Can You Love Someone Too Much? Essay -- essays research papers

What a question to ponder! I have tried writing this essay many times and have realized that this is a very difficult topic. â€Å"Is it possible to love someone too much?† If you look at the question you first must define what love is and what it means to you before you can determine if it is actually possible to love someone too much. The Webster Dictionary defines love as â€Å"profoundly tender, a passionate affection for another person†. In my opinion, to love someone is to care not only about them as a person but also about their well being. You can love a person even if that individual does not feel the same way about you, or if the person just doesn’t understand why you are feeling this way toward him or her. It’s like when you’re a little kid and your parents tell you all the stuff not to touch, not to do, and they keep on reminding you over and over again. They’re reminding you constantly, not to get on your nerves, but because they don’t want you to get hurt. They love you, and because of this strong feeling of love, they want to make sure you are safe. To love someone is to have such strong feelings, so deeply felt that your life would not be complete or the same without them. You would do anything in the world to be with them and you will do absolutely everything for them because it feels good and right. This reminds me of a song by Canadian artist Brian Adams Everything I do I do it for you. He sings of a strong love in this song. A love that everything he does makes...

An Era of Inhumanity :: American America History

An Era of Inhumanity Writers differ in the purpose for which they write. Some aim to entertain, but the more serious and skilled writers usually have the goal of expressing a serious idea. Writers such as Hariet Beecher Stowe and Alex Haley are writers who write for more than mere entertainment. Uncle Tom's Cabin, written by Harriet Beecher Stowe, had a political purpose. Stowe intended to help America realize the inhumanity of slavery and the pain it brought upon African-Americans by writing a melodramatic novel. She despised the South for practicing slavery and the North as well for their prejudice against blacks. Roots was written by Alex Haley in search of his origin. His hunger for knowledge of who he was and who his ancestors were inspired him to carry out numerous years of research and countless interviews in order to finish his book. Although Alex Haley wrote Roots in search of his origin and Harriet Beecher Stowe wrote Uncle Tom's Cabin for a political purpose, both authors lead readers to sympa thize with the predicaments of African-Americans by putting a human face, as well as a racial one on the tragedy of slavery, thus involving all readers in the inhumanity of the institution. In Uncle Tom's Cabin we are cordially introduced to Uncle Tom. He is a "large, broad-chested, powerfully-made man, of a full glossy black, and a face whose truly African feature [are] characterized by and expression of grave and steady good sense, united with much kindliness and benevolence"(Stowe 24). By her description of Tom, Stowe contradicts the common stereotype that blacks are savages and inhumane by giving Uncle Tom the characteristics of an ideal, honest man. He is described as being "kind" and "benevolent" as well as having an "expression of good sense". Stowe also portrays Uncle Tom as a perfect being. It seems as if his personality is without a flaw and seems too good to be true. By giving Uncle Tom this flawless characteristic, Stowe is able to show that he too is human although his difference in skin color. As one is introduced to the setting of Uncle Tom's cabin, one feels at home and very relaxed. Aunt Chloe's cooking of various tasty dishes adds to the serene environ ment of the cabin and as we see Uncle Tom learning how to read and write from his young "Mas'r George," it seems as though there are no worries, hardships are unknown, and an utopia exists within the walls of the cabin.

Pre-school children Essay

I carried out my observation on a group of pre-school children consisting 1 boy and 2 girls for 13 minutes in the morning free play session. These children were about to do leaf and twig printing for the first time. The equipment that was provided was yellow paint, brown paint and green paint all of these were in small paint trays. There was also sugar paper for the children to print their leaves on. There was also various sized leafs and twigs in a small tray. Each child went and put their aprons on. Then they came and sat sown around the table on the chairs. I explained to them what they have to do and I demonstrated this by dabbing a leaf into the paint and printing it onto a piece of sugar paper. Then I got a piece of twig and dabbed it into the paint and printed it onto the sugar paper. The children listened to me carefully and then they started to their printing. A picked a large leaf using her right and looked at it, and then she said â€Å"wow, look at how many colours this leaf has, 1, 2, 3 different colours†. Next she carefully lifted another large leaf she dabbed it into the green painted. Next she printed the leaf onto the large piece sugar paper. R picked up a twig and he stroked it into the brown paint; next he stroked the twig onto the piece of sugar paper and whilst he was doing this he said â€Å"this paint is going in lines, it looks like chocolate, weeeeehhh†. Beside this K picked up a leaf and dabbed it into the yellow paint. K rubbed the leaf into the yellow paint, next he lifted the leaf from the yellow paint and placed the leaf in the green paint, and again he rubbed the leaf and said while doing this he excitedly said â€Å"I am mixing colours†. Next I asked the children â€Å"where do leaves come from? † A quickly answered â€Å"they come from trees†. R added â€Å"then they fall off the trees†. K also added â€Å"twigs come from trees as well†. K said â€Å"Look, I made a nice picture†, she also added â€Å"I have got 1, 2, 3, 4, 5 leaves printed†. Soon after R picked up a leaf and said loudly â€Å"this leaf is red, yellow and brown†. A picked up a twig and using both of her hands she rolled it into the green paint, she next rolled the twig onto the sugar paper. A picked up 3 different sized leaves and placed them onto the sugar paper and said â€Å"this one is tiny, this one is a little bit bigger and this one is the biggest†. R then said excitedly â€Å"look my twig has made patterns†. A leaned over to have look at R’s picture. A said â€Å"it hassss! â€Å". Then she looked at her picture and said â€Å"look! My leaves have made patterns in the middle†. Next K held up her paper and said â€Å"I am finished! â€Å". She placed her paper on the drying rack and took her apron off, washed her hands and went to play with some toys. R and A also said that they had finished they placed their pieces of paper onto the drying rack. Next they removed their aprons and washed their hands and went to play. E6 & E7 & E10 I carried out my observation on a group of morning children of the pre-school for a total of 13 minutes approximately whilst they had a free play. I observed how a group of children play with natural materials and noting how it helps them to learn. While I was observing this small group of children playing I noticed that this activity helps them to learn about the knowledge and understanding of the world. I also noticed that they were interacting and communicating really well with each other. You can view this by reading my observation in E5. But we must remember that each child develops at their own pace. This group of children’s ages range from 3:6 years to 3: 9 years. The Foundation Stage Curriculum states â€Å"Knowledge and Understanding of The World; children notice and comment on patterns† (2000, pg89). This statement was from the green area stepping stone and this shows me that this group of children are at the correct developmental stage. But we must remember that each child is an individual. Also The Foundation Stage Curriculum states â€Å"Mathematical Development; children count actions and objects that cannot be moved† (2000, pg 75). This statement from The Foundation Stage Curriculum is from the green area stepping stone, and it shows me that K is at the correct developmental stage because you can see from my observation in E5 that K was counting the leaf printings on her piece of sugar paper. The Foundation Stage Curriculum also states â€Å"Mathematical Development; children use size language such as ‘big’ and ‘little’. † This statement shows me that R is at the correct developmental stage because he was using size language when he was describing the three leaves. You can see this by viewing my observation in E5.

Trade Issues Between Developed and Developing Nations

Trade Problems 1 Trade Issues between Developed and Developing Nations Friday, January 22, 2010 Trade Problems 2 There are trade problems that exist for a less developed nation when trading with a more developed nation. These trade problems can prevent the less developed nations from maximizing possible gains from international trade. Some of these problems are temporary and resolved in time, while others are more stubborn and unable to be resolved. I will discuss the type of issues developing nations come across when trading with developed nations. Developing countries participating in trade lack an organized and strong monetary policy. Developing nations have problems forecasting money demand. Central banks have problems keeping records for managing monetary policy because the banks are not independent of the government. Some developing countries adopt policies such as dollarization, which allows for financial stability and lower inflation. Inventory problems in developing nations are another issue. In developing countries, inventory may be agricultural products instead of industrial products. Most of the inventory problems have to do with the food security and livelihood of the people. Developing nations have to stabilize food prices and production. They also have to balance the domestic and imported supply of agricultural products. In Mexico, pollution has increased since NAFTA was signed into law and trade between the U. S. and Mexico began. Despite its governments initial attention to Trade Problems 3 environmental issues associated with economic growth, the government did not follow through on its intentions to take care of the environment. In 1994, â€Å"real spending on environmental protection†¦declined 45%† (Gallagher, 2004). Further, inspections fell by â€Å"45% over the same period† (Gallagher, 2004). Ten years later, in 2004, there is nothing to suggest that pollution has decreased. If Mexico does not act on protecting its environment, further â€Å"environmental degradation† will continue. With Mexico’s comparative advantage of â€Å"an abundance of unskilled labor†, most firms will stay close to their â€Å"production markets† and pay the costs of environmental regulation, which are small, compared to relocating their businesses elsewhere (Gallagher, 2004). Knowing implementing regulations and enforcing them will not jeopardize â€Å"direct foreign investment† is one of the most important reasons why Mexico can and should reduce pollution and other â€Å"environmental degradation† within its borders (Gallagher, 2004). Trade Problems 4 References Bigman, D, (1986, February). The Journal of the Operational Research Society, Research on Inventory Problems in Developing Countries. Retrieved Friday, January 22, 2010 from http://www. jstor. org/pss/2582717 Gallagher, K (2004, September). Free Trade and the Environment: Mexico, NAFTA, and Beyond. Retrieved Friday, January 22, 2010 from http://ase. tufts. edu/gdae/Pubs/rp/NAFTAEnviroKGAmerProgSep04. pdf Wikipedia, (2010, January). Monetary Policy, Developing Countries. Retrieved Friday, January 22, 2010 from http://en. wikipedia. org/wiki/Monetary_policy

What is Visual Art Term Paper Example | Topics and Well Written Essays - 1750 words

What is Visual Art - Term Paper Example There are some rats that are included in the visual arts for instance the applied arts like industrial design, fashion design graphic design and interior design. All these arts serve the purpose of decorating the laces they are fixed. They affect our cognitive and, this shows that there is a relationship between visual arts and psychology (Esaak, 2011). According to Esaak (2011), visual art is something that is created to please the senses. Fine arts are derived from visual arts. Most people believe that visual arts and all types of arts are not intellectually demanding because they do not need a lot of effort to come up with them. This is not true because they require people to employ their psychology ability so that the product of the artist is appealing to the observers. Physicists are always placed before the painters because they are believed that they do not use their might in coming up with the designs they make (Efland, 2002). There are psychological questions that so many pe ople need to answer because they feel that arts are inferior. Visual arts are economical apart from the fact that they decorate the rooms they are placed. Many artists have galleries in which they exhibit their works for customers to buy. By doing this, they get an income which sustain their economy (Sullivan, 2009). Governments have put efforts to integrate arts in schools because they boost the creativity of the students. Many young people enjoy abstract art because it is not directed towards achieving anything in general. From the abstractness, of art, life is artistic and, no one can doubt the fact that the cosmos has been created in an artistic manner because appeals to our eyes (Efland, 2002). Nature has its way of appreciating art because so many people have created museums whereby they keep artistic items where people pay a fee to have a look at them. This shows that they enjoy art and derive satisfaction from just looking at the items (Esaak, 2011). There is an assumption t hat artists are intellectually inferior which needs to be overpowered completely. Platonic ideals are highly abstract meaning that human beings can derive their satisfaction for abstract things (Salmon, 2001). Artistic things can at times be a source of mystery bewilderment and puzzlement because they represent the ideas of the artists. Many people feel that the artist has not finished his work but, he ought not to be judged because a work of art is never complete (Sullivan, 2009). For instance, Rene Magritte’s painting of 1963 of The Telescope. In that drawing, we see the incompleteness of the drawing but, beyond the abstractness there is a puzzlement of the drawing. The total darkness in the drawing and yet the telescope drawing confuses the observer but, the artists require bone to engage in a highly intellectual quest. Abstractness is an achievement of imagination and the observer needs to infer meaning of the visual arts in relation to the images he had seen before plus the present features of the drawing (Salmon, 2001). Arts education is affected by three things, which are the, tendency to thing that arts are a source of entertainment, elective options and frivolous occupations. They are accorded the position of cultural ‘nice’ but, they do not have a platform to exercise their ability in the education sector. They miss the seriousness the sciences are taken with because people feel that they do not need to have arts as a priority because they are needed in the leisure times. There is the lack of awareness of the art subject because many people still feel that it is a leisure subject (Salmon, 2001). It is imperative to

Origin and Early Expansion of Islam Essay Example | Topics and Well Written Essays - 750 words

Origin and Early Expansion of Islam - Essay Example This change was mainly brought about by the new religion of Islam. "Islam exploded upon the world with the sudden force of a desert whirlwind."1(Hyslop 1991,18) Islam unified the tribal groups of Arabia and its sphere of influence increased with more and more people being drawn to the new religion. By the beginning of the eighth century, Islam had spread from India in the east to Spain in the west, making the other ancient empires look puny by contrast. This spectacular expansion of Islam was made possible by the social, political and economic conditions of the people prevailing during the time and the simplicity of the religion.. It is indubitable that Islam brought many different peoples together because of its emphasis on charity. Arabia was peopled by the nomadic Bedouin tribes as well as the traders and merchants who lived a settled life. The Bedouins were poor and had a hard life, while the traders and merchants lived a settled life of comfort. Trade routes from many countries crossed in South Arabia. Luxury goods like silk, spices and precious stones were brought from India and China by the arab dhows, which then were transported by land, in caravans to the empires of the Mediterranean and Europe. The Arab traders who controlled the trade from India and China to the Mediterranean and European countries became very rich. Greed of the rich was increasing while the poor people suffered untold hardships. In 613 A.D, when Mohammad first started preaching his new religion, with its emphasis on charity to the poor, it appealed to the rich and poor alike. Many people converted to the new religion. Another reason for the rapid rise of Islam was that religion was not separate from politics in Islam. According to Goldschmidt, "Religion was a corporate experience, a community of believers bound together by adherence to a common set of laws and beliefs, rather than a private and personal relationship between each person and his maker. Religion and politics were inextricably intertwined."2 (Goldschmidt 2005, 106) At the time, the Byzantine Empire with its capital at Constantinople , and the Sassanian Empire ,had both become impoverished by constant wars. The weakened conditions of the formidable empires made it easy for the Islamic warriors to conquer new lands. "The fierce efficiency of the desert warriors and their fervor under Islam contributed to the explosive campaign of conquest."3 (Hyslop 1991, 40) The appeal of the new religion was very great- it attracted people from all walks of life. The basic rules required to be followed by the followers of Islam, who were called Muslims, were only five, and they were very simple. The first rule was, acknowledging that there is only one god who is called Allah, and that Mohammad was his prophet. The second rule was to pray five times a day facing Mecca. The third rule was to fast during the month of Ramzan. The fourth rule was to pay zakat , a kind of charity , and the fifth rule was to make a pilgrimage to Mecca at least once in a Muslim's lifetime. The rewards for observing these simple rules were quite attractive for the Arabs. They would share the loot, as well as receive attractive rewards in the

There are questions for an assigment that need to be answered in a one Assignment

There are questions for an assigment that need to be answered in a one to two sentence form, some answers might need a little more i will put the question in the order instructions - Assignment Example (A2) Tartuffe was able to deceive Orgon was because of Orgons stubbornness and lack of common sense. Julian Taibi in his article states that "since Orgon blindly believes that Tartuffe can do no evil, he refuses to listen to the accusation and consequently turns on his own son, Damis. Orgon has become so obsessed with the notion of Tartuffe’s saintly piety that he kicks Damis out of his house – hardly an act that would come from a religious, or even a sane person," (Taibi, 15). The reason why even today so many people become deceived by politicians or religious zealots and salespersons is because these tricksters know how to manipulate their audience , by adopting any appearance that they know will attract and please their audience (Abrams & Greenblatt 20-30). (A3) Yes Dorine is correct in calling Orgon mad, because he is irrationally obsessed with Tartuffe, seen from the way he continuously enquires about Tartuffes health while ignoring his own wifes ailments, trying to coerce Marianne into marrying Tartuffe, chiding Damis while consoling Tartuffe and asking him to "rise" against his son, and ignoring everyone elses warnings about Tartuffe. Indeed, "Orgon is almost trying to become a missionary figure in his obsession with Tartuffe, putting aside his own earthly cares in favor of what he perceives to be more spiritual matters: the person of Tartuffe himself," (Taibi, 14). (A4) Since Moliere intended to reveal the hypocrisy of religious people, this line "You are becoming so heavenly minded, that you are no earthly good," is particularly apt since it highlights how some religious zealots give the impression that they are constantly thinking about God and doing spiritual work and helping people, but when it comes to putting these plans into reality, these men do not do anything; they are of "no earthly good" since they do not help mankind as they say they would (Abrams & Greenblatt 30-40). (A5) I feel Moliere has tried to present the two