Media coverage Essay Example for Free

Media coverage Essay Other main causal reasons that shows the connection between media and the suicide rate was the news reporting about the incident. Studies suggest that imitational suicide occur when people are contacted with suicide event and this can be through the media coverage (Baume et al. , 1997). The evidence suggest that media reporting on suicides influences people to engage in the same manner while to some people, suicide can be an alternative way of solving problems (Baume et al. , 1997). This phenomenon can be explained with social learning theory as described previously. News about other people’s suicide cases might affect other people’s feelings especially to those people whom considered suicide and these people might actually commit suicide. Although there were differences in effects through gender or ages, various studies proves that there was certain relationship in news reports of suicide and actual suicides and this relationship leads to increase the actual suicide (Pirkis Blood, 2001). This was one of the examples of Werther effect conducted by media which tends people to commit suicide. When people watch news reporting about other people’s suicides, the idea of suicide may unconsciously affect the mind and their problems may trigger those ideas and these people may actually suicide. Moreover, the reporting of suicide to the public increases the suicide rate especially in celebrities’ cases, in which people becomes copycat. In his study in 2000, Stack found that celebrities’ suicide cases can cause 14. 3 times more copycat suicides than normal suicide cases, but in his study in 2005, he changed the percentage to 5. 27 times (Stack, 2000 2005). Although there were changes in percentage, these evidence shows that people are more likely to copy the suicide behavior of celebrities’ death. For example, after the suicide of Kurt Cobain, the famous rock star, there was increase in suicide crisis calls in the Seattle crisis clinic (David et al. , 1996). Also, there were other incidents that were similar to G case, which are another cases of a celebrities’ suicidal incident, but in these cases, an organization called EXIT(Society for Humane Dying), assists these people with their suicide. After publication of the celebrity (G)’s death and the suggestions that EXIT might be involved with this incident, more people got help from EXIT to commit suicide (Frei et al. , 2003). News report on Celebrities’ suicide was even more dangerous than reporting normal people’s suicide. Celebrity suicide can be a risk factor in a way of suicidal ideation and this can be effective to people in both right after the celebrities’ suicide and also in long term (Fu Yip, 2007). People, who have suicidal ideation, meaning thinking about suicide or actually planning to commit suicide, may be affected by the way celebrities commit suicide and may follow the same steps. In the celebrities’ suicide cases, people are emotionally more attached because they tend to know more the true identity of that particular celebrity due to the information’s released through magazines and news compared to the information’s given while the celebrity was still alive. Therefore, with emotional despair to celebrities’ suicide and effect of it to suicidal ideation, people would want to commit suicide in same ways as those celebrities did. Apart from the news reporting about the suicides, there are cyber suicides in which people get information’s from, like the website, and actually committed suicide. Internet, one of the most recent and developed sources of media, were used to increase the suicides, especially to teenager cases. The term â€Å"cyber suicides† shows new aspects of suicides in the young generations. As the internet develops, there are various websites created on the cyber world. There exist more than 100,000 websites on the internet which are about methods of committing suicide (Alao et al. , 2006). People search for information on the web and the suicide websites can easily pop up by simply typing in the word â€Å"suicide† to the search engine. Suicide covers enormous range of internet resources and a simple search of the word suicide reveals thousands of matches (Baume et al. , 1997). These suicide websites contain detailed information such as notes, various ways to commit suicide, and time and pain description to those suicides (Alao et al. , 2006). One of the major death reasons among the teenagers was suicide, and teenager spends more time on the web and the internet gives them the information about suicide (Becker Schmidt, 2004). Young people, including teenagers, are more likely to commit suicide, influenced by internet, and probable explanation to this may be due to their vulnerable personalities and risk-taking behaviors (Alao et al. , 2006). Especially, the sensitive nature of naive teenagers becomes unprotected from all cruel information from internet suicide resources and they tend to follow the acquired information. Many actual cases were reported about how people commit suicide with tips from suicide websites (Alao et al. , 1999). These cases were yet to be determined whether or not those victims were affected by these websites since the victims were fortunately failed to commit suicide, but still there are unknown actual victims of this website who ended their lives. On the internet, there are other means acquired than suicide websites. People also use chat rooms and newsgroup mailing system to discuss about suicides (Baume et al. , 1997). Discussing about suicide issues involving how to suicide is not a forbidden topic on chat rooms and people are actively talking about these topics. Also, the newsgroup mailing system gives recent updates to the suicide issues. Some people write postings on suicide site about when they are going to commit suicide before they actually do it and there was no prevention to this (Baume et al. , 1997). The internet can affect suicidal behaviors more directly than newspapers or news reporting (Baume et al. , 1997). All of these are happening because internet is a special space, in which interaction between people were different from the real world. With this specialty, people care less about how other people are claiming that they are going to kill themselves. It is also difficult for suicidologists to solve these cyber suicide problems because of the characteristics the internet have (anonymity and world-wideness) and it is complicated to reach out the potential victims for therapeutic interaction (Baume et al. , 1997). There might be some helpful suicide website, which persuade people who enter the site not to commit the crime and provide them help resources and ideas of the possible effects if they actually commit suicides. However, there are still many website that even encourages a group of suicidal people who wanted to commit suicide but had not made up their minds yet which then attracted to these ideas and actually commit the suicides. Furthermore, there are publications about how to commit suicide and this book can bring the ideas or suggestions about suicide. These books are actually used by the people who commit the suicide and this can be proved by the fact that books about suicides are often placed near the dead people who committed suicides (Lester Schaller, 2000). Some people might buy the suicide books just for fun, but having this type of book in the house may suggest the idea of suicide unconsciously. People may did not have the idea of committing suicide at first, but after reading this book or just have it in the house can pull the trigger whenever they feel a little bit depressed or encounters problems. Some countries ban this type of book, but other countries still allow the publication of this book based on the reasoning that if this book was banned, people might seek for it more (Lester Schaller, 2000). However, unlike the purpose of allowing this book, the actually suicide cases show that there is some effect from this book. There were evidences found that shows direct relationship of the suicide book and the actual suicide rate. When the suicide book, Final Exit (a guide for committing suicide by asphyxjectiation), was published, suicide by the recommended method increased 313% in New York City (Stack, 2005). Moreover, in 27. 3% of the suicide cases, a copy of this book was found near the scene of the suicide (Stack, 2005). This demonstrates how a copy of a book can affect people’s mental behaviors. As reviewing the mentioned cases, it can be concluded that the media, the internet, and books contributes percentage to the people’s suicidal rate. To prevent this from happening, there should be regulations that will restrict the media and treat the suicide issues in a manner where their reporting will not provide ideas nor will it triggers the â€Å"let’s do that† attitude to the people. There are different media guidelines for reporting suicides to prevent irresponsible reporting of suicide (Pirkis et al. , 2006). According to these guidelines, media should not report the suicide as sensational event (Pirkis et al. , 2006). Although these guidelines have similarities, they have developed differently and there need to be evaluations to the guidelines (Pirkis et al. , 2006). For example, in Cobain case, due to high professionalism and responsibility in media, there were only a few copycat suicides (Jobes et al. , 1996). There should be expansion to these guidelines and these guidelines should be spread to all news media and news directors should seriously consider about this before publishing the news. Cobain’s suicide might be a tragic event, but through this, the media might learn the importance of the media coverage on the suicides (Jobes et al. , 1996). The suicide prevention organizations can work on to change the news reporting on suicide and thus, make the media contribute to reduce the suicide (Stack, 2003). Also, the suicide website and suicide books should be banned to prevent the idea or suggestion of committing suicides. The suicides can be prevented easily if the people around that particular person pay more attention. Especially to those people who published suicide information in the internet, these people truly needs to think about their responsibilities to other people’s lives and the effect they might contribute by simply postings their works. Also, there are many organizations that help preventing people to commit suicides and the people with the suicidal attitudes must contact these organizations. Suicide considers being an extreme way to end one’s life, one should always keep in mind that there are millions of reasons why people must keep on living despite the many obstacles they faces. Problems come and go; no people in the world who don’t have a problem. Problems are the cycle of life, the meaning of life, the reasons behind the success and the happiness, the reasons why people learn and evolved. Problems should not be the reason for ending life.

Lenzs Law And Faradays Law Of Induction :: essays research papers

Lenz's Law and Faraday's Law of Induction 1. With this definition of the flux being , we can now return to Faraday's investigations. He found that the magnitude of the emf produced depends on the rate at which the magnetic flux changes. Faraday found that if the flux through N loops of wire changes by an amount , during a time delta t, the average induced emf during this time is This fundamental result is known as Faraday's law of induction. The minus sign is placed there to remind us in which direction the induced emf acts. Experiment shows that an induced emf always gives rise to a current whose magnetic field opposes the original change in flux. This is known a Lenz's law. Let us apply it to the case of relative motion between a magnet and a coil. The changing flux induces an emf, which produces a current in the coil; and this induced current produces its own magnet field. If the distance between the coil and the magnet decreases; so the magnetic field, and therefore the flux, through the coil increases. The magnetic field of the magnet points upward. To oppose this upward increase, the field produced by the induced current must point downward. Thus Lenz's law tells us that the current must move by the use of the use of the right hand rule. If the flux decreases, so the induced current produces an upward magnetic field that is "trying" to maintain the status quo. Let us consider what would happen if Lenz's law were just the reverse. The induced current would produce a flux in the same direction as the original change; this greater change in flux would produce an even larger current, followed by a still larger change in flux, and so on. The current would continue to grow indefinitely, producing power (=) even after the original stimulus ended. This would violate the conservation of energy. Such "perpetual - motion" devices do not exist. It is important to note, which I believe was forgotten in the class lecture, is that Faraday's investigation, as summarized in Faraday's law, says that an emf is induced whenever there is a change in flux. Thus an emf can be induced in two ways: (1) by changing the magnetic field B; or (2) by changing the area A of the loop or its orientation theta with respect to the field. A motor turns and produces mechanical energy when a current is made to flow in it. You might expect that the armature would accelerate indefinitely as a result of applied torque. Lenzs Law And Faradays Law Of Induction :: essays research papers Lenz's Law and Faraday's Law of Induction 1. With this definition of the flux being , we can now return to Faraday's investigations. He found that the magnitude of the emf produced depends on the rate at which the magnetic flux changes. Faraday found that if the flux through N loops of wire changes by an amount , during a time delta t, the average induced emf during this time is This fundamental result is known as Faraday's law of induction. The minus sign is placed there to remind us in which direction the induced emf acts. Experiment shows that an induced emf always gives rise to a current whose magnetic field opposes the original change in flux. This is known a Lenz's law. Let us apply it to the case of relative motion between a magnet and a coil. The changing flux induces an emf, which produces a current in the coil; and this induced current produces its own magnet field. If the distance between the coil and the magnet decreases; so the magnetic field, and therefore the flux, through the coil increases. The magnetic field of the magnet points upward. To oppose this upward increase, the field produced by the induced current must point downward. Thus Lenz's law tells us that the current must move by the use of the use of the right hand rule. If the flux decreases, so the induced current produces an upward magnetic field that is "trying" to maintain the status quo. Let us consider what would happen if Lenz's law were just the reverse. The induced current would produce a flux in the same direction as the original change; this greater change in flux would produce an even larger current, followed by a still larger change in flux, and so on. The current would continue to grow indefinitely, producing power (=) even after the original stimulus ended. This would violate the conservation of energy. Such "perpetual - motion" devices do not exist. It is important to note, which I believe was forgotten in the class lecture, is that Faraday's investigation, as summarized in Faraday's law, says that an emf is induced whenever there is a change in flux. Thus an emf can be induced in two ways: (1) by changing the magnetic field B; or (2) by changing the area A of the loop or its orientation theta with respect to the field. A motor turns and produces mechanical energy when a current is made to flow in it. You might expect that the armature would accelerate indefinitely as a result of applied torque.

Religion 111: Introduction to the Old Testament Essay

Course: Religion 111: Introduction to the Old Testament Instructor: Email: Department Chair: Division Chair: Dean of the School of Arts and Sciences: Credit Hours: 3sh Course Expectations: Outside of class- 20 hours per week REL 111 Introduction to the Old Testament: This course is an examination of the writings of the Old Testament, using an historical and interpretive approach to these writings. GER REL and Humanities Student Learning Outcomes Student Learning Outcomes Upon successful completion of this course, students should be able to: Means of Assessment This outcome will be indicated by successful: –Trace the chronology of Israel’s history from the patriarchal period through the end of the prophetic era emphasizing its significant events, personalities, and cultural settings. –Performance on graded exams/quizzes. — Study questions — Questions of the Week –Identify the various literary genres present in the Old Testament. –Performance on graded exams/quizzes. — Study questions –Identify aspects of the different moral, ethical, and theological messages of the Old Testament. –Completion of research project. –Performance on graded exams/quizzes. — Study Questions — Questions of the Week –Develop an interpretive framework through the use of scholarly research tools and methods. –Completion of research project. Textbooks Meeks, Wayne A. Gen. ed. The HarperCollins Study Bible New Revised Standard Version. New York: HarperOne Inc., 1996. Coogan, Michael D. A Brief Introduction to the Old Testament: The Hebrew Bible in its Context. New York: Oxford University Press, 2009. The book can be purchased online through the MOC Bookstore at: http://moc.bncollege.com/webapp/wcs/stores/servlet/BNCBHomePage?storeId=53551&catalogId=10001&langId=-1 Course Requirements 1. Careful study of each unit in the textbook, along with parallel reading in the Old Testament itself, is expected. The ability to respond to questions concerning the content of each chapter in the textbook as well as content material in the Old Testament which is related to it is essential. 2. The student is to submit written responses to four sets of study questions found at the end of each chapter in the Coogan text. A list of questions to answer for each week can be found under the assignments for each week on Moodle and in the Course Outline and Assignments at the end of the syllabus. These must be submitted via Moodle by 8:00 p.m. (EST) on the following dates: [Fridays: Oct. 4; Oct. 11; Oct. 18; Oct. 25]. Each assignment is worth up to 10 points. Late assignments (i.e., assignments turned in after 8:00 p.m. on the day due, even if one minute late) will be penalized 1 point per day for the first three days late. Assignments more than three days late (i.e., after Wednesday following the original due date at 8:00 p.m.) will receive a grade  of zero. Please note: 1 point is a big penalty; it roughly equals one and a half letter grades. All assignments must be formatted as follows: 12-point Times New Roman Font, 1-inch margins, single-spaced. In addition, you must type out each question along with its corresponding number, with your answer to the question below. You must use complete sentences and proper grammar and syntax in your answers. Failure to do so will result in grade deductions. When answering these questions keep these guidelines in mind: â€Å"Essay† means at least 300 words; â€Å"Discuss† means 125-200 words; â€Å"Identify† means two or three sentences; â€Å"List† means simply list the things asked for. All assignments must be saved in MS-Word format as a .doc or .docx file and uploaded as an attachment each week in Moodle. This is the only acceptable method to submit assignments. The file name on each assignment should follow this format: studentname-assignment#.doc (e.g., phelps-questionsweek1.doc). Failure to follow these guidelines may result in a reduced grade for the assignment. If you are unable to save and send your file as a .doc file, then you can do so as an .rtf or .txt file. Please note, however, that if you choose this latter option, you may be unable to view my comments, since I use the editing function in MS-Word to grade your assignments. It is the student’s responsibility to make sure that all sent files are in a readable format. Answers to all questions can be found in your textbook or in the Bible. There is absolutely no reason to consult other sources for the answers to the questions. Answers from the Internet or other sources will not be accepted. In addition, all answers must be written in your own words. Direct copying or cutting and pasting from the Coogan text or from any other source constitutes plagiarism and will result in a grade of zero. Be sure to cite your text and notes properly when you use them to answer questions; if you do not you are plagiarizing and will receive a zero. 3. Old Testament Research Project — in 3 parts. You will need to go into a  college or university library for research. (Your local public library will probably not have these sources.) DO NOT RELY UPON INTERNET RESOURCES FOR THIS PROJECT. A GREAT DEAL OF ONLINE CONTENT RELATED TO BIBLICAL STUDIES IS NEITHER SCHOLARLY NOR CORRECT (ESPECIALLY USER-GENERATED SITES SUCH AS WIKIPEDIA). The research project is due on Saturday November 2nd at 11:55pm, Week 5. For seated classes, they are due four days after the last day the class meets. The purpose of this project is to familiarize the student with resources that will enable them to study the Bible from a scholarly perspective. Your assignment will be graded for each section listed in this syllabus. You must use sources that are on this approved list. Please do not email me requesting to use sources not listed in each of the following sections. The sources listed represent the highest levels of scholarship and as such you will need to use one approved source from each section. Finding them will require visiting a college or university library. â€Å"I live hours from a college or university library† only means you will have to plan ahead so you can travel to one. You will need to plan, over the next 5 weeks, to go to a college or university library to find these sources. The MOC library has plenty of these sources on the shelf and they are ready to be used. Any other college- or university-level library will have some of them as well. If the college is religiously affiliated, the better chance you will have finding an increased number of approved sources. Public libraries are not the same as college- or university-level libraries. You do not need to buy these sources, which are often expensive, since you can find them in college libraries. Please note that many of these resources are reference works, and are not available for use outside the library. In other words, you cannot check out many of them. A. Scholarly Journals – Go to NCLive and access one full-text article from one of the religion journals listed below. Do not use a book review for your article. If you do not have the required password for NCLive, contact  the library. It is your responsibility to contact the library in a timely manner and understand how to access NCLive so that you can complete this portion of the assignment. Do not wait until the weekend before it is due. You need to plan ahead in order to have time to properly complete this part of the assignment. Remember you will need to have the current password for NCLive. In 2 – 3 pages: 1. Summarize the article. 2. Provide a brief biography of the author/s (one paragraph). 3. Identify three (3) things you learned about the OT or OT study from reading the article. Approved Journals available at NCLive are: Interpretation, Journal for the Study of the Old Testament, Journal of Biblical Literature, Near Eastern Archeology, and Commentary. B. Bible Dictionary – Familiarize yourself with the dictionary. In a 2 – 3 page paper: 1. Describe the contents of the dictionary (how it is organized, what kind of articles are included, who is the author/editor, whether each article is authored by a different person, etc.). 2. Choose three (3) entries related to the study of the OT. Entries should be at least one column in length. a. Summarize the entry. b. Identify the author with a brief biography (1-2 sentences). c. Share at least one thing you learned from the article. Approved Bible Dictionaries: The Dictionary of Bible and Religion, William H. Gentz, ed. Dictionary of the Bible, James Hastings, ed Mercer Dictionary of the Bible, Waston E. Mills, gen. ed. Eerdmans Dictionary of the Bible, David Noel Freedman, ed. The Westminster Dictionary of the Bible, John David The Zondervan Pictoral Bible Dictionary, Merrill C. Tenny, gen. ed. Harper’s Bible Dictionary, Madeleine S. Miller and J. Lane Miller The Interpreter’s Dictionary of the Bible, Keith Crim, gen. ed. The International Standard Bible Encyclopedia, Geoffrey W. Bromiley, gen. ed. Anchor Bible Dictionary, David Noel Freedman, ed. C. Commentary–Choose one volume from a multi-volume Bible Commentary series. Do not use a one-volume commentary. The volume chosen should be on one of the books of the Old Testament. Familiarize yourself with the Commentary. In a 2 – 3 page paper: 1. Describe the contents of the commentary (how it is organized, what kind of information is included about each book, who is the editor of the series, what translation(s) the commentary uses, who is the author of the commentary on the book of the Bible in the volume you chose, etc.). 2. Choose a scripture passage and read what the commentary says about that passage (e.g. Genesis 1:1-2:4a; 2 Samuel 18:8-18; Psalm 1; Joel 2:28-29, etc.). Summarize what the commentary says about the passage and share at least two things you learned from reading about the passage in the commentary. Approved Commentaries: The Anchor Bible Series, The Old Testament Library, Smyth & Helwys Bible Commentary, Interpretation: A Bible Commentary for Teaching and Preaching, The Cambridge Bible Commentary, Interpreter’s Bible, The New Interpreter’s Bible (note this is an updated version from The Interpreter’s Bible), Broadman Bible Commentary, Interpretation Note: The New Interpreter’s Study Bible is not an acceptable source, since it is not a multi-volume commentary. Please do not confuse this book with The New Interpreter’s Bible, which is acceptable, mentioned above. The research project must be formatted as follows: 12-point Times New Roman Font, 1-inch margins, double-spaced. All sources must be documented using proper documentation (MLA, APA, Chicago/Turabian). Note: If you use APA, you  must still provide the page number in your documentation. In addition, although each part of this research project is self-contained, a short paper in its own right, the final product should be one document (i.e., do not send three separate documents). Each section of the final project should be delineated clearly with the start of a new page; there is no need to include a separate title page for each section, however. There is also no need to provide a bibliography after each section; simply include one bibliography at the end of the paper as a whole, which should include all sources used in each of the three sections of the project. Failure to follow these guidelines may result in a grade deduction. It is very important that you include every section as explained. Failure to use approved sources or to include each specified section will result in points that are available NOT being earned. The project is due on Saturday _Nov. 2 @ midnight_ via attachment in MS-Word in Moodle. Again, the file name on the assignment should follow this format: studentname-assignment.doc (e.g., williams-finalproject.doc) No late assignments will be accepted. This project is worth up to 20 points. 4. Learning Forum Discussion Board. There is a â€Å"question of the week† to provide opportunity for critical thinking and response to the thinking of others in your class. Each student must enter a response to the question of the week in the Course Forum for that week by Thursday at 8:00 p.m. of weeks one through four (starting right now!). The initial response must be a minimum of 400 words. The student must also respond to the comments of at least two fellow students by Sunday at 8:00 p.m. of each week. There will be no points for late work. Each week’s responses are worth up to 5 points. To receive full credit, responses must show evidence of critical analysis and that you have read the course materials. Your response to other students must be more than â€Å"I really like your idea.† Instead, tell why you liked or did not like what the other student stated? These questions are not asking for your opinion. You must interact with the textbook, Biblical readings, and other course materials as well as your  classmates. Be sure to substantiate your thoughts with cited scholarly proof. This is not the place to pronounce judgment on other religious perspectives or the perspectives of your classmates. If you disagree with something you read, then support your position with scholarly proof (e.g. â€Å"Sunday School† answers will not be accepted). Any comment deemed out-of-bounds will be flagged and no points will be rewarded. In addition to your responses, you may post any thoughts, questions, new ideas, challenges to what you have always thought that you have gained from your reading and class discussion. Be sure to check the Forum throughout the week. I may post responses to your posts from time to time. I will indicate if you did not receive credit for a post so that you may make sure you have enough posts for that week. Sometimes I may ask you to elaborate on a comment. In order to receive full credit for that post, you will need to do so. It is recommended that you read all posts by the instructor and be familiar with all material raised during the discussion. Please note that posting all responses in one day or in a short period of time is equivalent to showing up to a seated class for a brief period. If you do not actively participate in the Forum, then by definition you are not meeting the minimum requirements and you will be graded accordingly. Actively participating means checking the Forum often and responding with in-depth answers which show mastery of course material. Minimum participation will yield minimum grades (that means a â€Å"C†). In order to fully discuss your topic, you will want to state what your thoughts were before doing your reading, what you learned from your reading (being sure to cite with proper citation course material in your response) and most importantly how your reading has affected your understanding of the topic. The questions for each week are as follows: Remember, answer using a minimum of 400 words: Week One: Initial post Sept. 26 by 8:00 p.m. Responses due by Sun. Sept. 29 at 8:00 p.m. Prior to taking this course, had you ever noticed that Genesis has two creation stories (1:1-2:4a and 2:4b- 2:25)? Based on your current study, what is the purpose of these stories? What are the major themes in these stories? Compare and contrast what they reveal about God. Compare and contrast what they reveal about what it means to be human. Compare and contrast the order of creation in each story. Week Two: Initial post Oct. 3 by 8:00 p.m. Responses due by Sun. Oct. 6 at 8:00 p.m. â€Å"The Ten Commandments† are found in the Old Testament in Exodus 20 and Deuteronomy 5. Compare and contrast the versions of the Ten Commandments found in these two scripture passages. How do scholars account for their differences? What does the relationship between the Ten Commandments and Hammurabi’s Code reveal about the role of apodictic law in the Ancient Near East? Week Three: Initial post Oct. 10 by 8:00 p.m. Responses due by Sun. Oct. 13 at 8:00 p.m. Discuss the differences you have found in your studies between how judges were selected and their method of ruling, and how Kings David and Solomon were selected and how they ruled. How did the change from tribal confederacy under the judges to the monarchial society under a king impact the lives of the people? Week Four: Initial post Oct. 17 by 8:00 p.m. Responses due by Sun. Oct. 20 at 8:00 p.m. How does Coogan define Old Testament prophecy? Based on Coogan’s definition, how is the term prophecy often misunderstood today? Based on your readings in Coogan, to whom were the prophecies addressed and when were they expected to be fulfilled? What were several themes or concerns of the prophets of the Old Testament? Pay particular attention to Amos, Ezekiel, and Deutero-Isaiah (Isaiah 40-66)? 5. There will be a final exam which must be taken before 11:55 p.m. on Thursday, ___Nov. 7____. The final exam will be available beginning Saturday, _Nov. 2__. You may take the exam at your convenience during the last week of class. It is a timed exam and you will have 2 hours to complete  it. The exam may only be taken once, so once you begin the exam you must finish it. Once your time has expired, the exam is officially over. The best way to prepare for this exam is to review the text, your responses to the study questions, and your instructor’s feedback to your study question response. Please note: the student is responsible for having a reliable internet connection and a browser that are compatible with the format for the online test. Please Take Note of the Following Concerning All Assignments: If you are in an Online course: By signing up to take an online course, the student accepts all responsibility for having properly functioning computer equipment and for understanding how to navigate the online course—including but not limited to complete understanding of Moodle, the MOC email system, and how to submit assignments. In addition, students are responsible for turning all assignments in on time. In the event of an emergency that may hinder the ability to turn something in on time, students should contact the instructor before the assignment is due. If you do not contact the professor before the deadline, it is too late—not contacting me ahead of time means that you have chosen to miss the due date. Determining what constitutes an emergency and whether to accept late assignments is left solely to the instructor’s discretion. Grading System The student’s performance in this course will be evaluated as follows: Study Questions40 points (10 points per week) Discussion Board/Question of the Week responses20 points (5 points per week) Research Project20 points Final examination20 points Total Points100 points Grades will be awarded as follows (please note that the Department of Religion uses a 7-point scale): A=93-100 ptsExcellent, well above minimum requirements, superior work and subject mastery (In papers, little to no grammatical, spelling or formatting errors. Work contains clear evidence of superior levels of scholarly analysis, synthesis, and relevant application. In discussion board posts there is evidence of superior critical thinking and analysis of course material.) B=85-92 ptsAbove Average, above minimum requirements, excellent work and subject mastery (In papers, little to no grammatical, spelling or formatting errors. Work contains clear evidence of excellent levels of scholarly analysis, synthesis, and relevant application. In discussion board posts there is evidence of strong critical thinking and analysis of course material.) C=77-84 ptsAverage, minimum requirements completed, satisfactory understanding of subject (In papers, some grammatical, spelling or formatting errors. Work contains little to no evidence of scholarly analysis, synthesis and relevant application. Majority of work consists of recalling facts, making general summary statements and restating the thoughts of others. In discussion board posts there is evidence of understanding course material but little to no critical thinking or analysis.) D=70-76 ptsPoor, minimum requirements not met, poor work and understanding of subject (In papers, unsatisfactory amount of grammatical, spelling and formatting errors. No evidence of scholarly analysis, synthesis and relevant application. In discussion board posts there is no evidence of understanding, critical thinking or analysis of course material.) F=below 70 pts Failing, minimum requirements not met, failing work and understanding of subject. (In papers, below poor amount of grammatical, spelling and formatting error. No evidence of scholarly analysis, synthesis and relevant application.) Please note: I only give out the grade that you have earned. You are responsible for your grade. Communication The only acceptable form of e-mail communication for students is the MOC email account. Students may expect messages from me on this account. Failure to check your MOC e-mail account is not an acceptable excuse for missing messages. You are responsible for checking your e-mail on a regular basis (i.e., daily) for messages concerning this course. Failing to check your email on a regular basis is not an excuse for missing important information. If you have difficulties accessing Moodle or your e-mail account, contact Information Technology at pcsupport@moc.edu or call 919.658.2502 ext. 3022. Academic Questions, Comments or Complaints All academic issues must be first brought to your instructor. Your instructor’s contact information is at the top of this syllabus. In the event that you and your instructor cannot resolve an issue, the next step is to contact the Division Chair. The Division Chair’s contact information is also at the top of this syllabus. To access the Honor Policy and information about Student Success Center Resources and Moye library, please refer to Moodle or the following website: http://www.moc.edu/index.php/academic-honor-policy-and-info-resource Course Outline and Assignments Week One: 1. Email me to introduce yourself and to indicate that you have understood the syllabus. Note: this is the time to ask questions if you have them. If you do not have any questions at this time, I will assume that you understand the syllabus. Saying later on in the course that you have misunderstood something is not an excuse. Include the following statement: I have fully read the course syllabus and understand the assignments and  method of grading. I also fully understand what plagiarism is in relation to each assignment, study questions, forum, and project. You must type your name at the end of the email. If you do not fully understand the syllabus or the honor policy, make sure to ask any questions you may have before sending this email. 2.Read Coogan, Chapters 1-5. 3.Read related passages in the Old Testament. 4. Answer the following study questions, submitting your answers by [Friday __Oct. 4_____ ] at 8:00 p.m. (EST): Chapter 3: 1, 2, 3, 4, 5 Chapter 4: 1, 2, 3, 4 Chapter 5: 1, 2, 3, 4, 5, 6 5.Don’t forget to post your initial Forum posts to the question of the week by Thursday. Week One Initial post due Thursday Sept. 26 by 8:00 p.m. Follow up responses by Sun. Sept. 29 at 8:00 p.m. 6. Begin working on research project. Week Two: 1.Read Coogan, Chapters 6-10 2.Read related passages in the Old Testament. 3.Answer the following study questions, submitting your answers by [Friday __Oct. 11_____] at 8:00 p.m. (EST): Chapter 6: 1, 3, 4, 5, 6 Chapter 7: 1, 2, 3 Chapter 8: 1, 2, 3, 4, 5, 6, 7 Chapter 9: 1, 2 Chapter 10: 1, 2, 3 4.Don’t forget to post your initial Forum posts to the question of the week by Thursday. Week Two initial posts due by Thursday Oct. 3 at 8:00 p.m. Follow up responses by Sun. Oct. 6 at 8:00 p.m. 5.Continue working on research projects. Week Three: 1.Read Coogan, Chapters 11-15 2.Read related passages in the Old Testament. 3.Answer the following study questions, submitting your answers by [Friday __Oct. 18____] at 8:00 p.m. (EST): Chapter 11: 2, 4, 5, 6, 7 Chapter 12: 1, 2, 3 Chapter 13: 1, 2, 3, 4, 5 Chapter 14: 1, 2, 3, 4 Chapter 15: 1, 2, 3 4.Don’t forget to post your initial Forum posts to the question of the week by Thursday. Week Three initial posts due by Thursday Oct. 10 by 8:00 p.m. Follow up responses by Sun. Oct 13 at 8:00 p.m. 5. Continue working on research projects. Week Four: 1.Read Coogan, Chapters 16-22 2. Answer the following study questions, submitting your answers by [Friday __Oct. 25____] at 8:00 p.m. (EST): Chapter 16: 1, 2, 3 Chapter 17: 1, 2, 3, 4 Chapter 18: 1, 2, 3 Chapter 19: 1, 2, 3, 4, 5 Chapter 20: 1, 2, 3 Chapter 21: 1, 2, 3, 4 Chapter 22: 2, 4 3.Read related passages in the Old Testament. 4. Continue working on your research projects. 5. Don’t forget to post your initial Forum posts to the question of the week by Thursday. Week Four initial posts due by Thursday Oct. 17 at 8:00 p.m. Follow up responses by Sun. Oct. 20 at 8:00 p.m. Week Five 1. Read Coogan, Chapters 23-24 and Appendix 2.Research Project must be submitted by Saturday, [__Nov. 2____] at 11:55 p.m. (EST). 2.Take the Final Exam by Thursday, [__Nov. 7____] at 11:55 p.m. (EST). NOTE: Late week 5 work will not be accepted. Non-negotiable.

Chinas Historic Transformation from a Dynasty to Communism - Free Essay Example

Sample details Pages: 7 Words: 2159 Downloads: 4 Date added: 2019/10/31 Category Politics Essay Level High school Tags: Communism Essay Did you like this example? China as a regional power in Asia carried the reputation as The Middle Kingdom as its name literally translates. This reflects the historical position of power China held in the region. This enabled the nation to greatly influence the political affairs of other countries in the region. Don’t waste time! Our writers will create an original "Chinas Historic Transformation from a Dynasty to Communism" essay for you Create order This status of power of power that China had in the days of its Glory as The Middle Kingdom is is particularly synonymous with that Ancients Romes influence on the European continent. The Chinese were able to reinforce their dominance by establishing themselves as culturally, ethnically, and religiously superior to their neighbors. This tactic was, in fact, customary for every major civilization of the past as well as those of present. This ideology was perpetuated by every sitting emperor of The Middle Kingdom and remained central to the Chinese identity and perception of the changing world around them. This attitude would eventually lead to their ensuing calamity and subsequent downfall but not before theyve enjoyed great success trading with the West. Early into the 18th century, The Middle Kingdom prospered tremendously in their trade relations with Europe leading into rapidly growing economies in both sides. This success came during the Qing dynasty. In the terms of the trade, the Chinese government mandated silver as the only material of value to be traded for commodities with the western powers. This would go on for years until the British silver reserves were almost deplenished. This particular trade deficit would have the British East India company restrategize its trading terms with China with the introduction of opium otherwise Heroin for silver into the Chinese economy. This was essentially done to reverse the transference of precious metals back to the British reserves. The opium trade would official kick off in the year 1719 with about 200 chests and a 200 percent increase later in the year 1838, essentially amounting to 40000 chests. Each chest of opium would account for 63kg of the addictive substance. This would pr ove to be catastrophic for the Chinese economy as thousands of hours would be lost in productivity thereby severely inhibiting economic success and industrial output. The populace would be hooked on the drug and China was now running out of silver itself. Later in the year 1839, the sitting emperor, Daoguang, would have had enough the madness going on in his country. He imposed an import ban on the British opium which also resulted in the destruction of tons of the drug. This act would infuriate the British Kingdom that would later take up arms. Little did Daoguang know that his action would cause a political uproar against his government. The British Kingdom responded aggressively with its Navy that was sent to China to demand compensation for the loss of trade and economic deprivation. This conflict would escalate to what is now commonly regarded as the opium wars. The Chinese Navy was no match for the British counterpart and they lost the war. The Chinese would later cede the island of Hong Kong to the British and in an interesting twist, post first opium war, the import of opium increased by more than 350 percent from the initial 200 chests to an astonishing 70000 chests. Perspectively, this number can be equated to the total heroin traded between the start of the millennium and 2010. The humiliation served by the British Navy to their Chinese counterpart was brought about by only 44 battle-ready ships. This perceived vulnerability of the Chinese army would leave them under potential threats. It did in fact, lead to the second opium war which let the French and Americans gain several additional trading ports which gave them unrestricted access to The Middle Kingdom. This would also result in the annexation of the Northeastern regions of China by their far eastern neighbors, Russia, as todays Vladivostok and Sakhalin Island. With opium also came Christianity. Smaller European nations would also attempt to subjugate China by carving up a coalition in Asia. This placed China on the limelight as they became a thing of ridicule. The aggression of the small European nations would later force the Qing dynasty to cede the port City of Macau for an indefinite amount of time to the Portuguese. Following these events, China would suffer what is known as the Yellow River Flood that ended up claiming the life of an estimated 1 million people with over 2 million more without shelter and basic amenities. A pandemic and famine ensued throughout The Middle Kingdom shortly after that escalated and cause a particularly historic social unrest which resulted in the more aggression from the Korean Peninsula. During this period, China would experience a severe form of social unrest. Later in the years 1894 and 1895, the ruling Qing dynasty would lose influence over the Korean Peninsula and subsequently Taiwan. This period would be followed by the First Sino-Japanese War where the Japanese troops of about 240t,000 would deal a great blow to the 630,000 strong Chinese military. A historic defeat, this would lead to The Middle Kingdom ceding both Taiwan and the Korean peninsula in Perpetuity. Later in the year 1899, the Chinese civilians from the boxer rebellion would take up arms to brin g the spread western religious identity and Chinas enslavement to an end. The former ultimately became analogous to foreign presence. The rebellion rallied around the now emboldened Empress Cixi in Beijing to support her will to retake the kingdom. The boxer militia became united in their course under the rule of the Empress and she seized the opportunity and ultimately declared war on the countries that threatened the sovereignty of The Middle Kingdom and the dynasty. These countries include Germany, Japan, France, Russia, United States, Italy, Austria, and the United Kingdom. The Empresss plan, however, failed and the western coalition quickly brought the kingdoms imperial army to its heels. The result was particularly dramatic and some of the biggest cities of Beijing and Tianjin continued to remain occupied for what seemed like forever. The coalition wreaked havoc on these cities and against the local dwellers. The atrocities committed was beyond overwhelming for ruling dynasty. It seemed the realm was coming to an ultimate downfall. Later in the year 1912, the last imperial dynasty would be overthrown in a revolution wherein the emperor was made to abdicate his throne and The Middle Kingdom would begin the process of transformation to a democratic system of governance. Sun Yat-Sen would assume the position as the first democratically elected president of the Republic. However, this progress would be short-lived given that after about 30 years, thered be an uprising from the regional warlords thatd connive against the central government. Sun who let the ruling Kuomintang party, would come up with the initiative of unifying the revolutionary groups which included the co mmunist party as one coalition as they shared the same principles. Sun presidential tenure would come to an end in 1925 and shortly after, the formed alliance of the communist party and the Kuomintang came crumbling down and this development would result in a civil war. Russia and China would take advantage of this situation and violate the Chinese sovereignty by launching an attack in the Manchuria regions while the Chinese government sought to settle its internal conflict. This was all in the 1930s and in the same period, China would be plagued with an episode of severe flooding that left over 4 million people dead. Mao who was the leader of the communist party at the time was faced with the challenge of consolidating power and bringing the entire internal and external conflict to a halt while threatened with extinction by the opposition, The Kuomintang. This presented a challenge as Mao Zedong and his forces were further driven east while the country remained mostly unattended to. Fast forward later in the year 1937, Japan that was on an expansionist agenda at the time would invade the rest of China that was under the control of the The Kuomintang and vulnerable due to the ongoing conflicts the Chinese government was involved in. The Japanese forces dealt a severe blow on The Kuomintang killing 300,000 Chinese forces and citizenry. This famously became known as the Nanking massacre which markedly changed the relations between the government of China and Tokyo. Later in the year 1940, Chinas luck would would turn for the better when Mao Zedong would find a new footing in challenging the status q uo by using the economic disparity amongst the Chinese citizenry to his advantage. He had the poor peasants from the eastern region to take on military ranks and formulate an actual army that was capable of standing up to western aggression. Mao was able to achieve his goal of sending the The Kuomintangs leader and his loyals off the Chinese Mainland to the Island of Taiwan. They were also able to challenge the Japanese aggression and had them packing in no time as well. The Kuomintang vacated the Mainland of China with over two million people who continued to maintain the identity of China while Mao Zedong declared the Mainland of China as The Peoples Republic of China. Under Maos government, a lot of reforms were introduced but the one that particularly struck a cord was the Great Leap Forward. This policy was essentially established to revitalise the Chinese economy with industrialization at the forefront of this effort in rural areas. The government put an end to subsistence farming and seized all the farmland and had millions of people relocated from the agriculture industry to work in Chinas growing heavy machinery industry. The agricultural industry output would fall as a result and The Communist Party representative were forced to overstate the actual output of the agriculture sector. This would lead to a five year long famine. The famine was severe and spread like wildfire claiming the lives of an estimated 23 to 55 million people. This brought Maos Great Leap Forward initiative to an abrupt halt which subsequently and steadily led to an economic decline that lasted for over two decades. These series of unfortunate events made people questio n Mao Zedongs leadership capabilities. This would lead to his temporary marginalization from the Chinese ruling elite who later requested him stepping down from his position as the overseer of The Peoples Republic of China. He, however, continued to enjoy significance as the symbol and face of the Republic. He essentially took a break while The Communist party general secretary, Deng Xiaoping took control over the governance of the nation and sought to roll back some of the failures of Maos Great Leap initiative. Later in the year 1966, Mao Zedong would launch a comeback against his political party with a quest to rid the party of his rivals and was able to accomplish this be introducing revolution in perpetuity. This way, he was able to launch a cultural revolution by galvanizing citizens of a lower socioeconomic status, including students, soldiers, mobilizing the lot of them to do bidding for restoring his position as the chairperson of The Communist Party and subsequently regaining control of the Peoples Republic of China. This movement became known as the Red Guards and they were brutal in their quest as they rounded up millions of targeted citizens rounding them up to reeducation camps in remote areas of China. The people rounded up included teachers, intellectuals and anyone that stood against the cultural revolution. Mao Zedong later consolidated power in all of China for a second time till his death in 1976. Maos legacy would continue to outlive him for most of the 20th century despite efforts by his successors to undo some of his work. The Communist Partys image essentially revolved around the era of opium wars; a period that was referred to as the century of Humiliation. This period of humiliation was essentially in the shaping the of Chinas geopolitics and perception of their immediate neighbors and the international community as a whole. It was also such that a total of 21 historic documentations were officiated during the Chinas opium saga as the Unfair treaties. This dark history has thereby caused most of the lawmakers in Beijing to have a distrust of the western civilization outside of it geopolitic space and has nurtured the idea of emulating the west its main adversary in order to be able to counter their plans if there were to ever be an attack on their sovereignty again. Chinas. however, focused on its geoeconomics objective which it believes will help it grow its sphere of influence and make new allies as opposed to taking an aggressive military stance like its counterparts in the west do. This is, however, unlikely to remain the status quo as China has taken a rather emboldened approach with what is a supposedly newfound expansionist mindset as they continue to lay territorial claims around Asia threatening their original geoeconomics objective. These latest steps taken by Beijing under the current Xi Jinping have been perceived by potential allies as an aggressive posture and has been condemned by the international community as a violation of international laws.