows us to take a look at both disciplines and look at them separately yet together. It provides the opportunity for the reader to look at multiple examples of ways that theology and psychology canRead MoreThe influence of religion in Society949 Words   |  4 Pagesof this miracle man who healed people and rose from the dead. Sounds like an important person, right? Well, besides the miraculous stories taught in Sunday school and his impact on today’s religion, Jesus actually had and still has a major influence on today’s society too. Jesus was an influential person because of his impacts on religion, culture, and history by his religious preachings and followers. Jesus was very influential in religion. When asked about who Jesus was, most Americans startRead MoreSocial, Cultural, And Cultural Groups1148 Words   |  5 Pageshave had a great importance and impact on different social, racial, and cultural groups . The events that took place from the first century to the beginning of the 1800’s helped shape and build a foundation for the multifarious ways of life we have in the United States of America. Throughout the semester, I was able to learn more about my identity and where the background of my culture came from. Gaining knowledge on the various events that took place helped me further my apperception of the origin ofRead MorePsychology And Christianity : Integrative Approaches Essay1694 Words   |  7 Pages A 4MAT Review of Entwistle’s Text: Integrative Approaches to Psychology and Christianity Stacy H. McConville Liberty University Online A 4MAT Review of Entwistle’s Text: Integrative Approaches to Psychology and Christianity Summary David N. Entwistle in his book titled Integrative Approaches to Psychology and Christianity: An Introduction to Worldview Issues, Philosophical Foundations, and Models of

Significance Of The Tiber River - 1256 Words

Significance of the Tiber River Essay The city of Rome was one of the largest and most prosperous cities in the ancient world, the growth and success of it and its civilisation was a direct result of being situated by the banks of the Tiber River. The Tiber River had a huge effect on the development of the city and civilisation of Rome, in multiple ways. The Tiber River also granted the city of Rome with some natural protection from attack, as it served as a natural barrier. Although the Tiber River connected Rome to the sea, it gave the Romans many benefits of a coastal city, without the threat of a naval invasion because of its location further upstream. The Roman city structure was affected positively by the use of the Tiber River in its planning and construction. Agricultural productivity was high along the riverside, which provided the early Romans with a rich source of food to sustain their population and army, but also to power their economy. Rome’s economy benefited greatly from its link to the sea via the Tiber River, as it provided the Romans with a direct trade route to the Mediterranean Sea. All these factors contributed to the growth of both the city of Rome, but also the Roman Civilisation, and without the Tiber River, it would not have been possible. The Tiber River impacted how the city of Rome was built and planned in numerous ways, that ultimately assisted in Rome’s growth as a city and civilisation. The Cloaca Maxima was anShow MoreRelatedThe Roman Forum Essay463 Words   |  2 Pages The Forum Romanum, the Roman name for what we usually call the Roman Forum, was the center of the Roman Empire’s power. The Forum came into existence at a crossing of two important roads. One ran parallel to the Tiber River, the other perpendicular. From the beginning, the Forum was required to satisfy two fundamental needs: the need for people to meet, and the need of them to exchange goods. The many separate communities of the Italian peninsula where first unitedRead MoreComparing Revelation On The Relationship Of Church And State1215 Words   |  5 Pagescould achieve victory and end the tetrarchy. It is believed that because of Constantine’s obedience to the Christian God, he received divine intervention, and won the battle. Maxentius died during the battle by drowning in the Tiber River. Overall, however, the significance of Constantine’s victory is that it gave him total control of the Western Roman Empire, paving the way for Christianity to become Rome’s dominant religion. In 313, the following year, Constantine and Licinius issued the edictRead MoreRome : End of Pagani sm And Dawn of Christianity Essay1024 Words   |  5 PagesThen onwards it became the capital of the Roman Empire. Even though the Roman outskirts land was very organized like a grid pattern, this was not the case at the capital. The capital never followed a structure (Kostof 1991). Being built near river Tiber is the only strategy it followed. This, in that era made sense because there was no other way to get accesses to the water. The city’s layout is very organic. The city was built around all the mountains and the hills. Later on, the Temple’s andRead MoreThe Ancient World2009 Words   |  9 Pageswould come back and take the crown from him, so he forced the twins’ mother to become a Vestal Virgin. The mother became pregnant and as a punishment for breaking her vows, was locked away. The two boys were put in a basket and set adrift in the Tiber River. A she-wolf, or lupa, found, rescued, nursed, and raised the boys until a shepherd and his wife adopted t hem. When Romulus and Remus grew up, they came across King Amulius, who thought them dead and failed to recognize them. A group of King Amulius’Read MoreEssay Immigration and Language in Call it Sleep1488 Words   |  6 Pagesin these two passages has caused him to become alienated and lost both geographically and culturally. In Passage 1, when David is geographically lost, he is alone. In Passage 2 however, Aunt Bertha accompanies him. The superficial significance of this particular difference is that in Passage 1, David has to face the world alone, whereas he can face the world together with a family member in Passage 2. Throughout the book, David seems to be mostly concerned with cultural and spiritualRead MoreThe Life Of The Roman Empire2966 Words   |  12 Pagestwin sons of the god Mars and Rhea Silvia founded Rome in 753 B.C. After Rhea Silvia had given birth, her sons were set afloat in the Tiber River, by order of his uncle Amulius, who was the king of Alba Longa after he fought and sent to exile his brother Numitor. Amulius was afraid of his niece to have child and become king. After the children were abandoned in the river, the baby boys were found by a she-wolf who feeds and looked after them. Although, time later a shepherd called Faustulus found theRead MoreRoman Empire And Christi an Art1539 Words   |  7 Pagesmuch later in his life. The association he had in christianity was thanks to a battle for the control of the Western Roman Empire. In 312 A.D. Constantine contended with his principal rival Maxentius, the Western Roman Emperor at the time, on the Tiber Rivers Milvian Bridge. The Night before the battle, Constantine reported that he had a vision. A vision of a flaming cross in the sky, a cross that was stained with the words â€Å" In this sign thou shalt conquer.† Going along with his premonition, ConstantineRead MoreThe Great Leaders Of Pericles And Constantine1516 Words   |  7 Pagesto Lactantius, Constantine had a dream the night before the battle, and was advised to â€Å"mark the heavenly sign of God on the shields of the soldiers.†(Vanderspoel) Maxentius’ troops, although larger in number, were pushed and slaughtered in the Tiber River, including Maxentius himself. Additionally, Constantine had an uneasy truce between Li cinius and Constantine. However, Licinius’ attitude towards Constantine changed after several executions, leading to the battles near Hadrianopolis. This actionRead MoreAncient Greece And Napoleon s France1578 Words   |  7 Pagesa great civilization that gained its reputation through its leaders, its military and the culture of its people. This civilization still has an enormous impact on our own world today. Rome began in the eighth century B.C. as a small town on the Tiber River (History 1). According to legend, Romulus and Remus founded Rome. They were brothers who were raised by wolves. When they had grown of age, Romulus killed Remus. This anecdotal story, which many Romans hold close to their hearts as a true storyRead MoreEssay Shield of Achilles and the Shield of Aeneas3655 Words   |  15 Pagesarmies fighting each other. On the other hand, Aeneas’ shield holds the story of Italy, from the birth of the twins, Romulus and Remus, to the peak of the Roman Empire. Because of the images that are depicted on both shields, they are of much more significance than just tools of war. These shields represent all that their nations are worth and have been especially chosen for each hero to carry. This, therefore, makes their presences in the Iliad and the Aeneid worth recognizing. It is true that these