The Circulatory System Essay -- Papers

The Circulatory System The circulatory system is one of the most important systems in the human body. It consists of the heart and blood vessels. It is what makes the blood in our body go round. The blood carries oxygen, nutrients and hormones and takes them to where they are needed and removes the waste products like carbon dioxide. The circulatory system nourishes every cell, tissue, organ and organ system in the body. There are approximately ten pints of blood constantly circulating through seventy- five- thousand miles of blood vessels. These blood vessels reach every cell in the human body. Once they reach the cells they deliver much needed oxygen and remove carbon dioxide and other poisonous waste products. The circulation to and from the lungs is called the pulmonary circulation; the circulation round the rest of the body is called the systemic circulation. On average, a red cell would go round the whole circulation in 45 seconds. Our blood is pumped to two places: the right side of the heart pumps blood to the lungs, and the left side of the heart has to work harder pumping blood to the rest of the body which is why the left side of the heart is bigger and more muscular than the right side. Blood is pumped from the heart to the lungs and then travels back to the heart, where it is then pumped to the body. To get all the way round the circulation, blood has to go through the heart twice and this is why it is known as a double circulation. Blood is carried round all parts of the body by small tubes called blood vessels. The human Circulatory system is composed of three types of vessels; arteries, veins and capil... ...ood and waste products back to the heart. The blood in the veins moves slowly due to low pressure. Semi-lunar valves are found at regular intervals throughout the veins. These force the blood to move in only one direction. The veins walls are thinner, wider, less elastic and less muscular than those of the arteries. The veins are compressed when body muscles, particularly in the limbs, move so the valves in the veins have to prevent the blood flowing backwards. The blood in most veins is deoxygenated and contains more carbon dioxide but less food than the blood in most arteries. This is because respiring cells have used the oxygen and food and produced carbon dioxide. The pulmonary veins, which return blood from the lungs to the heart, are an exception. They contain oxygenated blood and reduced level of carbon dioxide.

A Separate Peace - Thematic Analysis :: essays research papers

An analysis of John Knowles A Separate Peace brings up the theme of man's inhumanity to his fellow man. What makes this novel unique is that in protesting war, Knowles never overtly referred to the blood and gore of war; he showed the consequences of war, some paralleling the nature of war and some simply laying out how World War II affected noncombatants thousand miles away. There have been many books written about war, what happens, why it happens, and why wars should stop. Knowles explains through the life of Finny why war never will cease, with only one death in the entire book; a quiet one at that. When Gene is responsible for Finny's fall off the tree, the reader is in some confusion as to what really happened. All the book reads at this juncture is "Holding firmly to the trunk, I took a step near him, and then my knees bounced and I jounced the limb. Finny, his balance gone, swung his head to look at me for an instant with extreme interest, and then he tumbled sideways, broke through the little branches below and hit the bank with a sickening, unnatural thud." The reader does not know whether it was accidental or intentional. It is not until later that Finny realizes that Gene is responsible for his crippling, and what a natural thing it was to do. Gene bounced the branch just to see if he could make the invincible Finny fall; at least, this is why Gene claims he did it. This is true, but at some level, Gene was scared of Finny, of his confidence, his abilities, and his potential for breaking records. Consider Gene's paranoia over Finny's attempts to make him advent urous. Gene interprets these genuine acts of friendship as attempts to prevent him from reaching the top of the academic ladder. This paranoia parallels war in that after it is declared, no one is safe. Countries, leaders, people suspicious of all who are perceived as a threat, causing them to lash out at anyone even peripherally involved. Adequately proven in A Separate Peace, there are also historical examples: the Nazi death camps, the American Japanese-American relocation camps, and the McCarthyism of the fifties. Apparently, in America, the Constitution rules until war is declared, then paranoia and vindictiveness take charge. When Gene had the opportunity to get back at Finny, he did, which is so human it is disheartening.

The Road Not Taken Essay -- Poetry Robert Frost essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  In analyzing the poem 'The Road Not Taken'; by Robert Frost, it represents 'the classic choice of a moment and a lifetime.';(pg 129) He relies much on the reflections of nature to convey his theme. However, this poem seems to be in essence very simple but opens the door for many interpretations. In using a simple fork in a road, Frost writes much to symbolize life and choices in which one will make. Frost uses unique ability to see an ordinary, everyday activity to portray such a theme. By using such simple endeavors, Frost reaches his audience on a more personal level. However, it is only one's past, present and the attitude with which he or she looks upon the future that determines the shade of light in which the poem will be seen. (pg 621) There is never a straight path for one to follow on life's journey. By using two paths in which to choose from, Frost leaves one to realize that everyone must travel and will reach a point of decision. With stating 'And sorry I could not travel both,'; Frost shows the point in which one will choose because there is only one path in which one may travel. It is most difficult to make a decision on each appealing path because everyone will always seem to question 'what could I or could I not miss out on?'; The fact he is sorry he is sorry he cannot travel, or choose, both paves the way for regret. This will often be reflected upon by an individual in which saying ' what could have been'; leads one to dwelling over the choice of road in which they did not take. In knowing that each one may be influenced in many directions, Frost clearly implies 'And be one traveler, long I stood.'; No matter how each of us may be influenced by family or various sources, there is only 'one traveler'; that will be affected by any decision and there is quite a lengthy thought process involved. Regardless of any outside influence there is only one to be involved and truly affected, as does any choice in life. In somewhat of an attempt to make a decision each person wants to carefully examine the unknown. In using sort of a checks and balances a person would weigh out the risk factor to be involved. Frost uses the line, 'And looked down one as far as I could'; to portray an involved examination. The strain used in 'as far as I could'; symbolizes somewhat of a unknown content of where the path may lead. No matter what one knows... ...o sharply limited.';(pg 496) One would have to agree with his point, because everyone has had to make difficult unalterable decisions of which the outcome could not be foreseen. The narrator must choose between two 'fair'; roads, of which he cannot see the endpoints. Wandering between the two, he finally decides to take the road 'less traveled by.'; Yet, like most people, he later sighs with regret thinking of what he might have missed on the unexplored road. Above all, 'The Road Not Taken'; can truly be interpreted through much symbolism as a clear-sighted representation of two fair choices. The two roads in the poem, although, 'diverging,'; lead in different directions. At the beginning they appear to be somewhat similar, but is apparent that miles away they will grow farther and farther away from each other. Similar to many choices faced in life. It is impossible to foresee the consequences of most major decisions we make and it is often necessary to make these decisions based on a little more than examining which choice 'wanted wear.'; In the end, we look back upon the choices we have made and like the narrator 'sigh,'; observing that they have made 'all the difference.'

Massive Tourism Essay

In this globalized world the stress caused by the workload and the problems that occur everyday in our social environment, have a direct effect on the health of the person, who tries to find a way to release the tension. This is why many doctors recommend recreation in the form of travel to avoid harm to our health. Nowadays Tourism has a key part in the lives of every person, but mostly business people. They use it as a way to connect with their children and at the same time, recover their lost energy. These believe has spread all over the world and now Massive Tourism has become an important issue in the Government plans and the Tourism Industry. Massive Tourism happens when large masses of tourist arrive to visit a place. Travel Agencies offer tour packages to groups of people to get lower airfares, room rates, etc. Massive Tourism has a direct effect on the economy of the country, by increasing the incomes and providing more work. But many countries aren’t prepared to receive large groups of people, which causes damage to the culture, infrastructure and also to the environment. Advantages of Massive Tourism  For People Tour Operators and Travel Agencies offer Tour Packages to tourist around the world, to visit and enjoy another countries culture without the need to plan all the activities, transport or accommodations by themselves and by traveling in large groups they get lower costs. This is why the number of tourist has increased, because nowadays it is easier to travel, not to mention cheaper. What most people look for in a trip is to leave all worries and problems behind, and just enjoy and relax for a determined amount of time in another city or country and away form their normal lives. Tour operators can offer lower costs because by making these tour packages they an agreement with the hotel, airlines, museums, etc, who are part of the package. These companies offer the operators a lesser cost, in exchange of promotion, which they get with this tour packages. Both the companies and the tourist benefit from this packages. Also because you travel with a group that will share the same activities and interests it is probable to form relationships and friendships with new people. For Governments Large groups of people arrive everyday to a country, and they expend money by realizing various activities during their stay. For example food, museums, discos, shopping, transport). This is why the country benefits from massive tourism because it has a positive effect on the economy of the country by increasing the incomes. The Tourism Industry is ever growing, which results in more job openings and increases the interest of studying tourism related careers to improve the service given in their country and also to have a bigger involvement to incentive the tourist activities and at the same time, protect the natural patrimony. In addition, massive tourism boosts other kinds of tourism, such s eco tourism which increases investments to create new recreational, and tourist areas. Another advantage of massive tourism is that it improves the relationship between countries. Disadvantages One disadvantage is the rapidly spread of the diseases because of massive tourism. Most people who travels likes to go to a completely different place. For example, they want to visit exotic places. But they do not know the real consequence of their adventure. Sometimes, they are taken by the emotion of the trip and they don’t inform well about the places they are going. One case took place in China. There was a new virus, very contagiously, which spread fast due to the tourists who travel around the world. That way, virus could reach cities like Frankfurt, Toronto etc. As we can see massive tourism helps diseases to expand. Besides humans, animals are also affected by new diseases brought by tourists of other countries. Another important effect of massive tourism is the one on the culture. Now we are living in a globalize world. This means that many aspects are the same in different countries. When many tourists arrive in a country like ours, the people of the host country start to behave like them. Little by little they start changing their image. The impact caused by tourist is strong in some places. For example in our jungle many amazon tribes have lost their traditions. Now they make presentation of typical dances of their tribes only for tourists. Once the tourists leave their tribe, these people start to behave as if they were from the cities. Their naturalness is lost. Same case happens in the highlands. Language is also affected by massive tourism. Nowadays most people understand English. In one way this is very practical for tourists but on the other hand English absorbs the other languages. The attraction of a country, in some cases, is based on the language. If one person wants to go to France in order to learn French, he will find that most people like to speak English or Spanish. The language is part of the culture in a country and it shouldn’t be change. When you see only tourists in one place, you will realize that the lifestyle s affected too. Being surrounded by tourists changes the way you act. This case is presented everyday in Ibiza. This international place has very few Spanish inhabitants. For this little population, life has acquired a different face. Their neighbors are no longer Spanish people but tourists. The way you treat tourists is not the same as you treat people from your country. That is why the lifestyle changes in places like Ibiza that receive mass ive tourism. One of the biggest effects of massive tourism is on the environment. Massive tourism can imply more incomes but is also means more people to attend and too much garbage. Too many people in one place can cause a mess. In fact the more disturbed is the people of the host country. The infrastructure suffers and is damaged because it can not stand multitudes. To illustrate this point Macchupichu is a good example. Recent investigation has revealed that Macchupichu and the whole city of Cuzco are suffering the consequences of the disorganized coming of tourists, especially in the high season. Conclusion Nowadays people are looking for ways to canalize their energy and just for a couple of days, get away from their problems, and meet new cultures and new people. As we have seen massive tourism is an alternative for people that has tight schedules and no time for recreation or just stop to breathe. This is why massive tourism does not only benefit individuals but also the whole society and encourages the population to take interest in the tourism industry and the protection of their culture. Nevertheless Massive Tourism also has a negative aspect for the countries if it is not treated as it should. An organize tourism brings benefits for sides, tourists and countries. Sometimes the solution isn’t in the quantity but in the quality of the services and the experience. In Peru’s case, this negative impact has taken a toll on the infrastructure in some important cities like Cuzco. This is way the authorities have started to develop new plans to organize these cities to receive an organized tourism without damaging the city.

Current provision and practice Essay

Each one of the early years educators has played an important role in setting the foundations that is the basis of the main curriculum’s and foundation frameworks in schools today. Maria Montessori believed in independence in nurseries and that children should be taught to use their senses first rather than just educating their intellect with subjects such as maths and science. These of course came later in the children’s education but the main focus within her nurseries was to develop observational skills through the environment and learning outdoors, and to provide the children with carefully organised preparatory activities rather than repetition as a means of developing competence in skills. Montessori believed children should be encouraged to take responsibility for their own learning, enabling them to become more independent. The teaching practices of Maria Montessori have been highly influential on current practice as many specialised Montessori nurseries are currently running up and down the country. They promote her curriculum of independency and use many of her approaches to practice such as the idea that the child’s freedom, dignity and independence are of paramount importance. In a typical Montessori nursery there is a general atmosphere of children doing things for themselves carefully and competently – carrying furniture, setting tables, pouring drinks, washing their hands – and following activities which absorb and interest them. This is, in some ways, a very different method to the practices used in government run nurseries etc. as they follow a more standard curriculum where reading and writing are encouraged more formally and learning plans set out at an early age. Some of this practice is reflected within my current placement through the children’s play such as tid ying away independently at the end of activities and being responsible for making sure toys are put away before a new activity is begun . In my placement, when the children are told it is tidy up time they know they need to put everything away and must help clear up until the room is tidy. The practitioners join in with the tidying but do not do it for the children, so they are leading by example but are still allowing the children to think for themselves and take responsibility for putting away their own play equipment. During snack time I have also witnessed the children carrying their own chairs through if they are a few chairs short in the hall. This  gives the children a sense of independence and is also a good way of developing their gross motor skills and co-ordination. In the key stage 1 classes children are encouraged to pour their own drinks and are given small jobs such as handing out the lunchboxes and folders at lunchtime and the end of the day. These are just a few ways that the children are encouraged to be independent within the school day as well as managing their own hygiene and dressing/undressin g independently for a physical education activity. Part of the stepping stones within the foundation stage state that children should be encouraged to dress and undress independently and select and use activities and resources independently, which is exactly what I have witnessed in my previous and current placements. The birth to three matters framework has a similar view on independency as the emotional well-being guidelines for a child focuses on developing healthy independence e.g. ‘activities which provide small steps to be achieved will support all children, including those with disabilities, thus reducing frustration and supporting them to become independent.’ These clear guidelines from the various frameworks and curriculum’s undoubtedly show the positive effect Maria Montessori has had on current practice, and that her theories have been widely acknowledged within teaching practice today. Rudolf Steiner set up the Waldorf schools where the main consideration is around practical activities that develop the mind and the imagination. The types of activities that Steiner introduced in his schools were things such as knitting, weaving, playing a musical instrument, woodcarving and painting. These are very much practical based activities and many are still carried on in schools today such as learning to play an instrument. This is seen as an important activity for children in the early years and lessons and clubs for this are seen as mainstream activities. Steiner believed that education should be designed to suit the changing needs of a child as they develop mentally, physically and emotionally. This can be seen in the current practices and provisions as there are different levels and stages of which a child can progress through at their own pace, such as the stepping stones in the birth to three matters and foundation stage curriculum. Each individual child is encouraged within their own abilities to progress with their education and onto the next levels of development and learning within  today’s practices, and Steiner’s approach has therefore been influential on many areas of the early year’s education. His ideas on allowing children to be taught by the same teacher for up to seven years have been adopted in some ways by secondary schools as a class is given the same form tutor for up to five years and then another for two years if they progress to higher education. He believed this was an effective way of giving children stability within schools, and the tutors would almost be like main carers for the children until they left school. Friedrich Froebel’s ‘kindergarten’ is the modern day nursery, playgroup or parent and toddlers group. He wanted parents to be fully involved with their children’s learning and play an active role in their child’s educational development. This was an important feature of Froebel’s vision and can be seen in current practices through parent/teacher evenings and the various reports and progress write ups that are sent home to parents from early years settings. The placement I am currently with send home termly reports explaining to parents and carers how their child is doing with regards to education and also to their social, emotional and physical well-being. Froebel believed the role of the mother was to recognise their child’s capacity for learning and wanted to encourage the parents to support the children with this, and as you can see from the current approaches to this in early year’s settings his work has helped to develop the understanding of the importance of the role of a child’s family in their learning and nurturing. This is now very much reflected in the governments recent every parent matters agenda. He also believed children learn through structured play at their readiness, in an organised and prepared learning environment. This is similar to the guidelines of the curriculum’s and frameworks we use today as children are taught through structured activities that are carried out in stimulating environments. The fact that activities and play is structured benefits the teachers immensely as they will always have a clear view of what they need to be teaching the children, and when and where they should be learning specific things. They are also able to plan the day effectively and help each child reach their early learning goals. Structured play benefits the  children as they need routine so they know what their day will consist of, and are also able to develop their independent learning skills within a structured, focused and supportive environment. If a child’s day has routine or structure to it they are able to feel in control of themselves as they will always know what they are going to be doing, and how much time they have for certain activities. The special materials that Froebel developed to assist his activities were things such as shaped wooden bricks and balls, with which he had a linking set of theories. These types of play resources are used throughout early year’s settings today. The foundation stage framework states that ‘well planned play is a key way in which children learn with enjoyment and challenge’. This clearly shows that Froebel and Isaacs’s theories have been influential towards current practice and benefit children and teachers through the education policies. I have seen these benefits first hand within my placement. The teachers have the opportunity to plan their lessons and the activities ahead and so are able to plan time for their own personal work and preparation for other lessons into the day, and can inform the children exactly what they will be doing that day, thus giving them a clear, structured routine they can easily follow. Children are able to choose freely within pl ay activities yet each play resource is chosen carefully and all of them can relate to either a certain topic they are doing ect. so the children’s learning of a certain subject can be carried on through their play. The foundation stage curriculum states that ‘well planned play, both indoors and outdoors, is a key way in which young children learn with enjoyment and challenge.’ Froebel’s theories have, from this example, been the basis of many of the curriculum’s ideas on play, and making it structured also allows the teachers to plan and resource a challenging environment that will extend the children’s learning. The curriculum also states that practitioners should be ‘supporting children’s learning through planned play activities, extending and supporting children’s spontaneous play and extending and developing children’s language and communication in their play.’ Many of these requirements would not be possible if play was not planned or structured, as practitioners would not know what resources the children would be using during the day, and so would not be able to make  assessments effectively or develop and extend the children’s learning to their full potential. Froebel’s theories and early years work mean practitioners and children can benefit from play immensely. Children; in all areas of their development, and practitioners; as it enables them to focus their assessments thus informing future planning to better meet the needs of the children. Margaret McMillan was another early year’s educator who has inspired and influenced many of the current provisions and practices used today. Her main emphasis was on fresh air, exercise and nourishment, and still influences some aspects of current English nursery practice. Many early years settings regard outdoor play as an important aspect of a child’s learning, and gardens and play areas are available for the children at either frequent intervals throughout the day, for a substantial amount of time (as can be seen in the placement I am currently at), or constant access is given. McMillan recognised that imagination is good for society as a whole, an idea that is seen in the educational reforms of the 20th century, and can be clearly seen in the practices within her nurseries today. She believed that children are ‘active’ learners, meaning they learn whilst doing something (usually playing), a concept that has been brought into current practices as practical activities that involve moving about or using some kind of resource, and especially general play, is now much more emphasised in early years settings than it previously was. Rudolph Steiner also believed that practical play activities were a good developer of the imagination. His Waldorf schools concentrated on activities such as wood-work, knitting and playing musical instruments, which are now mainstream subjects in secondary and primary schools e.g. design technology, which covers all creative areas, and music. Children can develop their creativity, imagination and emotional development through music as well as many other areas of personal learning. Teachers are able to apply their own skills in these creative areas and demonstrate to the children how they can achieve what they are aiming for. By seeing their teachers own personal skill first hand the children will be able to respect and learn from practitioners in a more understanding way. Susan Isaac’s was also a believer that play is central to learning, and also  that parents/carers are seen as partners, working with teachers and their child to develop and support their child’s abilities. This is similar to Froebel’s theories on parent/teacher relationships in the way that he saw parents as the main educators of young children. This concept is still clearly seen in the practices of early year’s settings as parents are encouraged to be involved in every aspect of a child’s learning, and have the opportunity to work with the teacher in developing their child’s abilities. This benefits the children and the parents as both can create a bond with each other through the education of the child, and the parent will be able to understand more fully how their child learns best and how to encourage and support them if they are struggling. Play is still seen as central to learning and parents/carers are seen as partners in helping their child progress through the stepping stones. In my current placement children are given ample time throughout the day to have free play and choose to do whatever interests them. The day is structured (as Froebel believed it should be) so they still have time set aside for number work and writing activities, but are not pushed to complete the more intellectual side of the work as play and ‘active’ learning are the most emphasised activities throughout the children’s day. This benefits the child in the way that they will have a break from concentrating on the more intellectual side of things and be able to relax, whilst still learning through structured play and various activities. Having the ability to choose will keep them interested in learning about writing and reading as they will feel they are not being forced to learn about them. Friedrich Froebel introduced the idea of structured play and fully involving parents with their children’s learning. His work has been extensively influential on current practice in early years settings today as the basic framework and curriculum’s that guide children through their learning are based around his ideas about how children should be working with their parents and how carers should be involved in all aspects of their child’s learning and development through school, and how children should learn at their own pace and be guided instead of pushed towards their learning goals. The national curriculum states that ‘teachers are required to report  annually to parents on pupil’s progress’ through their learning goals. Parents also have a say in whether their children are included in religious education classes and sex education, and are given the right to withdraw their children from it or go to the classes with their children to guide them through it. Secondary and primary schools send home letters to parents informing them when classes such as these will be taking place, and permission slips are enclosed so the school know which children can take part in the classes and which cannot. My current placement sends home a daily report on each child so the parents can see their child’s routine for the day including what they played with, how long they slept for, what and how much they ate during the day and generally how they got on. This gives the parents a clear understanding of how their child is getting on in the nursery and allows them to give feedback to the practitioners so they can work together to ensure the child is reaching their full potential in all areas of development. This clearly shows that Froebel’s ideology of parents being involved in children’s learning has been taken into early year’s settings today and has had a positive effect on current learning and the guidelines in the curriculum. Parent and toddler groups are also a popular class for parents to attend when their children are young. They allow parents to be fully involved with their child’s play, and as children learn most substantially through play this gives the parents a better insight as to how their children learn and what stimulates them most effectively. They can then use this knowledge to help progress their child’s learning at home. The foundation stage has the same principles as the national curriculum in the way that parents are encouraged to become involved with their child’s learning throughout and to work with the practitioners to extend the children’s learning both in the classroom and at home. According to the foundation stage curriculum, when parents and practitioners work together in early years settings the results have a positive impact on the child’s development and learning, therefore each setting should seek to develop an effective partnership with parents. This was one of Froebel’s main theories  within early years and so current practice has clearly been influenced by this and has expanded on his views to make sure parents, practitioners and children can benefit from his work. Practitioners can listen to any concerns parents have over their child’s development and then work with them to find an appropriate solution to the problem. Froebel also recognised the importance of specific training for early childhood teachers. He believed that early year’s teachers needed more focused training as the early stages of a child’s development and education formed the basis of their personalities and eagerness to learn in the future. This may have some contribution to the fact that early years practitioners must undergo specific training in order to become qualified to work in early year’s settings, such as NNEB’s, NVQ’s and BTEC’s. My opinion of Froebel’s work and the research I have done on his theories is that his work has been the most influential on current practice due to the fact that most of his work has been combined with, and been the main basis for many of the guidelines in the curriculum’s and frameworks used in early years today. The emphasis on active learning is well established within early years settings, but combined with the current guidance from central government upon meeting targets, it is indicated by the inspection of early years settings that play-based learning is not a priority, though the training of practitioners, which Froebel believed was essential, has received considerable attention in recent years, and current practice is now trying to catch up with the ideas Froebel proposed. The role of the mother in children’s learning is not as Froebel expounded due to mothers of young children being encouraged to work rather than stay at home. Teaching and nurturing children in the home is regarded as less effective or desirable than education in more formal, out of home settings, though the parents as partners scheme initiated by the government throughout the curriculum’s gives parents and practitioners a way of communicating and working together to help the child, so in this way I think his ideas on parents being involved in children’s learning has been responsible for this being put into practice. Friedrich Froebel’s theories have, in my opinion, been the most influential on early year’s practitioners, and their approach to practice is guided by many of his ideas and concepts on how children should be learning. His work surrounding the ‘kindergarten’ (the first form of modern day nursery) produced the framework and theories that practitioners work with and expand on in current practice and so in my opinion his work has had the most effective influence on today’s early years educators and their practice, and this evidence suggests his work will continue to be explored and expanded on within the curriculums and frameworks for years to come. Bibliography Bruce T learning through play: babies, toddlers and the foundation years, (2201), Hoddler and Stoughton†¢Tassoni P, BTEC early years (2nd edition), (2006) Heinemann†¢Bruce T, Time to play in early childhood education (1991), Hoddler and Stoughton

An Abundance of Katherines

The search for you Innerself In the novel An Abundance of Katherines by John Green we find how the need for social acceptance may often alter ones true Identity. Everyone may have different personalities in different situations. Most people can actually forget there true self because of all their other personalities, It really all depends on the social group they'd like to belong to. I myself can connect to Lindsey in real life, Just like her I have a few sides to myself and they all come out at different times in my life, epending on where I'm trying to fit in.People change thereselves for the people they'd like to connect with. Lindsey has a special side to her she uses when shes around her boyfriend T. O. C. , another one she uses around the elderly, and the side she begins to remember when she's around Colin. The personality she uses when shes with T. O. C. is her made-up side that she decided to make to make him like her and also fit in with him. It was important for her to have a boyfriend at the time so she had to hide her true self and fake emotions because her and T. O. C. idn't have too much and common. She hated his manners and jokes but she liked that he didn't change himself for a single person and presumed to act the same In front of anyone he'd came across, that was something she wasn't capable of. The side Lindsey uses when she's around te elderly was the polite, innocent one. She always shows a great amount of respect for them and no matter how boring they may be she would let them tell her stories for hours and hours at a time. without interrupting them once. or getting annoyed. They all love her. they loved her whole family, and they wanted her to always stay young so she could visit them forever, and they can't believe how fast she's grown since theyh. ‘e known her. You can tell they made her realize that she wasn't being her true self when they made her cry after all the compliments they gave her. she faded away trom them though becau se she spent a lot ot time with her boyfriend and her friends but visiting them was still a passion of hers. The last personality we see Lindsey use in the book is the one Collin reminds her of.Out of everyone she knows he is the first one that made her feel her true self. She didn't have to act, or pretend to be anything she wasn't. Somehow her and Collin just understood eachother, and didn't have to be nervous, she didn't feel the need to try and Impress him either. Collin Just began to like her for who she really was Inside. â€Å"The people who have been In your secret places† said Collin. â€Å"The people who you bite youre thumb in front of† said Lindsey. (pg. 208). He helped her realize her true colors by accepting who she really was. There are three different sides to myself as well. e one I use most is the quiet me. When I'm in school I tend to keep to myself and stay quiet. I basically do it to give me an edge with teachers so that way if I'm ever borderline the teacher will like ‘ Of2 me ana give me a second cnance, or pass me, at least tnat's wnat I nope Tor, altnougn I never wish to be in that sitution. I also use this side of me when I do things like go to church. I'm silent there because that's the respectful thing to do as I've been taught by god and my parents. Another personality I use is my true personility, my social side.I'm an energetic, loud, fun, outgoing teenager and I plan on always being like that at acceptable times, like parties and hanging out with my buddies. There the ones that understand me the best and I can always have fun with them, and I know in the end my buddies are always here for me as I am for them. It's the best feeling in the world having friends who I can Just be myself around and not have to worry about being misjudged and what not. The last side of me is basically both put together. This personality comes to use when I'm with family and family friends.I m very close to them but there are certai n boundaries I have with them that I don't have with friends. Family may be friends but I still have to keep in mind that there the parents and they can give me boundaries and responsibilities. There Just two different relationships. I know deep down that I have found my true identity and I have a great balance in life. Finding who you are is honestly not hard it Just happens. The best thing to do is just surround yourself by people who make you feel yourself and accept you. Understand that people have different ways of expressing themselves as well.

Oia Bible Paper Mark 2:23-28

New Testament Survey O-I-A Gospels/Acts Throughout the book of Mark, several themes are found to be present which address the legitimacy of Jesus. Multiple times Jesus’ actions prove He is who He says He is, although through His attempts to hide His identity from the public, people still are in disbelief about His identity. The periscope of the Sabbath helps to explain this. The periscope on the Sabbath according to Mark is found in Mark chapter 2 verses 23 through 28: 23  One Sabbath Jesus was going through the grainfields, and as his disciples walked along, they began to pick some heads of grain. 4  The Pharisees said to him, â€Å"Look, why are they doing what is unlawful on the Sabbath? † 25  He answered, â€Å"Have you never read what David did when he and his companions were hungry and in need? 26  In the days of Abiathar the high priest, he entered the house of God and ate the consecrated bread, which is lawful only for priests to eat. And he also gave s ome to his companions. †27  Then he said to them, â€Å"The Sabbath was made for man, not man for the Sabbath. 28  So the Son of Man is Lord even of the Sabbath. †My own understanding of this periscope is reworded like this: 23 One day on the Sabbath, Jesus was walking amongst His disciples through a field of gain. As they made their way, the disciples began to pick the heads of grain. 24 The Pharisees confronted Jesus and questioned Him as to why the disciples were breaking the law of Sabbath rest. 25 Jesus replied, â€Å"Do you know what David and his friends did when they were hungry? 26 Let me tell you, they entered the House of God during the days of Abiathar the high priest and ate the holy bread in front of Abiathar himself!You all know that the holy bread is only able to be eaten by the priests themselves! † 27 Jesus told the Pharisees, â€Å"I am the Son of Man. The Sabbath was made for man. † 28 Therefore the Son of Man is even Lord over the Sabbath. Multiple observations are obvious throughout the passage. To begin with, it is mentioned several times how the setting of the story is occurring on the Sabbath, which is a day of rest. It is mentioned how Jesus and the disciples are present in the grainfields and the Pharisees are there with them.The Pharisees end up questioning Jesus about the disciples’ actions. Jesus defends them with an allusion of David in the time of Abiathar. There are countless numbers of interpretations that can be made throughout this short passage. These deal with the actions of the disciples, Jesus’ confrontation by the Pharisees, Jesus’ allusion to David’s actions in the time frame noted and the meaning behind the consecrated bread. The disciples’ action of picking heads of grain was completely lawful, even though the Pharisees challenged it (Lane 114).In that time, people followed the Mosaic Law which stated, â€Å"when you come into your neighbor’s s tanding grain, then you may pluck it with your hands, but you shall not bring a sickle to you neighbors standing grain† which is found in Deuteronomy chapter 23 verse 25. The only grounds that the Pharisees had to challenge the disciples were because it occurred on the Sabbath (Lane 115). Their actions could be seen as reaping which was prohibited on the Sabbath by the Mosaic Law in Exodus chapter 34 verse 21. This violates the Sabbath because it is considered work.It was also noticed how the Pharisees question Jesus about the Disciples’ actions instead of question them personally. When someone was considered a â€Å"teacher† it meant that they were responsible for those under them, so Jesus was responsible for the disciples (Keener 142). This is the reasoning Pharisees specifically questioned Jesus directly. It was done in order to satisfy the legal requirement of a warning prior to the prosecution for Sabbath violation (Lane 115). It is also important to unders tand Jesus’ allusion to I Samuel chapter 21 verses 1 through 6. 1 David went to Nob, to Ahimelek the priest.Ahimelek trembled when he met him, and asked, â€Å"Why are you alone? Why is no one with you? † 2  David answered Ahimelek the priest, â€Å"The king sent me on a mission and said to me, ‘No one is to know anything about the mission I am sending you on. ’ As for my men, I have told them to meet me at a certain place. 3  Now then, what do you have on hand? Give me five loaves of bread, or whatever you can find. † 4  But the priest answered David, â€Å"I don’t have any ordinary bread on hand; however, there is some consecrated bread here—provided the men have kept themselves from women. 5  David replied, â€Å"Indeed women have been kept from us, as usual whenever I set out. The men’s bodies are holy even on missions that are not holy. How much more so today! † 6  So the priest gave him the consecrated br ead, since there was no bread there except the bread of the Presence that had been removed from before the Lord and replaced by hot bread on the day it was taken away. According to Cole, Abiathar was Ahimelek’s son who survived the priestly slaying at Nob in I Samuel chapter 22 (129).Abiathar served as high priest and was better known in association with David than his father, so this is known as a common error could have entered tradition before it became known to Mark (Lane 115). Another interesting thing about the David reference is Jesus’ summary of the consecrated bread. He mentions in Mark chapter 2 verse 26 how David and his men ate the consecrated bread, which is lawful only for priests to eat. It is interesting to compare both passages when is mentions the restrictions of who is eligible to eat the bread.In I Samuel chapter 21 verses 4 through 6, it is mention that the requirement is for men to have kept themselves from women. One interesting question that Lan e brings to light is the actual connection between what is happening in the grain fields and the reference that Jesus makes in light of the situation (116). The incident in the grain fields specifically deals with the Sabbath while the allusion that Jesus makes, highlights the fact that God does not condemn David for his actions. This shows how the Pharisees interpretation of the Law was not in accordance with the scripture (117).This can be applied to the biblical understanding of the Pharisees and others in that time period. Many people misinterpreted the text and often even twisted them to have a meaning that applied to their situation. The most important thing that I learned from this scripture is the importance of understanding the background information behind the scripture. I must admit that in this case, I would be no different that a Pharisee. Although I have read this passage and heard it referenced multiple times, I have never fully understood Jesus’ allusion withi n the text and how it applies to the situation at hand.I am constantly guilty of skimming over text or not reading it on a level deep enough to fully understand the message behind the words. This has been a lesson in itself. Works Cited Page Cole, R Alan. The Gospel According to Mark. Grand Rapids: William B. Eerdman, 1989. Print. The Holy Bible New International Version. Grand Rapids: Zondervan, 1984. Print Keener, Craig S. The IVP Bible Background Commentary: New Testament. Downers Grove: Intervarsity Press, 1993. Print Lane, William L. The Gospel According to Mark. Grand Rapids: William B. Eerdman, 1974. Print.