College Personal Essay (CPE) Reasons For Transferring

College Personal Essay (CPE) Reasons For TransferringIf you've never heard of these College Personal Essay (CPE) reasons for transferring, it's important to know that this is a great way to showcase your ability to learn, adapt and change. So if you want to get better grades, make more friends, stay motivated, or even to just be accepted into your dream college, I'm here to help you.Schools are always on the lookout for fresh students, so if you have any questions about the school, most likely they have an application process. One of the first things they want to know is why you're leaving. I would imagine they'd want to know what your plans are as well, because this can influence your future admissions chances, especially if you do want to transfer.A better way to answer these questions is to use samples to show you why you should be at your desired college. The most common CPE reasons for transferring that you'll find online include:If you are changing schools and want to change ma jors, there are many packages to help you with that. Also you'll probably want to ask about extracurricular activities that will aid you in your new major.If you decide to transfer to another college, it's usually best to do your research early on. There are programs out there to help you adjust to the new school and also for getting credits transferred from one college to another. This helps you gain a better GPA and will definitely increase your chances of being accepted. You'll also get easier time in class, as classes are more convenient and much easier to pass.If you decided to transfer to a certain college, it may be better to do it earlier than later. Most college will start accepting students more easily after the summer, but they have to work with their schedules, and it's sometimes difficult to fit out some of the smaller courses into a limited schedule. If you decide to transfer in the spring, it's best to avoid the busy summer months when there is not enough time to fini sh the majority of classes.Make sure to explore all your options, and even make a decision on your college before transferring. If you're stuck, there are many online CPE resources to help you with your personal essay, as well as many sample essays to choose from.

Operant Conditioning Voluntary Behavior Essay - 940 Words

Onil Trinidad Psych 11 Dr. Mcspadden Operant Conditioning Voluntary behavior is a result of a learning process which is commonly referred to as â€Å"Operant Conditioning.† According to the American Psychological Association, operant conditioning is â€Å"Learning in which the probability of a response is changed by a change in its consequences† (Allyn Para#8). In simpler terms, operant conditioning is the explanation for voluntary behavior, which can reoccur or diminish, depending if the consequence is pleasurable or unpleasable. In my life I have experienced this concept of operant conditioning in full effect when I had to learn how to play baseball and when I had to learn math. There are certain limits to this theory of operant conditioning such as freewill, latent learning and instinct drives; nevertheless, operant conditioning is universally applicable and I can verify this with my own experiences. The first time I played real baseball I was about 7 years old. I didn’t’ fully understand the game but gradual ly I was molded until I learned how to play. This is a term which behaviorist call â€Å"Shaping†. Shaping is a method in which reinforcements are applied for each baby step you take towards your targeted behavior. The small steps I took were a result of me not knowing how to catch the ball. I first began by putting my glove out randomly and flinching in order to catch the ball. However, this technique didn’t work and therefore, I was hit by the baseball several of times. MyShow MoreRelatedClassical Conditioning And Operant Conditioning1249 Words   |  5 Pages This process involves the association between two stimuli or a behavior and a learned stimulus. Associative learning is divided in to two central techniques, classical conditioning and operant condition. Classical and operant conditioning are basic methods of learning and conditioning is used to adapt a behavior or association through a stimuli or consequence (Ciccarelli, 2012). While classical conditioning an d operant conditioning are key elements in associative learning, they have significantRead MoreCompare and Constrast Classical and Operant Conditioning737 Words   |  3 Pagescontrast classical and operant conditioning, their theories, terminology, famous psychologists and applications of the theory for teaching. Classical and operant conditioning are two important concepts central to behavioral psychology. While both result in learning, the processes are quite different. In order to understand how each of these behavior modification techniques can be used, it is also essential to understand how classical conditioning and operant conditioning differ from one anotherRead MorePavlov s Classical Conditioning Vs. Operant Conditioning1172 Words   |  5 PagesPavlov’s Classical Conditioning vs. B.F. Skinner’s Operant Conditioning Bhavika D. Patel Atlantic Community College Abstract Ivan Pavlov and B.F. Skinner both studied learning, in which they both did different experiments on different animals and with different conditioning. Classical conditioning is the process in which two stimuli become linked; once this association has been recognized, an originally neutral stimulus is conditioned to provoke an involuntary response. The dogs in Pavlov’s studiesRead MoreClassical Conditioning And Operant Conditioning1492 Words   |  6 Pages To expand upon the concepts of the two forms of conditioning listed above, three additional principals not previously listed for the sake of convenience are present in both forms of conditioning; these three principals-extinction, spontaneous recovery, and stimulus discrimination-are among the number of basic principals of conditioning that are found in most forms of conditioning. To explain, Extinction refers to the process by which the steady weakening or diminishment of a conditioned responseRead MoreRespondent and Instrumental Conditioning as Related to Phobias and Addictions1004 Words   |  5 PagesRespondent and Instrumental Conditioning as related to Phobias and Addictions Many people who suffer from phobias also suffer from addictions. This is largely due in part to the reluctance to seek professional treatment for the phobia. People turn to other means to cope with their phobias which in turn leads to addictions. Dependence is such an issue with addiction that stopping is very difficult and causes severe physical and mental reactions. Therapist use a technique called extinction toRead MoreWatson, Skinner and Tolman Essay1627 Words   |  7 Pagesthat equates behavior to conditioning. Typical examples of behavior conditioning are classical conditioning and operant conditioning. Classical conditioning is the pairing of a neutral stimulus with an unconditioned stimulus that births an unconditioned response. Subsequently, a neutral stimulus brings a response without the natural occurring stimulus. Unified the two elements are thought of as a conditioned stimulus and a conditioned response. Watson and Skinner classical conditioning are similarRea d MoreThe Theory Of Classical Conditioning929 Words   |  4 PagesDiscussion 5 1. Define: Classical Conditioning is learning theory based on the assumption that the learning process occurs due to associations between an environmental stimulus and a natural occurring stimulus, as indicated in our textbook. This learning theory was developed by John Watson. He proposed that this theory is able to explain human behavior. Watson also assumed that our environment shapes our personality as a whole. His ideas were influenced by the findings of Ivan Pavlov, a RussianRead MorePavlov s Classical Conditioning And Skinner s Operant Conditioning1243 Words   |  5 PagesTaSheena Moore 2/4/2016 PSY 110 Pavlov’s Classical Conditioning and Skinner’s Operant Conditioning Learning is a relatively permanent change in behavior due to experience. There are two types of learning, associative learning and cognitive learning. Associative learning occurs when a person or an animal forms a simple association among various stimuli, behaviors, or both. It requires little to no awareness or thought. Cognitive learning refers to understanding, knowing, and anticipating. Our subjectRead MorePhobias and Addictions Related to Classical and Operant Conditioning865 Words   |  4 Pagesas Related to Classical and Operant Conditioning Introduction People can become conditioned to respond to various stimuli in positive and negative ways, including phobias and addictions. In order to better understand how stimuli elicit phobic or addictive responses, this paper provides a discussion concerning phobias and addictions as related to classical and operant conditioning, including explorations of how phobias can be developed through classical conditioning and how addictions can be developedRead MoreThe Process of Conditioning963 Words   |  4 PagesFlorida Sahay Professor Griffin Psychology 1101 Fall 2009 The Conditioning Process It was raining when Sarah was driving home from work. Both she and the driver of the car in front of her were speeding. The car in front of her had immediately braked. There was not enough distance between that car and her own car to safely slow to a stop, so she had quickly switched lanes to avoid a car accident. Instead, the slick pavement caused her car to swerve out of control. When her car finally

Persuasive Speech About Organ Donation - 1369 Words

There are currently 115,930 people on the national list awaiting an organ transplant (â€Å"Data†). These people wait patiently as death knocks on their door. In America, we can do so much to ensure that people will live on with the donations of organs. Unfortunately, many are unaware of the amount of people who are dying that are waiting for an organ. Organ donation is a great way to save someones life, and continue the life of a loved one. Although it is a great way to give someone a new life many people are uninformed about donation and how valuable organs are. For example, did you know that in order for you to be recognized as a valid donor you must sign the back of your license? The amount of knowledge that the general public has about†¦show more content†¦This is very difficult for some people because many do not know what organs are eligible for donation. When people think of organ donation most think kidney and heart donation, there is so much more than that, for example, you can donate almost any organ that you use or do not use for that matter. You can also donate tissues such as skin, cartilage, and you can also donate bone marrow. The waiting list for organs is never-ending, as of December 15th, 2017 there are 115,930 people on the list for an organ and for some it is their fate because they know that this is their last option to live, and many will not make it off this list alive (â€Å"Data†). Everyday there are on average 20 people that die awaiting an organ (â€Å"Data†). For many people, the ability to receive an organ is almost out of the question because when an organ becomes available doctors will match the organ to the recipient with the closest height and weight to the donor. They will also look at the medical urgency, blood, and the size of the organ (2). If a person were to need an organ that is a rare blood type or if the organ needed is an unusual shape or size, it will become very difficult to find a matc h in all categories. This is very difficult for people to understand because you can not put a heart from a 250lbs man into a 130lbs woman just because they have the same blood type. Every 10 minutes a person is added to the donor list, which includes over 115,000 people awaitingShow MoreRelatedPersuasive Outline-Organ Donation886 Words   |  4 PagesPERSUASIVE SPEECH OUTLINE – ORGAN DONATION Topic:  Organ donation Thesis Statement:  Becoming an organ donor after death is not only an important decision for yourself, but it is also an important decision for the life that you may have the power to save. Purpose:  To persuade my audience to consider becoming organ donors after death    Introduction: 1. Organ donation is a selfless way to give back to others, and to be able to make a huge difference by giving another person a second chanceRead MorePersuasive Speech Outline Essay examples942 Words   |  4 PagesPersuasive Speech Outline Topic: Organ Donation General Purpose: To persuade Specific Purpose: After listening to my speech my audience will consider donating their organs and tissues after death and to act upon their decision to donate. Central Idea: The need is constantly growing for organ donors and it is very simple to be an organ donor when you no longer need your organs. Introduction: How do you feel when you’re waiting for something you really really want? Or what if it’s not evenRead MorePersuasive Speech : Donating The Medical Field1273 Words   |  6 PagesPersuasive Speech Paper Donating to the Medical Field Introduction (Attention) Did you all know that most people think the only way to be a part of the medical field is to go to college for many years? That’s just simply not the truth. The most important thing in the hospital is done by people who may or may not have gone to college, may or may not have a job, and they may or may not be sitting next to you right now. The people I am talking about donate parts of themselves to extremely ill patientsRead MorePersuasive Speech Essay1278 Words   |  6 PagesJoseph Froehle Public Speaking Class Persuasive Speech Outline Topic:  Organ Donation Specific Purpose:  To persuade my audience to donate their organs and tissues when they die and to act upon their decision to donate. Thesis Statement:  The need is constantly growing for organ donors and it is very simple to be an organ donor when you die. I.   INTRODUCTION A.   Attention material/Credibility Material: How do you feel when you have to wait for something you really, really want? What if it wasRead MorePersuasive Speech : Organ Donation1076 Words   |  5 PagesTopic: Persuasive Speech Assignment #2: Organ Donation Specific Purpose: To persuade my audience to become registered organ donors. Thesis: Today I want to persuade my audience to become registered organ donors. Introduction I. To start, by a show of hands, only if you feel comfortable, how many of you are registered organ donors? II. According to organdonor.gov, â€Å"an average of 22 people die each day waiting for transplants that can t take place because of the shortage of donated organs.† Read MoreOrgan Donor2701 Words   |  11 Pagesone†¦your grandparent, parent, spouse or significant other, even your own child, dying because one of their vital organs has quit working. Maybe because of a disease or an accident, maybe for a reason that cannot be explained, without any warning. The only chance of this person surviving is through an organ transplant, but there aren’t any available.    By a show of hands, how many of you are organ donors? I. There are 11 body parts that can be successfully transplanted :             A.    Heart, heartRead MoreEssay on Outline for Organ Donation Speech1009 Words   |  5 PagesStudent Name: ashley singer Speech Type: Persuasive Organ Donation Organization Type: Comparative Advantages Pattern Attention Getter Type: Story, Quotation, or Poem Conclusion Type: Summary Goal/Purpose persuade my audience to give the gift of life and become organ donors. Introduction I. I have always decided i wanted to dedicate my organs to others once i have oassed but it was not until January of this year i learned the true value behind organ donation. II. Last January my brotherRead MorePersuasive Speech1153 Words   |  5 PagesPERSUASIVE SPEECH OUTLINE Topic: Organ Donation Specific Purpose: To persuade my audience to donate their organs and tissues when they die and to act upon their decision to donate. INTODUCTION Attention: How do you feel when you have to wait for something you really, really want? What if it was something you couldn’t live without? Ladies and gentlemen I’m here today to share with you my views on organ donation, in the hope that you will take them on board and give someone the ultimateRead MorePersuasive Speech : Organ Donor1480 Words   |  6 PagesPirrie Persuasive Speech Kaitlin Keenan CRN: 22260261 Topic: Donating Life Audience: Communications 101 peers General Purpose: To persuade Specific Purpose: To persuade the audience of the importance of becoming an organ donor to save lives. Thesis: Becoming an organ donor can give severely ill people another chance at living a normal life. I. Introduction A. Attention Getter: Imagine having a loved one who is in end stage organ failure and has been put on the organ transplantRead MoreInformation Processing Theory2744 Words   |  11 PagesEntertaining Speech An entertaining speech is one whose sole purpose is to have the audience enjoy the presentation. The purpose of an entertaining speech is not to educate, inform or inspire †¦ it is to make the audience smile, relax, enjoy and maybe even laugh their heads off. How do you make a speech entertaining? There are many ways to entertain an audience. You can: * tell jokes * tell funny stories * dramatize an anecdote * tell a scary story When it comes right down to

Rodin Essay Example For Students

Rodin Essay Like most artists, Rodin was not an overnight success. Even though he was rejected numerous times from art schools because of his art style, he prevailed in the end. Rodin, like many artists, got their inspiration from other great and famous artists. In Rodins case, his inspiration came from Michelangelo. In Rodins more famous works, one can see the similarities between the two artists artwork. Rodins parents were not wealthy, therefore, he was not able to attend an art school of his choice. His father, however, did send him to Petite cole, a training ground for commercial draftsman and practicienscutters and finishers of work in stone. At the age of seventeen, Rodin won his first prize for a clay model and he came in second place for one of his drawings. His teachers at Petite cole encouraged him to try for the Grande cole des Beaux-Arts. He applied, but was not accepted. Not giving up hope, Rodin applied two more times, but was rejected. Determined to make a living, he worked for a large commercial designer. It was there, that he created numerous objects with his hands; anything from masks of gods to cupids. This is where he began to see that he had a future in what he loved the most, art. Even though Rodin was an artist, his career did not take off so soon. When he was 22, his sister Maria died. He anguished so much over her death that he decided to leave his art. He quit everything and decided to enter the Order of the Fathers of the Very Holy Sacrament. While living in the monastery, Rodin confided in Father Eymard, and he was the one that told Rodin to continue sculpting and not to give up. Rodin eventually realized that religion was not his calling and once he had enough money saved up, he moved into his first studio. From that point on, he was fully committed to his artwork. Rodin said that it was so cold in his studio, (he could not afford to have heat) that he would wake up and see parts of his sculptures on the floor. Since I didnt have the money to have them cast, each day I lost precious time covering my clay with wet cloths. Despite that, at every turn I had accidents from the effects of the cold and heat. Entire sections detached themselvesheads, arms, knees, chunks of torso fell off; I found them in pieces on the tiles that covered the floor . In 1864, Rodin created a masterpiece, something that would change his life forever. He created The Man with the Broken Nose, and with the new creation he said, It determined all my future work. The new sculpture was not found to be worth anything after Rodin tried to enter it in the Salon. So, he took it back home and placed it in a corner for numerous years. One day, one of Rodins students saw the lonely bust and asked if he could borrow it to make copy. Rodin did not refuse and when the student, Jules Desbois took it to his classmates at the Grande cole, they were astounded. All of Desboiss classmates stood around with amazement, all asking who created such a masterpiece. Desbois s aid, The man who made it, whose name is Rodin, failed three times to enter the school, and the work you take to be antique was refused by the Salon. In 1866, Rose, his girlfriend, gave birth to a baby boy. He soon had a job with one of the best employers around, Carrier-Belleuse. There, he was a draftsman, molder, finisher and a caster. He eventually left because he had all the money that he claimed he needed. In 1870, he was called to serve in the National Guard, but was released because of his poor vision. By this time, there was no money and Rodin tried to call previous clients that could possibly want some decorating done. All ties were broken after he left the reputable company Carrier-Belleuse. After months without having any work, Rose left him and Rodin decided to join a partnership with another ex-employee of Carrier-Belleuse. Together, the two men made sculptures and reliefs for a number of building in Brussels. Auguste made a decent living from his commission and he was s oon able to do what he always wanted to do; travel to Italy. In 1875, Rodin was able to afford to move to Italy, where he studied Michelangelo almost immediately. At this point, Italy was probably the best thing that could have happened to Rodin. From the moment I arrived, I began to study Michelangeloand I believe this great magician will reveal some of his secrets to me. Having found his affinity for Michelangelo, Rodin now tackled the problem of how to draw on his example, not just copy from it. He began work on a full-scale figure that, while showing Michelangelos influence, was quite unlike anything Rodin had actually seen in Italy. The piece, a male nude destined to become famous as The Age of Bronze, was freestanding, both literally and figuratively, and it signaled the end of Rodins 20-year apprenticeship in art. Early on in the year of 1877, Rodin was accused of being an imposter. The Salon claimed that he had taken a statue and just molded right over it with new material. When Rodin found out what he was being accused of, he rushed to the press and had pictures taken to prove that he was not an imposter, and to prove that the sculpture was not exactly like the human body. Finally, the Salon concluded that it was not the same thing and Rodin said, I have learned how to use it bronze casting. Rodin returned to Paris in late1877, when a death occurred in the family. Rodin had lost his mother, and now his father had gone blind and was beginning to turn senile. If that were not enough, his son, from his common-law wife Rose was almost completely retarded. Some say that it is possible that he suffered a head injury when he fell from a two-story window as a young baby. Even though his son was dying, Rodin attempted to give his son drawing lessons, but his son appeared to ignore him. Throughout Auguste Rodins work, one can see the similarities between his work and Michelangelos work. One can assume that after one man studies another great man, traits and ide as will shine through the artists work. The Age of Bronze resembles Michelangelos Dying Slave by the posture that the two statues share. The two men are twisted in the same fashion, as if they are frozen and sculpted just as the artist saw them. One leg of each statue has its knee bent, both heads are looking forward, and the arm is raised in the air. Rodins Crouching Woman resembles many characteristics from Michelangelos Crouching Youth. The Crouching Woman, created between 1880-1882, looks as if she has eternal suffering. This is given away by the way her knees are bent, implying that she may be helpless, she wants to be pitied, or she is tired. The similarities between the two statues is easier to see than the differences. Both figures heads are tilted the same way. Both knees are bent and intertwined with her own arms; while one hand holds one foot. Both women have clear muscle definition, but the facial expression is just like the muscle definition, obvious that there are no e motions to show. Lastly, both sculptures are left in an un-sculptured stone for a base. Once again, Michelangelos work can be seen in Rodins Faun and Child. The Faun and Child was designed in December 1882, and is almost a replica of Michelangelos sketch of the prophet Jechonius. Both adult figures have their heads looking back, as if both guardian and child are in danger. Secondly, the guardian is holding the child with his/her left arm. Lastly, it seems as though the children are either reaching or looking at something that they yearn for. Rodin was a very talented artist, sculptor, and thinker. He was able to make people see things the way that he saw them, and even though it was tough getting started, he prevailed and was able to live happily; considering what a hard life he had. Rodin died in November 1917 and his common-law wife, Rose, died in February of 1917. Rodin died with having completed over 400 sculptures and 7,000 drawings.Two of Rodins most famous pieces of work were finally shown in the Salon in 1878, The Man with the Broken Nose and the Age of Bronze. I had a chance to see several Rodins and visit his home in paris last summer and while he may reflect Michealangelo ,it was clear ,no one could deny his talent as a sculptor. His forms hold such a strong sense of motion and strength. My favorite would have to be his sculpture the Kiss, it stands in the garden deTolluries in paris and just left such a strong impression on me. .u6b4100b4fce5d424f97712b8b581834e , .u6b4100b4fce5d424f97712b8b581834e .postImageUrl , .u6b4100b4fce5d424f97712b8b581834e .centered-text-area { min-height: 80px; position: relative; } .u6b4100b4fce5d424f97712b8b581834e , .u6b4100b4fce5d424f97712b8b581834e:hover , .u6b4100b4fce5d424f97712b8b581834e:visited , .u6b4100b4fce5d424f97712b8b581834e:active { border:0!important; } .u6b4100b4fce5d424f97712b8b581834e .clearfix:after { content: ""; display: table; clear: both; } .u6b4100b4fce5d424f97712b8b581834e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6b4100b4fce5d424f97712b8b581834e:active , .u6b4100b4fce5d424f97712b8b581834e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6b4100b4fce5d424f97712b8b581834e .centered-text-area { width: 100%; position: relative ; } .u6b4100b4fce5d424f97712b8b581834e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6b4100b4fce5d424f97712b8b581834e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6b4100b4fce5d424f97712b8b581834e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6b4100b4fce5d424f97712b8b581834e:hover .ctaButton { background-color: #34495E!important; } .u6b4100b4fce5d424f97712b8b581834e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6b4100b4fce5d424f97712b8b581834e .u6b4100b4fce5d424f97712b8b581834e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6b4100b4fce5d424f97712b8b581834e:after { content: ""; display: block; clear: both; } READ: Unemployment Essay Bibliography:Bibliography1.Cunningham, Lawrence and John Reich. Culture and Values: A Survey of the WesternHumanities. Vol. 2, 4th Edition. Forth Worth: Harcourt Brace College Publishers, 1998. 2.HalWilliam Harlan and the Editors of Time-Life Books. The World of Rodin: 1840-1917.Virginia: Time-Life Books, 1978. 3.Lampert, Catherine. Rodin: Sculpture and Drawings. Hong Kong: Kwong Fat Offset PrintingCo. Ltd., 1986.

Who Was Responsible For The First World War Essay Example

Who Was Responsible For The First World War Essay Who caused the deaths of over 20,000,000 people? Was it a single, callous, malicious person? Was it a group of these people or a country that caused the Great War? Or could it have been a system or policy at that time? Who caused the events that inspired the Jewish poet Isaac Rosenburg to write the poem Dead Mans Dump in 1917?The wheels lurched over sprawled deadBut pained them not, though their bones crunched;Their shut mouths made no moan.They lie there huddled, friend and foeman,Man born of man, and born of woman;And shells go crying over themFrom night till night and now.Private Isaac Rosenburg, 22311, was killed on April 1st, 1918, at dawn while on night patrol. Just another of the 20,000,000 then.France had completely resented Germany for years. The Franco-Prussian War began in July 1870 as a result of a dispute between France and Prussia, the main German State. All the other German states joined Prussia, and the conflict became one between France and Germany. The war ended wit h the Treaty of Frankfurt, which was signed on May 10, 1871. The treaty provided that France would give most of Alsace and part of Lorraine (parts of West France) to Germany, pay Germany 5 billion francs, and support a German army of occupation until the huge sum was paid. The money was paid off surprisingly quickly due to the French pulling together and taking out loans. However, there were two effects of this war, which contributed to World War One.The first was the new German Empire. Before the Franco-Prussian War, Germany had been made up of small independent states over 40 of them. Prussias defeat of Austria in the Seven-Week War of 1866 had established it as the main German State. After the Franco-Prussian War, Germanys states joined up together and the government realised how strong the new empire could potentially be.The second effect concerned Frances feelings towards Germany. They were extremely angry about their defeat and the loss of Alsace and Lorraine. Their hatred fo r Germany had increased even more, setting the stage for another war between them.An underlying cause of the First World War was nationalism. Nationalism is the political ideology that all people of the same ethnic origin, language, and political ideals had the right to independent states. At the close of the century, however, the problem of nationalism was still unresolved in other areas of Europe, resulting in tensions both within the regions involved and between various European nations. One particularly prominent nationalistic movement, Panslavism (the belief that all Eastern Orthodox Slavs should live in their own country), figured heavily in the events preceding the war.The spirit of nationalism also showed in economic rivalry. The Industrial Revolution, which took place in Britain at the end of the 18th century, followed in France in the early 19th century, and then in Germany after 1870, caused an great increase in each countrys produce and a need for foreign countries to se ll their goods in. The desired place for the European countries to have colonies was Africa, and on that continent colonial rivalry was usual. Several times between 1898 and 1914 the economic rivalry in Africa between France and Britain, and between Germany on one side and France and Britain on the other, almost precipitated a European war. An important example of this would be the Agadir Crisis.On July 1st, 1911, Germanys warship The Panther landed at Moroccos main port, Agadir. This angered the French owners of the country, who had taken it to Germanys objection in 1905, as they thought Germany would try and take Agadir. The British were also very worried by this move as they had a naval base in Gibraltar, Southern Spain, only a few miles north of Morocco. Germany could easily challenge them if they had Agadir as their port, and Britain prepared for a war. The war never came Germany gave way and let France have their port. But the damage was done. Britain and Frances relations wi th Germany were even more strained and could have snapped at any time.As a result of such tensions, between 1871 and 1914 the nations of Europe adopted domestic measures and foreign policies that in turn steadily increased the danger of war. Convinced that they were threatened, they maintained large standing armies, and increased the size of their navies. The naval race was intensely competitive. Britain, influenced by the growing German navy, begun in 1900 and by the events of the Russo-Japanese War, developed its fleet under the direction of Admiral Sir John Fisher. The war between Russia and Japan had proved that long-range naval guns were effective and the British developed the revolutionary and widely copied Dreadnought battleship, with a lot of armaments. Developments in other areas of military technology and organisation led to the dominance of general staffs with precisely laid plans for mobilisation and attack, often in situations that an army couldnt get out of once they h ad got into it. This became apparent during the war, when soldiers would stay in virtually the same place for long periods of time in the trench-filled battlefields.The countries of Europe started to make moves that eventually would make the scale of the war much larger. Germanys government decided it was in their best interests to make alliances with countries for extra protection if a war began. In 1879, Austria signed a treaty with Germany and a strong alliance was born. Germanys next move was to ally with Italy in 1882, and then with Russia in 1887. Unfortunately, Russia and Austria were enemies because of conflicts in the Balkans, so Germany did not renew the alliance with Russia in 1890. France felt threatened by The Central Powers (the name for the alliances between Germany, Austro-Hungary and Italy), so in 1892, a treaty was signed with Russia for protection and support. In 1904, Britain, feeling worried about Germanys growing naval force, allied with France and in 1907 with Russia. Now Europe had been divided into two armed camps the Central Powers and the Triple Entente (the name for France, Britain and Russias alliance).Southeast Europe is known as The Balkans. For centuries, the powerful Turks had ruled it, but when their empire began to fall apart in the 19th century, the Austro-Hungarian Empire swooped in and took much of the Balkans for itself. Only Bosnia, Albania and Montenegro were still ruled by the Turks and four countries gained independence Greece, Rumania, Bulgaria and Serbia. Austria annexed Bosnia and Herzegovina in 1908.The Russians started to get very friendly with the people in the Balkans, persuading them to rebel against Turkish rule with a theory called Panslavism. Many Russians were Eastern Orthodox Christian Slavs, and the people in the Balkans were too. The Russians told them that they would help them if they tried to gain independence from Turkish rule, but they were actually manipulating these people for their own gain. Ru ssia wanted the Dardanelles, a narrow strip of sea which connected the Black Sea to the Mediterranean, because all of their Northern ports were frozen in winter, and the Dardanelles provided a route into the ocean. Turkey still controlled the Dardanelles at this time, but if the Slavic people of the Balkans rebelled, Turkey would weaken and Russia would have a chance to gain control of the Dardanelles.This angered Austria, as they hated Serbia, now on friendly terms with Russia. The inhabitants of Bosnia were mainly Serbian, and wanted to live freely like the Serbs in Serbia. The Austro-Hungary Empire was in danger of disintegrating if people rebelled for freedom, so their relations with Russia became much worse than they had been previously. The Central Powers were not very fond of the Triple Entente, and vice versa another push towards full-scale warfare.The Balkan Wars began in 1912, ending a year later. Turkey had lost most of its countries by now, but was clinging on to Macedo nia. The Balkan League, which was made up of the free Balkan countries, including Greece, Bulgaria, and Serbia, wanted Macedonia to be free. A war was fought between Turkey and the League, ending in all the Turks being driven out from the area. In 1913, another war was fought, this time between the League members Serbia and Greece versus Bulgaria. This was because Serbia wanted more of Macedonia for itself, annoying Bulgaria who attacked Serbia. The war was over within 2 months, but had some important results.It resulted in an increased desire on the part of Serbia to obtain the parts of Austria-Hungary inhabited by Slavic peoples, strengthened Austro-Hungarian suspicion of Serbia, and left Bulgaria and the Turkish Empire, both defeated in the wars, with a desire for revenge. Germany, disappointed because Turkey had been deprived of its European territory by the Balkan Wars, increased the size of its army.Every war has a trigger. The trigger for the war to end all wars occurred in 1914, on a sunny June day in Belgrade, capital of Bosnia. The Emperor Francis Joseph of Austrias nephew, Archduke Francis Ferdinand (heir to the Austrian empire) and his wife Sophie were visiting for a military inspection. Members of the Black Hand Gang, a Serbian nationalist group, decided to kill him. Borijove Jevtic, one of the conspirators, gave this eyewitness account:When Francis Ferdinand and his retinue drove from the station they were allowed to pass the first two conspirators. The motor cars were driving too fast to make an attempt feasible and in the crowd were many Serbians; throwing a grenade would have killed many innocent people.When the car passed Gabrinovic, the compositor, he threw his grenade. It hit the side of the car, but Francis Ferdinand with presence of mind threw himself back and was uninjured. Several officers riding in his attendance were injured.The cars sped to the Town Hall and the rest of the conspirators did not interfere with them. After the recepti on in the Town Hall General Potiorek, the Austrian Commander, pleaded with Francis Ferdinand to leave the city, as it was seething with rebellion. The Archduke was persuaded to drive the shortest way out of the city and to go quickly.The road to the manoeuvres was shaped like the letter V, making a sharp turn at the bridge over the River Nilgacka. Francis Ferdinands car could go fast enough until it reached this spot but here it was forced to slow down for the turn. Here Princip had taken his stand.As the car came abreast he stepped forward from the curb, drew his automatic pistol from his coat and fired two shots. The first struck the wife of the Archduke, the Archduchess Sofia, in the abdomen. She was an expectant mother. She died instantly.The second bullet struck the Archduke close to the heart.He uttered only one word, Sofia a call to his stricken wife. Then his head fell back and he collapsed. He died almost instantly.The officers seized Princip. They beat him over the head w ith the flat of their swords. They knocked him down, they kicked him, scraped the skin from his neck with the edges of their swords, tortured him, all but killed him.This was the end of peace in Europe. Kaiser Wilhelm II, the rather insane ruler of Germany, was horrified at the assassination and sent a telegram to Emperor Josef offering support and advising him to declare war on Serbia. The Tsar of Russia, Nicholas II (cousin to the Kaiser and King George V of Britain) sent a telegram begging him to hold back:St. Petersburg, July 29, 1914, 1:00 A.M. Tsar Nicholas II to Kaiser Wilhelm II: I foresee that very soon I shall be overwhelmed by the pressure forced upon me and be forced to take extreme measures which will lead to war. NickyUnfortunately, Tsar Nicholas realised that The Central Powers were not going to hold back, so he mobilised his army that afternoon. This gave the Kaiser an excuse to do the same thing.Two days later, Germany declared war on his cousins country because Ru ssia was backing Serbia. Another two days later, Germany declared war on its old adversary, France. They intended to invade using the Schlieffen Plan they would attack France going through Belgium, and deal with Russia after an easy surprise victory over France.However, this was not going to work. Belgium was a neutral country, but Britain wanted to help them when the strong German forces invaded them. Britains entry into the war was on August 4th, 1914. The First World War was already in motion.In conclusion, I have found that no one person was to blame for one of the worst wars in human history. Many countries contributed to the tension and hatred surrounding the pre-war years, but more to blame, in my opinion, were certain systems. Imperialism, nationalism and the alliance system all greatly contributed to this tension and Gavrillo Princips act simply pushed everyone over the edge. Even if he had been stopped, war would have probably still broken out war was imminent before the assassination, not directly after it. Unfortunately, mankind did not learn from the First World War, but hopefully if we look back, war can be avoided in the future for good. And as the poet Wilfred Owen wrote in Dulce et Decorum Est:My friend; you would not tell with such high zestTo children ardent for some desperate glory,The old Lie: Dulce et decorum estPro patria mori*Sarah Watson*The last two lines of this poem mean It is a good and fitting thing to die for your country.

Facilitating A Nursing Home Communion Service Religion Essay Example

Facilitating A Nursing Home Communion Service Religion Essay Example Facilitating A Nursing Home Communion Service Religion Essay Facilitating A Nursing Home Communion Service Religion Essay What will be the intent of this session? The intent of the session is to introduce voluntaries with the policies and patterns related easing a nursing place Communion service for Catholic nursing place occupants. The coveted result is the sustaining of the spiritual, religious, mental and societal public assistance institutionalised elderly and frail people. What is the context of this group? The context of the group is aged and frail occupants of a Christian church benevolent aged attention installation who are good acquainted with each other, and lay Christian voluntaries working together in this country of Christian service and outreach. Educational PROGRAM Plan A. Peoples AND CONTEXT Who are the participants in this ministry? The participants in this ministry are laic Christian voluntaries and occupants in a church nursing place Catholic Communion service programme. What are some of the concerns, issues and demands that participants bring to this event? Participant concern of the ballad voluntaries and occupants may include right ritual, fear and format. Furthermore, issues such as domination differences, ecumenism and age infirmities are critical. Need issues may include cognition, spiritualty, and resources. What is the context of this ministry? The context of this ministry is the offering of religious nutriment and Catholic Holy Eucharist through a Communion service for nursing place occupants by ballad voluntary lay church members in a Christian aged attention installation. The occupant participants are predominately Anglo-Saxon, Christian, Protestant, upper in-between category, educated and range from low to high attention dependance with some dementedness. The voluntary participants are laic curates with fiting standards. B. PURPOSE AND HOPES Why are you offering this peculiar educational ministry? This educational ministry is offered to nursing place occupants of aged attention installations for their religious nutriment and counsel, every bit good as their societal and mental well-being. Furthermore, it is an chance to develop and fit ballad voluntaries with the accomplishments and experience to work in this meaningful field and in making so progress their ain religious journey through charitable Acts of the Apostless. As a consequence of this event, what do you trust will happen in the lives of your participants? This on-going event will offer occupants in the nursing place plan societal, emotional, religious comfort and nutriment. Lay voluntaries in the programme will derive spiritual, religious and community experience and satisfaction in their private and ministry lives. Why do you believe participants may take portion in this educational ministry? Residents will take part in this educational ministry because they have relevant wants and needs that will profit from this ministry activity. Lay voluntaries will take part in the programme because it will carry through their Christian desire for service and growing. How will their ownership be achieved? The ownership of the occupants in the ministry activity will be achieved by honoring people s word and fostering their sense of ritual and belonging, peculiarly gained through engagement. This will be enhanced by the attempts of the ballad voluntaries to carry on the service in such a mode as to guarantee they are secluded to a Communion service of exceeding liturgical content and presentation. The ownership of the ballad voluntaries will be achieved by ask foring them to hold their ain voice through sharing their experiences, feeling and ideas on relevant the issues How will this peculiar educational event relate to other educational ministry in your context? This Communion service educational event will associate to others by being portion of an overall ballad ministry for working and volunteering in countries of aged attention and community religious promotion. C. DESIGN What are the best scene, clip and topographic point for this design? The best scene for the occupants is state of affairs offering a religious and peaceable ambiance. The best clip for the occupants is mid forenoon when occupants are most watchful and comfy holding been dressed, toileted and fed. The best topographic point for the occupants is a quiet and secluded sitting room offering comfort and infinite. The best scene for the ballad voluntaries is a quiet state of affairs with a positive ambiance. The best clip is the first lesson of the forenoon. The best topographic point is a good lit, air-conditioned schoolroom with tabular arraies and chairs arranged in a round form equipped with whiteboard, projector and screen, computing machine installations and video/DVD proctor. What is your suggested overall intent and subject for this design? The overall intent and subject for this design is to fit ballad voluntaries with the accomplishments to take a hebdomadal Communion church service event which is fulfilling the expected spiritual religious wants and demands of the Catholic occupants in a nursing place scene. What are your intents and specific purposes for each session? The purpose of each session is to be after and bring forth a Communion service of an first-class criterion and bringing where Jesus is present. The intent of the Communion service is to convey Jesus Christ into the lives of each occupant and to hopefully guarantee that His presence remains with them until the following hebdomadal session. What resources will you necessitate? The resources needed for a Communion service for the nursing place occupants are a suited room, lay voluntaries, an alter tabular array and fabric, chairs, bible, candle, rood, mass sheet, song sheet, organ, event and door marks and other points relevant to running a church service. Resources needed for the voluntaries fall ining in this shared Christian practice design context are: a suited category room, equipped with appropriate learning installations such as a whiteboard, overhead projector and computing machine terminuss. How can you outdo prepare? The best readying for both the ballad voluntaries and nursing place occupants is attachment to the best scene, clip and topographic point demands and a personal committedness to the success of the instruction event/program. D. OUTLINE OF THE EDUCATIONAL EVENT/PROGAM Outline the whole session in sequence ( a running sheet ) Include: cardinal points of any presentation /input Include specific inquiries to steer conversation and any group work. OUTLINE OF THE EDUCATIONAL EVENT/PROGAM 1. Room apparatus: Table and chairs in suited agreement Whiteboard and markers Alter, fabric, rood, taper, bible, aggregate sheet, song sheet Harmonica Clock. Time frame: 45 proceedingss 2. Preamble: ( 2 proceedingss ) Commence with supplication ( ? ) Introduce myself. Explain what I propose to make. Explain why I am making it. Explain the two audience construct. 3. Concentrating Moment: ( 2-3 proceedingss ) Psalm 23 The Lord is My Shepherd Song sheet distributed to the category. Harmonica played by Roger. Candle alight on alter. 4. First Motion: ( 5 proceedingss -Big groups ) Naming Present Action ( Looking at life ) Ask the category As voluntaries what thoughts/images come to you when thought of sharing in a nursing place Communion service? Suggest the category breaks into two treatment groups to encephalon storm. Ask the category to reform into one group. Ask each group to portion their ideas on the inquiry. Write group remarks on the whiteboard. 5. Second Motion: ( 5 proceedingss Small groups ) Critical Contemplation on Present Action ( Sharing our life ) Ask the category What has influenced you to think/feel this manner about the religious wants and demands of the aged and institutional life? Suggest the category breaks into mated groups. Ask the category to reform into one group. Ask each group to portion their ideas on the inquiry. Write group remarks on the whiteboard. 6. Third Motion: ( 15 proceedingss -Big group ) The Christian Story and Vision ( Knowing our religion ) Class press release sheet on the Emmaus narrative. Remark on the nexus between the Emmaus narrative and a Communion service. Outline and show a nursing place Catholic Church Communion service. supplication Song Come As You Are ( press release ) Reading Gospel Holy sacrament Song God In Hidden Majesty ( press release ) Lead the presentation into the Emmaus narrative and the hope of life after decease. Make a statement on meeting God and fulfilling their religious demands and Jesus coming aboard. Reflect on spiritualty of senior old ages Seek engagement. 7. Fourth Motion: ( 10 minutes- Big group? ) Dialectic contemplation between the Christian Story and Vision and the participants narrative and vision ( Making faith our ain ) Having encountered this Emmaus narrative once more, what connexion do you do with the ministry we are involved with? As you reflect once more on the significance and intent of the Communion service and the ways in which Jesus comes along side us what connexion do you do with our ministry. 8. Fifth Motion: ( 5 minutes- Big group ) Decision and practice Response Dialectic Hermeneutic between the Christian Vision and Participants Visions ( Populating our religion ) How will this educational plan and your contemplation on it act upon your function as a prospective aged attention installation voluntary Communion service participant? Complete the session with the vocal Jesus Remember Me. RESOURCES Educational Event Design Class: USB stick ( ? ) Slide show presentation optical maser ( ? ) appropriate frock projector and screen Whiteboard and pens Missal Communion kit Nursing Home: Sacramental manduction curate voluntary helpers tabular array chairs door marks ( silence please church service ) table fabric rood Communion pyx taper bases for rood and taper musical instruments ( mouth organ ) bible vocal sheets Songs: The Lord is My Shepherd. Come As You Are God in Hidden Majesty. Jesus Remember Me. The Emmaus Story Luke 24:13-35A ( NRSV ) Now on that same twenty-four hours two of them were traveling to a small town called Emmaus, approximately seven stat mis from Jerusalem, and speaking with each other about all the things that had happened.A While they were speaking and discussing, Jesus himself came nigh and went with them, but their eyes were kept from acknowledging him.A And he said to them, What are you discoursing with each other while you walk along? A They stood still, looking sad.A Then one of them, whose name was Cleopas, answered him, A Are you the lone alien in Jerusalem who does non cognize the things that have taken topographic point in these yearss? A He asked them, What things? A They replied, The things about Jesus of Nazareth, who was a prophet mighty in title and word before God and all the people, and how our head priests and leaders handed him over to be condemned to decease and crucified him.A But we had hoped that he was the one to deliver Israel.A Yes and besides all this, it is now the 3rd twenty-four hours since these things took place.A Furthermore, some adult females of our group astounded us.A They were at the grave early this forenoon, and when they did non happen his organic structure at that place, the came back and told us that they had seen a vision of angels who said he was alive.A Some of those who were with us went to the grave and found it merely as the adult females had said ; but they did non see him.A Then he said to them, Oh, how foolish you are, and how slow of bosom to believe all that the Prophetss have declared! A Was it non necessary that the Messiah should endure these things and so come in into his glorification? A Then get downing with Moses and all the Prophetss, he interpreted to them the things about himself in all the scriptures.A As they came near the small town to which they were traveling, he walked in front as if he were traveling on.A But they urged him strongly, stating, Stay with us, because it is about evening and the twenty-four hours is now about over. A So he went in to remain with them.A When he was at the tabular array with them, he took staff of life, blessed and broke it, and gave it to them.A Then their eyes were opened, and they recognized him, and he vanished from their sight.A They said to each other, Were non our Black Marias firing within us, while he was speaking to us on the route, while he was opening the Bibles to us? A That same hr they got up and returned to Jerusalem ; and they found the 11 and their comrades gathered together.A They were stating, The Lord has risen so, and he has appeared to Simon! A Then they told what had happened on the route, and how he had been made known to them in the breakage of the staff of life. Lord Is My Shepherd Hymn The Lord is my Shepherd I shall non desire he maketh me down to lie in grazing lands green He leadeth me the quiet Waterss by. Refrain His yoke is easy, His load is light. I ve found it so, I ve found it so he leadeth me by twenty-four hours and by dark where populating Waterss flow. Refrain My psyche crieth out: Restore me once more, and give me the strength to take the narrow way of righteousness, Een for His ain Name s interest. Refrain Yea, Tho I should walk the vale of decease yet why should I fear from ailment? For Thou art with me, and Thy rod and staff me comfort still. Refrain Come As You Are Come as you are, that s how I want you come as you are, feel rather at place near to my bosom, loved and forgiven come as you are, why stand entirely? No demand to fear, love sets no bounds no demand to fear, love neer terminals do nt run off ashamed and disheartened remainder in my love, swear me once more. I came to name evildoers, non merely the virtuous I came to convey peace, non to reprobate each clip you fail to populate by my promise why do you believe I d love you the less? Come as you are that how I love you come as you are, trust me once more nil can alter to the love that I bear you all will be good, merely come as you are. God in Hidden Majesty God in concealed stateliness lies in presence here I, with deep devotedness my true God Revere whom this outward form and signifier in secret contains Jesus in his deity manhood still retains. God lay stretched upon the cross, merely adult male could decease here upon the communion table God and adult male both lie this I steadfastly hold as true, this is my belief and I seek redemption, like the deceasing stealer.

Inflation targeting in monetary economics Essay Example | Topics and Well Written Essays - 750 words

Inflation targeting in monetary economics - Essay Example In the event that the inflation of a country is above the target, the bank raises its interest rates. In the long run, the action results to cooling down of the economy by bringing down the inflation rates. The remedy for inflation rates below the target involves lowering the interest rates. Consequently, there is acceleration in the economy and rise in the inflation rates after some time. Since investors in a country’s economy have a heads up to the inflation targets of the central bank, they factor in fluctuations in interest rates while making their investment decisions. Economists regard inflation targeting as one way of promoting a nation’s economic stability. The goals of inflation targeting are different across the central banks of various nations. However, an observable trend indicates that most central banks aim to stabilize prices in countries. In the United States, the Federal Reserve indicates that its main goals are to stabilize prices, have moderate and stable long-term interest rates as well as facilitate maximum employment through the policy (Bernanke 17). Other banks also list having stability in the exchange rates as among its primary objectives. New Zealand has reaped numerous benefits through inflation targeting. Once the subject of volatile inflation, it was the first country to seriously consider and implement inflation targeting as a way to achieve economic stability and growth. Currently, New Zealand boasts of low inflation rates and stable economic growth (Bernanke 33). Germany was also among others to take up inflation targeting as a productive monetary policy. However, varying dynamics of nations suggest that inflation targeting should not be taken up blindly. In the case of New Zealand, it emerges that there can be movements in policy instruments beyond the expectations of the central bank. This emerges from focusing on a narrow inflation target through strict implementation of inflation