Australian Social Justice Reflections Essay Example | Topics and Well Written Essays - 1250 words

Australian Social Justice Reflections - Essay Example 28). A number of possible factors influence these statistics. Possibly the catalyst for the further issues, especially in regards to social justice, is the racist sentiment towards indigenous people that has haunted Australia since its earliest settlement. This sentiment has shaped policies which have severely restricted the basic rights of many of Australia’s indigenous people. An example is the Northern Territory National Emergency Response Act 2007, which restricted access to such things as liquor and pornography for indigenous people throughout the territory (Northern Territory National Emergency Response Act 2007). Though these may seem trivial, they merit note for the simple fact that it is only indigenous people who are restricted access from these things, whereas non-indigenous Australians enjoy no restrictions. Furthermore, a theory that has existed in Australia since well-before the Royal Commission of 1987-1991, is that law enforcement refuses to give indigenous peo ple the benefit of the doubt – due to historical and social prejudices and fears, and will arrest Aboriginal Australians for relatively minor offences, hardly meriting arrest. Such a theory implies that indigenous people are treated differently – unequally - from non-indigenous Australians. ... Indeed, there always are two sides to any issue. One of the best examples is that of opportunity of employment, of which the Aboriginal population is deficient. Elements of the community criticize the fact that the average income of an indigenous person is 62% of that of a non-indigenous person; yet, the community as a whole is evolving only slowly in regards to offering that desired opportunity of employment (A statistical overview of Aboriginal and Torres Strait Islander people in Australia, 2008, s. 6). To level the field, and truly equalize all strata of society – including indigenous Australians – a true upheaval is needed. However, this is not something that simply can be accomplished with the introduction of new legislation. The process must be a gradual one, aimed at eliminating old prejudices and introducing new ideals. Sources: Joudo, J & Curnow, J 2006, Deaths in custody in Australia: National Deaths in Custody Program Annual report 2006, Australian Institute of Criminology, viewed 11 March 2011, Northern Territory National Emergency Response Act 2007 (Cwlth) A statistical overview of Aboriginal and Torres Strait Islander people in Australia 2008, Australian Human Rights Commission, viewed 11 March 2011, Links used (won’t be included in sources/bibliography): http://www.aic.gov.au/documents/9/3/6/%7B9364DEB4-4951-4A57-BE89-0F43DB477344%7Drpp85.pdf (p.28) http://www.austlii.edu.au/au/legis/cth/consol_act/ntnera2007531/ http://www.hreoc.gov.au/social_justice/statistics/index.html#Heading331 (6) Part A – Article 2 – The political response to a social justice issue or some form of anti-social

The French Revolution Essay Example | Topics and Well Written Essays - 750 words - 2

The French Revolution - Essay Example The primary roots of the French Revolution were the political and economic interests of various influential leaders, and the widespread social injustice in France and the colonies due to the monarchy’s and nobility’s abuse of the masses which led to economic hardships and the absence of civil rights and liberties for all. Scholars and other individuals underscored the political motivation behind the French Revolution. Thomas Ott underscored the political aspects of the revolution in St. Domingue. He noted that during the early eighteenth century, â€Å"tensions gathered in St. Domingue between bureaucrat and grand blanc, grand blanc and petit blanc, white and mulatto, mulatto and black, black and white† (188). He is saying that racial divisions promoted divided political interests where political leadership had become more and more important for each racial group. John P. McKay and other scholars agreed that political motivation affected the revolution in St. Domingue. Slaves wanted to be free, mulattoes wanted to be elevated to white status, while the white elite saw the French Revolution as a way of increasing control over their local affairs (596). At the same time, some of the members of the National Assembly were considered as wanting power for their own and riding on the movement as a wa y of gaining political power, which Toussaint LOuverture noted when he addressed the French Directory in 1797. He said that he wanted to enlighten the Directory â€Å"to prevent the enemies of the present system from spreading themselves on our unfortunate shores to sully it with new crimes† (534). He is saying that he wants to prevent the government from being invaded by people who want to apply slavery once more. It can be argued that he wanted to protect the interests of the people from those who wish to use the Revolution to advance their political and economic interests because St. Domingue is the

A critical essay based on three scenes Essay Example for Free

A critical essay based on three scenes Essay Consider the importance of these scenes in the play as a whole. You should write about:   Dramatic effect   The language of the scenes Presentation of character   Changes in mood and tone Key themes within Romeo and Juliet are conveyed to the audience within the prologue. These themes help the audience to understand the first meeting between Romeo and Juliet and also their later meetings. Within the prologue, it is written by Shakespeare that from these two families, Romeo and Juliet are destined to fall in love; it also conveys the hatred of both families: From forth the fatal loins of these two foes A pair of star-crossd lovers take their life. The audience has already been told that they are destined to fall in love, it is written in the stars and also are destined to take their own lives. The first impression that helps the reader to understand Romeo is that he is in love with a girl called Rosaline, however Romeo has been rejected. Consequently, Romeo feels very lonely and isolated, and he has also become depressed. This prepares the audience for his meeting with Juliet. Juliet does not come into the story until Act 1 Scene 2, where Capulet, her father, and Paris who wishes to marry Juliet are discussing her. The first impression of Juliet that the audience understands is that she is a very dutiful daughter to the Capulet family. Juliet has also become very obedient. The adults control her in her life, all of her decisions are made for her and she is protected form the outside world. These impressions tell the reader that both Romeo and Juliet are very vulnerable. Juliet has never loved anyone whereas Romeo has been depressed from falling out of love. These all lead up to Act 1 scene 5 where Romeo and Juliet meet. Romeo and Juliet are destined to meet because the servant cannot read and asks Romeo for help. Benvolio persuades Romeo to go so that he can see other woman, however destiny has facilitated Romeo and Juliets meeting. Act 1 scene 5 is the first scene is the first scene where Romeo and Juliet meet each other. There is a mascarade party within the Capulet household. This is the scene where Romeo and Juliet first kiss. Everything builds up to this scene. Firstly, the beginning of the scene shows the presentation of the characters wearing masks to cover their faces. Within this scene, when Romeo and Juliet first meet, Shakespeare changes the language, which they both speak to each other. The language used by Romeo and Juliet speak is very poetic, and also very religious, also Romeo speaks first: This holy shrine, the gentle sin is this. The layout of the way Romeo and Juliet speak is very poetic, and is also in the form of a sonnet. This quote shows that Romeo is comparing Juliet to a shrine and pilgrims: My lips, two blushing pilgrims, ready stand. This play has a strong religious base, as it shows signs of death and marriage. Religion also conveys purity and key elements within life. Romeo and Juliet both speak in a manner of a sonnet. They both speak a full stanza, and then two lines each, and then a couplet, which they both share. Juliet gains confidence as the conversation goes on. As both Romeo and Juliets responses become much shorter, they also move closer to each other ready to kiss. Within the sonnet, the use of a couplet which Romeo and Juliet both share, suggests that they are meant to be: Juliet: Saints do not move, though grant for prayers sake. Romeo: Then move not while my prayers effect I take. This couplet adds an effect that they are meant to be, love at first sight and are immediately attracted. Fate has dictated that they would die together which allows many moments of dramatic irony due to the audience already knowing that it is written in the prologue. The dramatic effect within this scene is the use of religion. Later on in the scene, dramatic irony is shown again as Juliet speaks to the nurse: My grave is like to be my wedding bed. This is dramatic irony, as the audience already knows from reading the prologue that this will come true, as it is their destiny. Act 2 scene 2 is the second meeting where Romeo and Juliet meet. This is one of the most famous scenes in Romeo and Juliet, and also the most romantic scenes in the history of drama. This is the balcony scene where the destined lovers engage in a very poetic and romantic conversation. The mood and tone of this scene is built up by romantic conversation, firstly, Romeo speaking aloud. Romeo dominates this scene, as he is the one who pursues her. He begins the conversation in the opening of the scene. This whole scene is devoted to Romeo and Juliets interaction. Romeo sees light in the window of the balcony, and uses a metaphor to compare Juliet to the sun: It is the east, and Juliet is the sun. Romeo compares Juliet to the sun, as light is essential for everyone to survive, as Juliet is essential for Romeo to live. Light is eternal and it shows security and warmth. It is also very pure. Again, within this scene, religion is used to convey Juliets innocence: As is a winged messenger of heaven. Romeo compares Juliet to an angel, which shows love, purity and innocence. Within this scene, Romeo is very poetic, whereas Juliet is pragmatic: If they do see thee, they will murder thee. This shows that Juliet is aware of the consequences that will befall Romeo if he is caught. Within this scene Juliet is very nervous and feels very insecure: Dost thou love me? I know thou wilt say Ay. This quote shows that Juliet feels herself very insecure and questions Romeo about their love. In the scene, Romeo uses a variety of techniques to declare her love: I should adventure for such merchandise. Romeo uses this to persuade Juliet and shows exaggerated devotion towards her. Juliet also changes during the course of the scene. In touch, fair Montague, I am too fond. Juliet uses an epithet- fair Montague which shows that she has had a change in confidence. Juliets perception of Romeo is that he is fair and kind. Romeo gives Juliet his reassurance of their love: Thexchange of thy loves faithful vow for mine. This quote shows that Romeo wants her love. In this scene dramatic irony is introduced again: And the place death, considering who thou art, If any of my kinsmen find thee here. This quote shows that Juliets family will come after Romeo if they find him here, Tybalts violent threats earlier in the play increase the tension. Juliet switches the conversation to where they will next meet: I have no joy of this contract tonight. Once Juliet is sure Romeo is in love with her, she needs a sense of future security whereas Romeo continues to be romantic and live for the moment. Act 3 scene 5 is the third and final scene which Romeo and Juliet are presented to the audience alive. Between Act 2 scene 2 to this scene, Shakespeare has added violence to contrast with love. This is so that the audience can anticipate the tragedy as it builds up tension towards the death scene. Within this scene, the mood has changed from previous scenes where Tybalt has been killed, and Capulet insisting on Juliet marrying Paris, the tension has lifted. Juliet opens the scene, which shows that she is more confident now. Juliet is very poetic: It was the nightingale, and not the lark. Juliet is playing with Romeo, teasing him and with the use of romantic imagery she is trying to persuade Romeo to stay with her. Within this scene Romeo and Juliet speak equally, feeling both equally confident. Most of what Juliet is saying is that she wants him to stay longer, due to his banishment: Therefore stay yet, thou needst not to be gone. This quote shows Juliets insecurity, she needs to feel his devotion. Romeo replies to this question: I have more care to stay than will to go. This response is what Juliet wants to hear to feel his devotion and reassurance of their love. Within this scene, due to Juliet feeling confident, she once again becomes pragmatic: It is, it is, hie hence, be gone, away! . There is again also dramatic irony in this scene: More light and light, more dark and dark our woes! This illustrates that there future is very bleak, becoming depressing as the day goes on. Juliet feels her life is Romeo: Then, window, let day in, and let life out. There is another case of dramatic irony when Romeo and Juliet speak: O thinkst thou we shall ever meet again? . These words are said in innocence but the audience suspect that this will be the last time they are together alive: From these three scenes we can come to a conclusion that Romeo and Juliets relationship was set to end in tragedy, which was their destiny. There relationship dramatically changed over the course of five days. The three scenes in which Romeo and Juliet interact all lead up to the tragic ending. The intensity of their love propelled them forward to a tragic end. Over the course of their love the audience can observe that Juliet is becoming more confident in her love for Romeo. Their seemingly desperate need for each other blinds them from behaving rationally. Their love shows intensity which shows that they were meant to be, as together as one soul. Fate and destiny has made them fall in love and also takes their lives.

Dead Trees and the Dead Wood Cycle

Dead Trees and the Dead Wood Cycle Introduction A common misconception about forest would be that a â€Å"healthy forest† should have only have trees that are alive or growing. This â€Å"healthy† forest should be rid of dead trees as they would cause harm to the forest and/or perhaps spread disease of sorts. This misunderstanding originated from our lack of understanding of forests and trees. Dead trees play a crucial role in sustaining biodiversity within forests. They provide the forest with nutrients, a habitat for forest animals, rivers, soil, along with many other benefits covered in this paper. To highlight all the importance’s of dead or decaying trees this report will be broken down to sections After defining exactly what constitutes as a dead trees, we will go in depth into the dead wood cycle. Following that will go into analyzing the benefits of dead trees that include and but not limited to[1]; Hold moisture for the soil throughout arid seasons. Provide a location for necessary bacteria to survive Provide a home for small mammal dens and bird nests; Improving the soil by accumulation of organic matter. Offer a seed bed for redeveloping trees. scavenging spot for several insectivorous animals such as woodpeckers; food, protection, shelter, cover, and suitable climate for thousands of tiny organisms Then role of dead wood in the ecosystem and finally we will conclude the report by stating important facts about the significant biodiversity found because of deadwood. Definition of dead trees and decaying trees Common sense would provide that dead or decaying trees are those trees that are no longer alive. However this is more of a definition of the different kinds of dead tress you could potentially encounter in a forest. We will analyze each kind and separate them from the others Coarse Woody Debris Coarse woody debrisis used to describe fallen deadtrees orthe leftovers of bulkybranches left either in the forest or in the rivers. There is a minimum size required for woody debris to be defined as coarse, which is around 20cm in diameter. This also includes dead or decaying stumps[2]. Coarse woody debris are caused by ordinary tree death,illness, andbugs, as well as disastrous events such aswildfires,tornados, hurricaneand floods[3]. Old forests still contain dead trees and woodland remnants are still where they had fallen. These are recycled to nourish fresh vegetation and establishes the perfect woodland in relations of reprocessing and the renewal of fallen trees. As a matter of fact almost 30% of all biomass contained in a forest are from dead trees[4]. Large Woody Debris Sticks, logs, and branches all are considered large woody debris. Wood that fall into streams and rivers are also believed to be large woody debris. This debris can affect how the water flows in and how strong or weak the channel is. This flow affects how much erosion goes on and thus affects how rivers and other water channels are shaped[5]. Large woody debris are important for all its effects on forest management as well as channel streams. The debris is one of the most important factors in the formation of pools and ponds[5]. As these pools and ponds are formed animals, such as salmon, frogs, and other small fishes. Large woody debris is an important source of biodiversity because if these ponds and or pools were not created a lot of these animals would be washed away. The frogs and other animals that nourish off these fish would lose a feeding ground. The measure of scrubbing and erosion is determined by the relation of the span of the wood, to the deepness of the watercourse, and how deep the piece is dug in[6]. Snags Snags could be defined as coarse woody debris, however they operate in a slightly different way and can be identified in different ways. Snags costs of either standing, dead, or dying trees. Whereas coarse woody debris is usually fallen debris, snags are still standing. Both can, however, refer to dead or decaying trees/debris. Snags are also often missing their tops or most, if not all, of their branches[7]. Dead wood cycling Dead wood cycling is the procedure of when the components of wood, enter the forest ecosystem through death, followed by decomposition and then reuse. Many components and functions of the forest are affected during the changes in trees. These changes are the most important physical features of forest.[8 ]Most forest ecosystems in general contain a large amounts of organic matter within the dead wood. It is reported that 17% of all ecosystem organic matter was found within coarse woody debris and snags at costal ecosystems[8]. The cycle begins with the death of the stem. Usually the death is slow, however in special cases such as lightning strikes, floods, hurricanes or other storms the death is immediate. The larger the tree the longer their period to die. Snags usually take a long time to be utilized by other living trees. A lot of factors contribute to this including, rooting, moisture, nutrients, slop of the ground, how the tree died and the species of trees. All of these factors also affect how long the snag, coarse woody debris, or large woody debris[9]. The utilization of dead snags differs dependent on provincial and geographical ecological conditions. Forests that are troubled by procedures other than lumber jacking, the trees ultimately become dead wood. However the trees that die and continue to stand upright end up becoming part of the snag component of the forest. More lush sites usually have superior snags. Snag thickness reduces and useful life increases with the snag size[9]. Coarse woody debris work differently. After the tree dies it enters the ecosystem either directly through a fall. This could be the death from a fall of living trees or through tree death and the eventual fall of upright dead branches. The biomass and ecologically sustainability of the coarse woody debris also depends on the species of trees. For example coniferous (cone bearing trees) ecosystems hold more bio mass than coniferous ecosystems (used up parts that proceed to fall off.) Biomass is coarse woody debris is also effected by how moist it is. The more moisture there is the more it is able to sustain other organism increasing biodiversity. There is more biomass existent on older trees that younger ones. This is usually due to the nutrients and the size of older trees[10]. Benefits There are a lot of benefits created but all forms of dead trees. Most of the benefits overlap however this report will separate some of the distinct benefits created by each individual type of dead tree. To make this part as thorough as possible, some benefits will also be separated to each respective function and cause. Coarse woody debris The benefits of coarse woody debris are huge. They are one the most important factors in sustaining biodiversity in the forest. Usually there is an accumulation of long-term organic matter, which is contributed by how well decayed the wood is. The size also adds to the accumulation of organic matter and that results in decayed wood that has high in carbon constituents. The soil and ability to carry moisture greatly improved by the carbon[11]. To ensure biodivesity, the protection of productive potential in forest soil should be maintaned. This would ensure a contiuous supply of organic materials that live off the moisture in the debris[11]. Fungus Root tip association There is a special relationship is between ectomycorrhizal activity ( a symbiotic relationship) and coarse woody debris. This fungi is key for the healthy growth of conifer trees and needs moisture to survive during dry periods. The moisture is provided during the state of decay of wood[11]. During the summer months, the moisture contents found in coarse woody debris was around 250% of the dry weight. All this moisture store was then used for dry spells throughout the year to ensure refugia and ectomycorrhizal fungi. The larger the piece, the more moisture would be stored. This does not completely replace the moisture and nutrition needs, but if there is enough wood, it would be a significant source of moisture[12]. Fixation of nitrogen in forests due to coarse woody material Forests growth, specifically in boreal forests, is limited to the amount of nitrogen available in the air and usually is limited in forests. The general theory behind the limit is the slow mineralization of organic soil nitrogen. However since nitrogen is such an important part of forest growth it is crucial to ensure that there is enough nitrogen in the air for the flora[13]. There are 4 sources of nitrogen in the forest[12]: Nitrogen fixing bacteria that reside in roots (also called associative nitrogen fixation) Nitrogen fixing bacteria that occur in soil and plants ( called non symbiotic nitrogen fixation) Nitrogen collected from lightning, dust, pollen, and other air pollutants. Nitrogen fixation from roots from certain species (red alder) The most efficient source is nitrogen fixation from species such as the red alder. Unfortunately, after many years of fire suppression, only some forests contain such species[14]. These forests then rely mostly on non-symbiotic sources of nitrogen, which occur from bacteria found on coarse woody debris. The debris allows bacteria to live due to the heavy moisture contained within the wood, and is an important contributor to nitrogen. There is also a relationship between fungus and nitrogen fixing algae. The algae are self-sustaining however the fungi provide a very firm home for the algae. This fungus survives during the dry sells due to the moisture found on the coarse woody debris 1 [1] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997. [2] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997. [3] Keddy, P.A. and C.G. Drummond. 1996. Ecological properties for the evaluation, management, and restoration of temperate deciduous forest ecosystems. Ecological Applications 6: [4] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997. [5] Curran, Janet H. Flow Resistance of Large Woody Debris in Headwater Streams of the Washington Cascades Abstracts with Programs Geological Society of America [5] [6] Curran, Janet H. Flow Resistance of Large Woody Debris in Headwater Streams of the Washington Cascades Abstracts with Programs Geological Society of America [7] Ferguson, H.L., Robinette, K., and K. Stenberg. 2001.Wildlife of Urban Habitats – Urban Parks, Golf Courses, Cemeteries, and Open Space.Pp. 334-335 in: Johnson, D.H. and T.A. O’Neil, managing directors, Wildlife-Habitat Relationships in Oregon and Washington. Oregon State University Press. [8 ]8 Lofroth, Eric (1998),The dead wood cycle, in Voller, J.; Harrison, S.,Conservation biology principles for forested landscapes, Vancouver, B.C.: UBC Press, pp.185–214 [8] [9] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997. [9] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997. [10] Lofroth, Eric (1998),The dead wood cycle, in Voller, J.; Harrison, S.,Conservation biology principles for forested landscapes, Vancouver, B.C.: UBC Press, pp.185–214 [11] [11] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997 [11] [12] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997 [13] Roger T. Koide,Christopher Fernandez,Glenna Malcolm,Determining place and process: functional traits of ectomycorrhizal fungi that affect both community structure and ecosystem function,New Phytologist,2014,201,2 [12] [14] Stevens, Victoria. 1997. The ecological role of coarse woody debris: an overview of the Ecological importance of CWD in B.C. forests. Res. Br., B.C. Min. For., Victoria, B.C. Work. Pap. 30/1997

Comparing Patricia MacLachlan and Laura Ingalls Wilder :: Compare Contrast Comparison

Comparing Patricia MacLachlan and Laura Ingalls Wilder Comparing Patricia MacLachlan and Laura Ingalls Wilder is not an easy task. Both writers have excelled in their writing and their books are completely different. The way Sarah, Plain and Tall and The Little House Series depict realism, details, and time frame sets them apart from each other. I also chose these two authors because both Sarah and Little House are set in the 19th century. The topics are also very similar. I am comparing their differences in realism, amount of detail, and time frame of story. Wilder’s Little House series would be considered realistic fiction while Sarah is just fiction. The reason is because Wilder used her own childhood experiences growing up on the plains and during the nineteenth century and expanded on them to create the series. MacLachlan did not grow up in the nineteenth century but in the twentieth so much of her story comes from research and creativity. It is easy to understand this from the reading. Wilder writes: â€Å"Each of them had a tin plate, and a steel knife and a steel fork with white bone handles.† This is what families had during the trip on the plains. This is the realism in Little House that is not seen in Sarah. My next comparison is the difference in amount of detail. Wilder uses more explanatory detail in her series. She re-accounts everything from her younger days as a child on the plains with her parents to how to build a roof. â€Å"Pa reached down and pulled up a slab. He laid it across the ends of the sapling rafters. Its edges stuck out beyond the wall. Then Pa put some nails in his mouth and took his hammer out of his belt, and began to nail the slab to the rafters.† In this quote we see the amount of detail and explanation by Wilder. In Sarah, the reader knows the family fixed the roof but does not learn how it is done. â€Å"I am fast and I am good said,† said Sarah. And they climbed the ladder to the roof, Sarah with wisps of hair around her face, her mouth full of nails, overalls like Papa’s.† In this quote we see that it is the emotional detail. Readers see more of this in Sarah. MacLachlan writes on how Sarah misses the sea and her brother and how sh e wanted to prove her ability by helping with the roof.

Mummy Portraits From Roman Egypt :: Egyptian Art History Essays

Mummy Portraits From Roman Egypt â€Å"Ancient Faces: Mummy Portraits From Roman Egypt† a special exhibit at the Metropolitan Museum of Art concentrates on 70 portraits painted in Egypt during the first few centuries of Roman rule. Rome controlled Egypt as it controlled much else, through a policy of calculated multiculturalism. Egyptian customs were tolerated; Romans brought practices and beliefs of their own. Before long, things shaded together. The mummy paintings are traces of that process in action. The paintings were made to be placed at the head level on the outside of cloth-wrapped mummies as part of Pharaonic mortuary rites focused on the afterlife. It was likely that the portraits were painted just before or after death. As one walks into the gallery an eire feeling is in the air. The eyes of the portraits seem to follow you around the room. The Roman influence among the people is easily seen. A quote on the wall reads â€Å" The arts in Roman Egypt were as complex as the society while temple building in the tradition Egyptian style continue with few interruptions until the end of the 2nd century A.D and many fine, relief’s, columns, and other architectural elements were created in the pharaonic manner, sculptures in a purely Egyptian style practically came to an end with the Roman conquest. Portraits from the Antioopolis tend to show their subjects in distinctively restrained clothing and hairstyle presumably inspired by the city’s interest in Greek classicism. A number of Mummy portraits depict young men between the ages of 14 and 20 with their first facial hair, a feature that had particular connotations in Greek educated society of Roman Egypt. The way Emperor Hadrian had his hair combed forward and wearing a short beard that demonstrates love for ancient Greece. There are several inscriptions on panel paintings written in Greek, which was the suggested language of the educated upper class. These are just several examples of Greek and roman influence on the Egyptian society. An exhibit I found more interesting was The Mary and Michael Jaharis Gallery of Archaic and Classical Greek Art. The Greek Art is elaborate with many of the statues being large scale. Many of the statues have a deep meaning behind them. Like the statue of Aphrodite it is a full body with animation appearing to be graceful and seductive.

Discipline The Essence Of Education

Todays topic is Discipline – The essence of Education. Let me share my views with you. â€Å"Discipline† comes from the Latin word â€Å"Disciplina† which means instruction. It is the bridge between goal and accomplishment. Discipline is the foundation upon which all success is built. In the entire universe, there is an order and discipline. We can see plants, insects, birds and animals also observed discipline in their lives but only man who has a thinking mind finds it difficult to observed discipline.But the discipline is essential from the moment of working to the time of going sleep. The discipline is closely linked to education. Analysing the effect of discipline action, we can better understand why we should educate using discipline. The aim of school discipline is to create a safe and happy learning environment. The term school discipline is commonly known as School Rules and Regulations. BY correcting misbehavior and developing self discipline, school he lp to prevent the future occurrence of behavior problem.If we remove the discipline from the education, the output of education will be zero that is the discipline is the heart of education. We cannot think about education without discipline. Student life is a period of learning and grooming. Discipline plays significant role in shaping the personality and moldings character. A student of today is a citizen of tomorrow. Hence, it is very important that children should be discipline in school, so that they might became worthy citizens of their country.Citizens of discipline nations can work more smoothly and are filled with the spirit of unity, brotherhood and co-operation. Lack of discipline is like a ship without rudder. Beauty takes the attention, but personality with good discipline takes the heart. If you want to full fill the slogan â€Å"Mera Bharat Mahan†, our country should have a well discipline citizen. For that education is the main source. Let us anticipate a well discipline generation. â€Å"Jai Hind† ï » ¿Discipline: The Essence of Education Good Moring to my respected teachers and all!Todays topic is Discipline – The essence of Education. Let me share my views with you. â€Å"Discipline† comes from the Latin word â€Å"Disciplina† which means instruction. It is the bridge between goal and accomplishment. Discipline is the foundation upon which all success is built.In the entire universe, there is an order and discipline. We can see plants, insects, birds and animals also observed discipline in their lives but only man who has a thinking mind finds it difficult to observed discipline. But the discipline is essential from the moment of working to the time of going sleep. The discipline is closely linked to education. Analysing the effect of discipline action, we can better understand why we should educate using discipline. The aim of school discipline is to create a safe and happy learning environment.The term school discipline is commonly known as School Rules and Regulations. BY correcting misbehavi or and developing self discipline, school help to prevent the future occurrence of behavior problem. If we remove the discipline from the education, the output of education will be zero that is the discipline is the heart of education. We cannot think about education without discipline.Student life is a period of learning and grooming. Discipline plays significant role in shaping the personality and moldings character. A student of today is a citizen of tomorrow. Hence, it is very important that children should be discipline in school, so that they might became worthy citizens of their country. Citizens of discipline nations can work more smoothly and are filled with the spirit of unity, brotherhood and co-operation. Lack of discipline is like a ship without rudder.Beauty takes the attention, but personality with good discipline takes the heart. If you want to full fill the slogan â€Å"Mera Bharat Mahan†, our country should have a well discipline citizen. For that education is the main source. Let us anticipate a well discipline generation. â€Å"Jai Hind†Thank You!