A physical description of an object. not emotional, imaginative or Essay

A physical description of an object. not emotional, imaginative or interpretive - Essay Example The outside cover can be hard bound or just a sturdy paper that extends from its cover to its back. Its purpose is to indicate the title of the book and its corresponding pictures and designs to make the book appealing to its readers. It also serves as a protection that would prevent the contents of the book from being damaged which are composed of thinner leaves of paper where the printed words are written. The physical description of a book are the following, its shape typically rectangle. There are however other variations of which could be square, sometimes oblong. Its inner leaves are made up of thin leaves of papers where the printed contents are written. Its contents can be made up of solely of words or pictures, charts, illustrations or any visual elements that would help the readers understand the book better. Its contents are also divided into chapters to organize the ideas of the book. The wonder of a book is in its contents. When used properly, a book is a very powerful tool that could expand the mind and horizon of an individual that would bring about great and revolutionary ideas. It can also be used as a tool to improve oneself and to convey ideas and instructions. A book maybe just a bound of paper with printed word on its pages but it is the one of the most important if not the most important thing that mankind has created because it has expanded his or her mind that help create other things that made the world a better

Music and Brain Development Essay Example for Free

Music and Brain Development Essay There are three major perspectives on the positive impact of music education to the core curricula in school. The study on how music shares value to brain development has opened new views for all educators. According to the study of Neurological Research in February 1997, music develops abstract reasoning skills needed for the learning process of children in math and science. It was proven that training in music is more efficient than computer learning for teaching math and science skills (Peretz and Zatorre, 2005).   It was reported that music training could be more effective than computer instruction for teaching these skills. The findings were the result of a two year experiment with preschoolers by Rauscher et. Al. Wriht et al in 1997, compared the effects of musical and non-musical training on intellectual development as a follow-up to their studies on music can enhance spatial-reasoning. They concluded that music enhanced brain functions that were required for learning mathematics, science and engineering (Brust, 2003). Several studies have suggested that beginning music training early corresponds to greater growth in certain areas of the brain (Schlang et al, 2003). For example, researchers in Germany identified the planum temporale, a part of the left hemisphere as the region of the brain responsible for the perfect pitch and speech. This term used magnetic resonance imaging (MRI) to look at the planun temporale in non-musicians and professional musicians, some with perfect pitch and some without it. They discovered that the planum temporale in those with perfect pitch was twice as large as the other groups. Also with perfect pitch has started a music lesson before age seven. Rauscher et al. (1997) found that musicians had thicker nerve fibers in the corpus callosum, the part of the brain that carries signals between the two hemispheres, if they started keyboard training before the age of seven. Babo (2001) discussed, researchers, work at the University of Konstanz in Germany which focused that exposure to music helped to rewire neural circuits. They concluded that the brains of pianists were more efficient at making skilled movements than the brains of others. These findings suggested that musical training could enhance brain function (Trainor and Schmidt, 2003). Schlaug et al. (1995) used MRI to discover that musicians who started studying music before the age of 7 had regions in their brains (the corpus callosum and the right motor cortex) that were larger than corresponding regions in both non-musicians and musicians whose training began at a later age. However, in response to questions about his study, Schlaug et al preferred not to recommend when music should be taught, since some very skilled musicians began performing in their twenties or thirties. Schlaug et al. also reported that most musicians who have perfect pitch started music lessons before the age of seven. However, according to Diamond and Hopson (1998), early music training is associated with more growth in this one particular brain region. if training starts later or is absent altogether, perfect pitch rarely shows up (p. 4). Zatorre (2003) reported evidence that infants are born with nervous systems devoted exclusively to music. Studies are showing that early and ongoing musical training can help organize and develop children’s brains. In a study to determine the effect of systematic prenatal musical stimulation by observing musical behaviors exhibited between birth and 6, Fujioka et al (2006) found that infants who received systematic prenatal musical stimulation exhibited â€Å"remarkable attention behaviors.   Those infants could imitate accurately sounds made by adults (including non-family members), and appear to structure vocalization much earlier than infants who did not have prenatal musical training (p. 21).   Only quite the researches focused on the prenatal musical training of the fetus. Personal Reflection I believe that musicians have more active contribution to brain development because they are required to perform in more complex sequences of finger movements. Musicians are regularly adapting to decisions on tempo, tone, style, rhythm, phrasing and feeling-training the brain to become incredibly good at organizing and performing a lot of activities all at the same time. Musicians in my point of view, exercise orchestration that have better payoff for lifelong attention skills, intelligence and skills in self-knowledge and self-expression. In my own opinion, there is a significant relationship between music and brain development. There is an interrelationship between music and education because of the eight basic intelligences:   linguistic; logical-mathematical; spatial; bodily-kinesthetic; musical; interpersonal; intrapersonal; and naturalist. Although, these intelligences are different from musical intelligences:emotional, spiritual and cultural than the other kinds of intelligences. Most importantly, he assumed that music could help some organize the way they think and work by helping them develop in other areas, such as math, language, and spatial reasoning. Gardner criticized school districts that sacrificed music in children’s education, calling them â€Å"arrogant and ignorant about the value of music education† (p. 142). Essay 2-The Mozart Effect Rauscher et al. (1993) used the term Mozart effect to describe the results of their study on the relationship between music and spatial task performance. It is based on the ears role in the development of movement, balance, language and pre-verbal communication as well as the integration of neurological responses stimulated by music The Mozart effect also refers to the way music is used to enhance the quality of life. For example, music helps children in obtaining good health, education, and creativity (Cjabris, 1999).   Rauscher et al. (1997) gave a group of college students three 10-minute-long sets of standard IQ spatial reasoning tasks: listening to a Mozart sonata for two pianos, listening to a relaxation tape, and sitting through silence. The results showed that the individuals who listened to Mozart had a distinct advantage in spatial task performance. Steele et al (1999) noted that students performed better on the abstract/spatial reasoning tests after listening to Mozart than after listening to either the relaxation tape or to nothing† (p. 2). Although conditions differed significantly between music, silence, and relaxation, Shaw and his colleagues were careful to qualify the study results. Although spatial reasoning test scores rose as a result of listening to Mozarts piano sonata in D major (K488), the effects were temporary. Jenkins (2001) noted that the enhancing effect of the music condition is temporary, and does not extend beyond the 10-15 minute period during which subjects were engaged in each spatial task (Rauscher et al., 1993, p. 2). The authors posed several questions for further research: â€Å"Could varying the amount of listening time optimize the Mozart effect? Could listening to Mozart also enhance other intelligence measures such as short-term memory, verbal reasoning, and quantitative reasoning? Would other kinds of music have an effect on IQ performance† (p. 2)? Though the answers to these questions were unclear, the authors concluded that music lacking in complexity failed to enhance performance. They also concluded that the complexity of Mozarts music was responsible for its enhancing effect. Rauscher et al. replicated and extended these findings in 1995. They used the same tasks used in their first experiment but extended the types of listening examples used. College students were divided into 3 groups: those exposed to silence, the same Mozart music used in the 1993 study, and a piece by Philip Glass. As before, the Mozart group showed a significant increase in spatial IQ scores. Tomatis, a French physician, psychologist, and educator, researched the connection between early childhood development in the 1960s and the music of Mozart (Jenkins, 2001). College students listened to a Mozart sonata, then performed complicated visual tasks involving cutting and folding paper. However, there was no difference in the way these tasks were performed by either the students who listened to the sonata or the control groups who just relaxed before taking the test or listened to other kinds of music. Schellenberg (2006) pointed out that the studies on music instruction insubstantial overall because researchers only tried to repeat and extend their findings. For example, no one knew exactly which kind of musical training produced results and which kinds did not, who benefited most from it, and how long any intellectual gains resulting from music training lasted. In another study, Chabris (1999) reviewed previous studies and compared the effects of the Mozart recordings. Results revealed a statistically insignificant increase in the ability of individuals to complete tasks requiring spatial visualization skills and abstract reasoning. Chabris noted that if listening to Mozart improves cognitive performance at all, its by improving overall cognitive arousal and concentration. It shouldnt be viewed as an intellectual miracle drug (p. 1). Steele (2001) agreed with Chabris, by stating that â€Å"there is a problem with the concept of classical music as Gatorade for the brain† (p. 1). A number of other researchers (Crncec et al, 2006) supported the belief that classical music does not increase basic intelligence. Rauscher, et l (1995) noted that because many researchers only measured the effect on general intelligence instead of on spatial-temporal abilities, they failed when they tried to repeat the original experiment. In 1995, Rauscher et al. replicated this study and again found that spatial-temporal reasoning improved after listening to the Mozart Sonata. Though daily exposure to Mozart’s music produced daily increases in scores, this effect did not apply to all styles of music or to all areas of intelligence. For example, Phillip Glass’ minimalist music did not enhance spatial-temporal reasoning. Further, the students’ scores did not improve when they performed a short-term memory task after listening to Mozart. Rauscher et al. (1999) concluded that â€Å"although the Mozart effect is intriguing and holds great promise for further explorations into the transfer of musical processing to other domains of reasoning, merely listening to music probably does not lead to lasting enhancement of spatial-temporal intelligence. Listening to music is a passive experience for most people, and does not require the involvement that actively creating music does† (p. 2).   This observation led researchers to suspect that actively creating music has greater benefits for spatial temporal intelligence than simply listening to it. Combining separate elements of an object into a whole or arranging them in a specific order are spatial-temporal operations. They require successive steps, which are dependent upon previous steps. Spatial-logical operations also require recognition of similarities or differences among objects and are generally one-step processes. For example, a child who is asked to classify objects according to their color or shape would be performing a spatial-logical operation. The Rauscher et al. (1999) model predicted that music training may increase spatial-temporal task scores, but not necessarily spatial-logical tasks. These studies did suggest casual relationships between music and spatial task performance. The authors concluded that music education was helpful for maximum cognitive development by demonstrating that music could improve the intellectual functioning of children. Personal Reflection In my own opinion, the study in Mozart effect is a new proof of music’s education and its importance. Since it is believed to development a child’s IQ, schools must offer music programs to help their students in a very substantial way. Music educators should work towards the inclusion of music education in the curriculum of public education. Also, the publics perception of music education must be altered so that policymakers in education are forced to provide for conditions where music education may thrive. Many educators and researchers posit that music should be a more central part of   the school curriculum in light of studies that demonstrate a relationship between music and intellectual growth. Also, tentative research findings in support of music education have shown that people believe that there is an essential value to learning about music. Diamond (1998) argued that learning to play an instrument could increase a childs capacity for voluntary attention (p. 7), while Porter (1998) concluded that music can teach â€Å"discipline, care, concentration, and perseverance† (p. 7). Music Learning and Memory for Music When memory for a sequence of visually presented letters is tested, the marked recency effect that characterizes studies of the PAS system is absent. Nonetheless, clear evidence of phonological coding is found in the form of a marked effect of phonological similarity ( Schlkind et al, 2003). auditory input. Further evidence for the interaction between self-generated phonological codes and auditory input is, of course, offered by the irrelevant speech effect. Performance is impaired by unwanted spoken material, with the crucial feature of the material being its phonological rather than its semantic characteristics, again suggesting that the interaction is occurring at a common phonological level ( Dowling, 1994). It should be pointed out at this stage, however, that the nature of the irrelevant sound is crucial. While speech in a foreign language is quite disruptive to performance, white noise is not, even when the intensity of the noise is pulsed so as to resemble the intensity envelope of the speech signal that has been shown to disrupt memory ( Dowling et al, 1995). The fact that memory is more disrupted by vocal than by nonvocal music might seem to suggest that the system is essentially speech based. It is possible, however, that the greater disruption by speech reflects the nature of the primary task, namely remembering digits, a task that is likely to operate principally in terms of the spoken names of the digits. It is entirely conceivable that a different primary task would lead to a different degree of disruption. One possibility then might be to look at studies investigating memory for environmental sounds. Unfortunately, the evidence in this area seems to be relatively sparse. Deutsch (2004) showed that their patient was better at remembering environmental sounds than spoken digits, but, unfortunately, it is possible that the task was done by first identifying the sounds and then remembering them semantically. Personal Reflection . Thinking of music memory as schematic is probably accurate for many of the interactions that both trained and untrained people have with music. However, recently I have become interested in the nature of representation when memory for music is essentially perfect. Whereas it appears that the majority of work in music cognition has examined short-term memory, I would like to examine longterm memory. By this I mean that I am interested in the way well-learned music is represented. People are able to remember a large repertory of music and retain it for many years. What kinds of codes make this retention possible? Clearly, proposing verbal codes in the traditional sense is impractical when trying to understand memory for melody (as opposed to the lyrics in vocal music). Even if we assume that a small minority of musicians can encode tunes in terms of musical structure, motor commands, or musical notation, the successful retention of music by untrained people suggests the existence of other types of durable codes. The explication of those codes has been the goal of my current program of research References    Blood, A., Zatorre, R. (2001). Intensely pleasurable responses to music correlate with activity in brain regions implicated in reward and emotion. Proceedings of the National Academy of Sciences,98, 11818-11823. Brust, J. (2003). Music and the neurologist: A historical perspective. In I.Peretz, R. Zatorre (Eds.) The cognitive neuroscience of music (pp. 181-191). New York: Oxford University Press. Chabris, C (1999). Prelude or requiem for the ‘Mozart effect’? Nature, 400, 6747, 826-7. Crncec, R., Wilson, S., Prior, M. (2006). No evidence for the Mozart effect in children. Music Perception, 23(4), 305- 317. Deutsch, D. (2004). The octave illusion revisited again. Journal of Experimental Psychology: Human Perception and Performance, 30 (2), 355-364. This article can be downloaded from Psych Info and from the author’s web page. Dowling, W. J. (1994). Melodic contour in hearing and remembering melodies. In R. Aiello (Ed.) Musical perceptions, (pp. 173-190 ). New York: Oxford University Press. Dowling, W. J. , Kwak, S., Andrews, M. ( 1995). The time course of recognition of novel melodies. Perception Psychophysics, 57(2), 136-49. Fujioka, T., Ross, B., Kakigi, R., Pantev, C., Trainor, L. (2006). One year of musical training affects development of auditory cortical-evoked fields in young children. Brain, 129, 2593-2608. This article can be downloaded. Jenkins, J.S. (2001). The Mozart effect. Journal of the Royal Society of Medicine,   94,170-172. Patel, A. (2003). Language, music, syntax and the brain. Nature Neuroscience, 6(7), 674-681. This article can be downloaded. discuss it from the neuroscientific perspective. Peretz, I., Zatorre, R. (2005). Brain organization for music processing. Annual Review of Psychology, 56, 89-114. This article can be downloaded. This is an excellent review. Rauschecker, J. (2003). Functional organization and plasticity of auditory cortex. In Peretz, I., Zatorre, R. (Eds.) The cognitive neuroscience of music (pp. (357-365). New York: Oxford University Press. Rauscher, F. (1999). Reply to Prelude or requiem for the â€Å"Mozart effect’? Nature, 400, 6747, 827-8. Schellenberg, E. G.(2005). Music and cognitive abilities. Current Directions in Psychological Science, 14 (6), 317-320. This article can be downloaded. Schellenberg, E.G. (2006). Long-term positive association between music lessons and IQ. Journal of Education Psychology, 98 (2), 457-468. This article can be downloaded. Schlaug, G. ( 2003). The brain of musicians. In Peretz, I., Zatorre, R. (Eds.) The cognitive neuroscience of music (pp. (366-381). New York: Oxford University Press. Schulkind, A., Posner, R., Rubin, D. (2003). Musical features that facilitate melody identification: How do you know it’s â€Å"your† song when they finally play it? Music Perception, 21, (2), 217-249. Steele, K., Dalla Bella, S., Peretz, I., Dunlop, T., Dawe, L., Humphrey, K., Shannon, R., Kirby, J. Jr., Olmstead, C. (1999). Prelude or requiem for the ‘Mozart effect’? Nature, 400, 6747,826-7. Trainor, L., Schmidt, L. (2003). Processing emotions induced by music. In I. Peretz, R. Zatorre (Eds.) The cognitive neuroscience of music (pp. 310-324). New York: Oxford University Press. Zatorre, R. (2003). Absolute pitch: A model for understanding the influence of genes and development on neural and cognitive function. Nature Neuroscience, 6 (7), pp. 692-695.

Honda’s Operational Activities

Honda’s Operational Activities THE STRATEGIC OBJECTIVES OF OPERATIONAL MANAGEMENT IDENTIFY AND EXPLAIN THE ROLE PLAYED BY EFFECTIVE OPERATIONS MANAGEMENT WITHIN HONDA. DISCUSS HOW HONDAS OPERATIONAL ACTIVITIES HAVE CHANGED IN RECENT TIMES. Operations management is the business function that performs some tasks like-: It makes plans to run any organization It organizes, coordinates, need to produce a company goods. It controls the resources that are essential to make better services. ROLE PLAYED BY EFFECTIVE OPERATIONS MANAGEMENT:- Its include changes input to outputs. It means transform of worker manager and raw material into finished products. In 1980s Company won world race championship Formula1 from its cutting edge low pollution and low fuel consumption engine. In 1989 companys founder Soichiro Honda choose into Detroits symbolic Automotive Industry Hall Of Fame. Moreover Japanese invented a new formula name Right-first-time means that it is better way to focus on how to build quality rather than test in quality. This step is followed by Honda and as well as other companies also. ACTIVITES CHANGED IN RECENT TIMES:- Nobuhiko Kawamotos implemented an amendment with in Honda. Before his amendment company was using collective decision making process which means that all the companies executives sit into Board room and thinks about problems. But Nobuhiko Kawamoto found that team work was not sufficient for achieving market share. He offered all executives for their private offices if anyone wanted. Honda implemented the large mass lot production and small lot production. In former thousand of products made in a row or series in the western automobile industry each can make only a one automobile model. But in later small production assembly line can handle many of the vehicles. Objective is to focus on greater product variety. Honda combines both of these planning for achieving the goals. One more approach to production planning is to implement a push and pull system. In push system stratergy was made several month in advance. Similarly pull system was used for every day production. It helps to solve coming difficulties. For example if there are any problem with paint shop component maker are alerted and they try to solve the problems. More outcomes are there on combination of these two systems. STRATEGIC OBJECTIVES OF HONDA:- BUSINESS STRATEGY: Hondas research and development system plays a vital role in its business strategy. While making their products Honda takes care about some factors-: Economical-: product should be more economical. So that everyone can purchased their products. Environmental-: Honda takes care about this factor also. So, company focus on engine of their products. It should be economically friendly. Stability-: Honda takes care about manufacturing of stable products. Quality -: Honda takes care to put best quality into their designs. ENTERPRISE STRATEGY: EVALUATE HOW SUCCESSFUL ARE HONDA OPERATIONS OBJECTIVES IN MEATING THE ORGANISATIONAL OBJECTIVES. IDENTIFY SOME OF KEY ISSUES FOR HONDAS OPERATION IN THE NEXT FIVE YEARS.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Honda is pushing the autonomy of their sale operation and their future plans in all the areas. They works under the instruction and this helps all companies members to reduce the chances of risk. Honda main objective is follow rules and regulation and maintain good Pellucidity. This is the way or stratergy to make customer satisfy. Honda spread his business in world market. Honda have its 134 production units in 28 countries and its 31 R D spread in 15 countries. Honda company have big worker organization with 167000 employees satisfying 24 millions customers in this global world. For better operation in Honda these are divided into 6 bureaucratic domain. KEY ISSUES: Honda motor co. establish in 1948.honda the first Japanese company to start its manufacture its product in Japan. Now Honda being world famous company and has to face some challenges for keep its position in world market. There are some issues which Honda could face in next 5 years. UNFAMILIAR ISSUES: suddenly elaboration in arrogation and climate changes can occur. Sometime manager are not prepared for facing these type of difficulties. So, all the worker and executives are ready to face these issues. Control assortment-: Honda is the biggest company in world market. So it will take great care about manage diversity among staff (races and ages). This is a big key issue that can arise in coming future. SUPERVISING CURRENCY CATASTROPHE: This means honda should take care about currency crisis. So executives focus on the exchange rates in the market. if this issue occur then management should try to solve it. IMPROVE FUEL ECONOMY: This is the important factor so, Honda reserve the proper stock of fuel. So enhance fuel austerity is the major factor for Honda.

Unappreciated Characters of Franz Kafkas The Metamorphosis :: Metamorphosis essays

The Unappreciated Characters of Metamorphosis The story of The Metamorphosis is one that is very subtle and very delicate. Kafka wrote in a fashion that would allow a reader to interpret the story in a way that may be different each time it is read. From the beginning, we see that a young, hard working, man, Gregor, has turned into a bug, and as the story continues, one can see that he was much more than an insect. What else could he be? Even after his death, it is obvious that Gregor was there for a cause. His family depended on him for their happiness. The purpose for his existence was to serve his family. His mother and father created him and were the driving force behind his physical change. There was a lack of communication that existed throughout the story that revealed how unappreciated they were of Gregor and his sister, who was on her way towards becoming like her brother. Gregor was very important to the family's welfare. At first he was the only working member of the family, and his job was very important; the whole future of Gregor and his family depended on it (p.84). For so long he wanted to quit his work, because he wasn't happy with it. But he said to himself, " Besides, I have to provide for my parents and my sister. (pp. 82-83)." He felt that his family was too dependent of him. When Gregor wouldnt let anyone in his room in fear that they would be horrified by his condition, he thought that his family was harassing him because he was in danger of losing his job, and because the chief would begin harassing his parents again for the old debts" (p. 76). At this point, everyone was angry and wanted him to get up for work. All that mattered to the family was what Gregor was able to provide. After his secret of change to an insect was discovered, they realized that he was no longer of any use to the family, and he was unappreciated in every way. He didn't have his job and no longer had anything to offer. "The house soon started to fall apart; the household was reduced more and more "(p.

Jose Rizal First Travel Abroad

Chapter 4- Rizal’s First Travel Abroad Rizal’s Departure * May 3, 1882 Rizal left the Philippines boarded the spanish steamer SS Salvadora bound for Singapore. * Rizal’s Departure for Spain was kept secret to avoid detection by the spanish authorities and the friars. Even his own parents did not know because he knew they would not allow him to go, especially his mother. * The captain of the ship was Donato Lecha from Austria. * May 9, 1882 Salvadora Docked in Singapore. * May 11,1882 Rizal transferred to another ship Djemnah, A French Vessel for Europe. May 17, 1882 Djemnah Reach Point Galle A seacoast town in Southern Ceylon (Now Sri Lanka). * The following day the Djemnah weighed anchor and resumed the voyage towards Colombo, The capital of Ceylon. * From Colombo the Djemnah continued the voyage crossing Indian Ocean to the Cape of Guardufui, Africa. Which Rizal called â€Å" Inhospitable land but famous†. * The next stopover was in Aden. He was amused t o see the camels for the first time. * From Aden, the Djemnah continued to voyage to the city of Suez.He saw the Suez Canal for the first time and he was thrilled to saw it, in which was built by Ferdinand De Lesseps ( A French Diplomat Engineer). * June 11,1882 The ship docked at Naples an Italian City, He was fascinated by Mt. Vesivius, The Castle of St. Telmo. * On the night of June 12,1882 the steamer docked at Marseilles. He visited the Famous Chateau D’if where Dantes is a hero of the Count of Monte Cristo from Alexander Dumas novel. * Travelling from train he crossed the Pyreness, stopped for a day at frontier town of Port Bou. After the passport inspection at Port Bou, Rizal arrived at Barcelona. Arrival in Barcelona * June 16,1882 Rizal arrived in Barcelona. * His first impression of Barcelona was unfavorable but it changed and he began to like the city because of its atmospheric of freedom and liberalism. * He wrote an essay entitled â€Å"Amor Patrio† (Love of the country), Rizal sent this article to Basilio Teodoro Moran (Publisher of Diariong Tagalog). Rizal’s studied in Madrid * Rizal followed the advice of his older brother Paciano to finish his medical course in Madrid in the fall of 1882. He enrolled a course: Medicine and Philosophy & Letters at the Universidad Central de Madrid at the same time he studied paintings and sculpture in the Academy of Fine Arts of San Fernando. * Rizal economized his daily expenses until he was able to buy second hand books and built a fair size library of his own. * During his first summer vacation, Rizal decided to visit Paris on June 17. 1883 to August 20,1883. Rizal Joins Masonry * March 1883 Rizal joined Masonic Lodge called ACACIA in Madrid and became a Master Mason on November 15, 1890. Luna and Hidalgo’s Triumph * After 2 years in Spain things went wrong in Philippines. Rizal experienced financial problems due to calamities happened. * Rizal monthly allowance were delayed, ther e were a times that he missed meals during the day. * A touching incident in Rizal’s life in Madrid occurred on June 24, 1884, Because he was broke, he was unable to take breakfast that day. With an empty stomach, he attended class at the university and participated in the contest in Greek Language and he won the gold medal. * In the evening of the same day, he was able to eat dinner because he was a guest speaker in a banquet held in honor of Juan Luna and Felix Resurrecion at Restaurant Ingles, Madrid.Completion of Rizal studies. * Rizal completed his Medical Course in Spain on June 21,1884 * Nov. 20-22, 1884 Rizal involved in student demonstration caused by the address of Dr. Miguel Morayta proclaiming â€Å" The Freedom of Science and The Teacher†. Rizal in Germany and His Practice of Ophthalmology * Rizal chose to specialize in Ophthalmology because he wanted to cure his mother’s eye ailment. * Nov. 1885, Rizal living in Paris for 4 months and he worked as an assistant to Dr. Louis de Weckert until Feb. 1886. * Because of his homesickness he wrote a fine poem â€Å" A las flores de Heidelberg† (To the flowers of Heidelberg).

For God and Home and Native Land essays

For God and Home and Native Land essays In Illinois during the year 1900, temperance and prohibition were prominent issues on the social and political stage. The temperance movement found most of its adherents in middle-class women. Urban women saw the linkages between poverty and alcoholism, while many rural women were aware of how the isolation of farm life amplified the horrors of alcohol abuse. The temperance movement was directly related to the women's suffrage movement going on across the country. The temperance movement enabled the women of 1900 to express their opinion on a matter of importance (Early WCTU pg 1). Many people of Illinois did not feel that women should speak out about what they believed in. A example of this is shown in an interview with Mark Hanna, who was a high government official in 1900. He said, If women are going to waste their opportunities over inferior work for which in they are unfitted they will fail in the grosser undertaking of caucuses and political campaigns. His opinion was that women had no right in demonstrating their beliefs and that they should stay at home and rear children instead of trying to change the world (Hanna on Women Suffrage pg 2). However, that did not stop the women of 1900. Many local unions of the Womens Christian Temperance Union were formed and attended by local women. A union in Springfield, Illinois was led by Mrs. Aaron Anthony. At each of the union meetings, a devotional was conducted. Many contests and charities were also given in order to help raise money for the cause. Speeches were also given by the members on subjects of importance to them (Temperance Union: Local Organization Entertained at the Home of Mrs. Aaron Anthony pg 6). Many women took Carrie Nation as an example and went and stood in bars and sang hymns until everyone who entered was too ashamed to drink. They also petitioned against the alcohol. Historians say that the women picked alcohol as a top...