Importance of the Lotus Flower in Chinese Culture

Importance of the Lotus Flower in Chinese Culture The lotus’ importance comes from Buddhism, and is one of the eight precious things in Buddhism. The lotus is said to bloom in Beijing on lunar April 8 (the Buddha’s birthday) and lunar January 8 is Lotus Day. A cultural taboo related to the lotus is  if a woman sews on lunar Lotus Day, she will have menstrual trouble. The lotus (è“ ®Ã¨Å  ±, lin huÄ , è  ·Ã¨Å  ±, hà © huÄ ) is known as the gentleman’s flower because it grows out from the mud, pure and unstained. The he in a man’s name indicates he is either a Buddhist or connected to Buddhism. The he in a woman’s name is a wish that she be pure and respected. è“ ® (lin) sounds similar to è  ¯ (lin, to bind, connect as in marriage); 戀(lin) means to love while Ã¥ »â€° (lin) means modesty; è  · (hà ©)sounds similar to å’Å' ( hà ©, also, one after another, uninterrupted). trouble. In Buddhism, the Lotus Symbolizes: One who comes out of mire but is not sulliedInwardly empty, outwardly uprightPurityFruit, flower and the stalk of the lotus past, present and future Famous Pictures and Sayings Related to the Lotus Lotus bloom with a leaf and bud means a complete union.Magpie sitting on the stamens of a blown lotus and picking seeds: xiguo may you have the joy (xi) of passing one exam (guo) after another (lian)A boy with a carp (yu) beside a lotus (lian) means may you have abundance (yu) year in and year out (lian).Two lotus blooms or a lotus and a blossom on one stem means wish for shared heart and harmony, because è  · (hà ©) means union.A lotus (which represents a girl) and a fish (symbolizing a boy) means love.Red lotus blossom symbolizes the female genitals, and courtesans were often called red lotus.Lotus stem symbolizes the male genitalsA blue lotus stem (qing) symbolizes cleanliness and modestyLotus symbolizes He Xian-gu.The picture of a man on a boat surrounded by lotus blossoms is writer and philosopher Zhou Dun-yi (1017 to 1073) who liked the flower.

7 Steps to Getting Enough Sleep in College

7 Steps to Getting Enough Sleep in College Theres a reason most college students sleep in whenever they have the chance: theyre exhausted, sleep-deprived, and in desperate need of some sleep at any given time. And yet, finding time to sleep in college can be quite challenging. Sleep is often the first thing to get cut when stress levels and workloads pile up. So just how can you find time to sleep in college? 7 Steps to Getting Enough Sleep in College Step #1: Do your best to make sure you get a certain amount every night. This one is admittedly common sense, but theres a reason why its listed first. If you get 7 hours on Monday, 2 hours on Tuesday, etc., this pattern can wreak havoc on your bodys (and minds) ability to really rest and recover as you sleep. Getting a decent and consistent amount of sleep each night is your best bet for not feeling exhausted during your entire 4 (or 5 or 6) years of college. Try to set up a sleep pattern that works for your schedule and do your best to stick to it. Step #2:  Take naps. The reality of college life, of course, often gets in the way of the previous suggestion. So what can you do? Take naps, whether they be 20-minute power naps or a nice, 2-hour nap between classes in the afternoon. The sleep will let you rest and recover while still allowing you to take on the remainder of your day. Step #3:  Exercise. Besides keeping you healthy, exercise helps you sleep better. While your schedule may be packed, finding time to exercise is easier than you think and can definitely help increase your energy level and decrease your exhaustion. Step #4:  Eat well. Also in the I know I should do that, but ... category, eating well can help make your sleep more restful and productive. Think about how you feel if you eat a good breakfast, a healthy lunch, and a not-too-crazy dinner. Eating well makes during your waking hours, and the same applies to your sleeping hours. Healthier meals really do mean healthier sleep. Choose wisely! Step #5:  Dont pull all-nighters. Yes, the dreaded all-nighter is a rite of passage for many, if not most, college students. Yet they are positively dreadful on your body (and mind and spirit and everything else). Do your best to figure out how not to procrastinate in the first place so you dont have to pull all-nighters during your time in school. Step #6:  Make sure your sleep is restful. Falling asleep with the TV on, the lights on, your roommates music on, and tons of people popping in and out all night may look like a normal night for you but it is not a normal and healthy way to get restful sleep each night. Sleeping in a non-restful environment can sometimes leave you feeling more sleepy than refreshed in the morning, so do your best to make sure that when you go to sleep you can actually, you know, sleep. Step #7:  Watch your caffeine intake. College life requires a lot of energy which sometimes means that students walk around drinking coffee all day, every day. But that cup of coffee you drank after dinner may very well keep you up until breakfast tomorrow. Try to avoid having too much caffeine  during the later hours of the day so that you can actually rest (instead of fight the last of your caffeine buzz) when you finally go to sleep at night.

Edward Muybridge Essay Example | Topics and Well Written Essays - 1000 words

Edward Muybridge - Essay Example Muybridge through a series of photographs featuring a galloping horse supported Stanford’s assertion of how during a full gallop, the horse’s front and the hind legs extended maximally, thereby making it off the ground. Muybridge further supported this assertion of â€Å"unsupported transit† through the use of more technical equipments, like zoopraxiscope. It is â€Å"a lantern he developed that projected images in rapid succession onto a screen from photographs printed on a rotating glass disc, producing the illusion of moving pictures.† (â€Å"Eadweard Muybridge†). When he showed the horses’ gallop in a fast moving manner through zoopraxiscope, he was able to convince many regarding the unsupported transit theory. Thus, Muybridge photographic study on animal locomotion is a path breaking one, not attempted by other photographs and it led to the formation of various give scientific theories regarding animal locomotion. In addition, it also h ad cultural impacts in the way horses were looked and trained. Muybridge’s development of Zoopraxiscope and the resultant running images acted as the inspiration for the development of movie cameras and thereby development of cinemas. â€Å"Zoopraxiscope is an important predecessor of the modern cinema† (â€Å"Eadweard Muybridge†). Although we know Lumiere Brothers has the developers of the first cinema, the role of Muybridge in that evolution cannot be overlooked. George Melies – early film Georges Melies was a French magician and filmmaker, who is known for his innovative technical tricks in filmmaking, and other narrative developments during the initial stages of filmmaking. He started his foray into the entertainment business by purchasing Theatre Robert Houdin. There he conducted performances which revolved around magic tricks as well as illusionist techniques, thereby bringing out an interesting aspect of French Culture. When the Lumiere brothers sh owcased their first moving picture and the camera, which captured those pictures, Melies wanted to buy that camera. As there was no favorable response from the Lumiere brothers, Melies purchased another motion picture camera from UK, and started making his own films. â€Å"Melies' first films were straightforward cityscapes and event films, but soon he was using the camera to document magic acts and gags from the stage of the Theatre Robert-Houdin† (Larson). Even while making those sorts of films, purely by accident Melies discovered how the camera can be manipulated to create special efforts. He expanded those initial tricks to come up with complex special effects. It was widely regarded that he only pioneered the first double exposure shots, the first split screen with actors acting opposite of themselves, and also the first dissolve through double or multiple exposure shots, â€Å"he was able to create an illusion of people and objects appearing and disappearing at will, or changing from one form to another.† (Larson). In addition, Melies was one of the key pioneers who by editing or stringing a series of independently shot scenes, made it into sizably long short films. Although, Mielies was not able to continuously achieve success in the cinema field, his is still regarded as one of the pioneers of the camera based special effects. . Shepard Fairey –

Cultural Challenges within a Health Care System Essay

Cultural Challenges within a Health Care System - Essay Example It is in this regard that this essay aims to present what the concept of culture is. Further, this paper would delve into the challenges this concept has to perceptions of health and illness in the health care profession. Finally, concrete examples of the challenges in Arabic culture would be provided for clarity and confirmation. Delaune and Ladner (2006) in their book on Fundamentals of Nursing defined culture as â€Å"knowledge, beliefs, behaviors, ideas, attitudes, values, habits, customs, languages, symbols, rituals, ceremonies, and practices that are unique to a particular group of people†. (p.388) Simple folks ordinarily know culture as a way of life. To enable a health practitioner to incorporate the concept of culture and be able to address the challenges associated in the effective delivery of healthcare, one should be aware of the concept of cultural competence. According to Campinha-Bacote (1996) cultural competence is "a process, not an end point, in which the nurse continuously strives to achieve the ability to effectively work within the cultural context of an individual, family or community from a diverse cultural/ethnic background†. (p.6) The attainment of cultural competence is viewed as a process that links cultural awareness, cultural knowledge, cultural skill, cultural encounter and cultural desire. There are six organizational factors which were identified in two separate studies. When combined, these factors provide a guideline for nursing implications relative to a particular cultural group. The organizational factors presented by Spector (2004) and Stanhope and Lancaster (2004) distinguishes outstanding cultural aspects grouped accordingly, and would assist nurses in providing the appropriate patient care. These factors are: (1) communication; (2) space; (3) time orientation; (4) social organization; (5) environmental control; and (6) biological evaluations. â€Å"Arabic is the key to understanding the Arabs, their culture, and

Adult Learning in Cohort Groups :: Adult Education Cohorts Essays

Adult Learning in Cohort Groups [According to a cohort participant,] cohorts are created not born. They are successful when everyone works collaboratively and collectively on improving their own and others' learning experiences. It takes self-responsibility, patience, courage, humor, commitment, sensitivity, and a lot of hard work to create such an enriching learning experience for everybody. (Nesbit 2001, p. 3) Learning in groups has historical roots in adult education and many adult educators use group learning as an element of their programs (ibid.). Recently, a form of group learning—cohorts—has emerged as an attractive option for administrators, instructors, and participants alike (Fahy 2002). Cohorts are usually defined as groups of students who enroll at the same time and go through a program by taking the same courses at the same time, a process that is sometimes referred to as lock step (e.g., Chairs et al. 2002; Reynolds and Hebert 1998). A cohort is much more than a structure, however (Norris and Barnett 1994). It is "a tight-knit, reliable, common-purpose group" (Drago-Severson et al. 2001, p. 15) that has foundations in group dynamics, adult development, and adult learning theory (ibid.; Nesbit 2001; Norris and Barnett 1994). This Brief highlights findings from research and theory on adult learning cohorts to examine how cohorts are structured or formed and the exp erience of the learning process within cohorts. Recommendations for practice are provided. Forming and Structuring Cohorts A cohort is more than an administrative arrangement. In fact, "to view the [cohort] structure merely as a method of course delivery, a vehicle for socialization, a convenient scheduling design, or as an upbeat, fashionable 'in' approach is to do cohort structure an injustice" (Norris and Barnett 1994, p. 34). Cohorts must be purposefully formed and structured if they are to succeed as environments that foster learning and development. Both individual and group development are important aspects of cohorts (Chairs et al. 2002; Lawrence 1997; Norris and Barnett 1994). Cohort structure should support the personal development of its members within a collaborative, cohesive group environment. Research on cohorts (e.g., Brooks 1998; Chairs et al. 2002; Lawrence 1997; Maher 2001; Norris and Barnett 1994) reveals that successful cohorts balance the needs of the group with those of the individual members by fostering a sense of belonging, creating an environment in which mutual respect flourishes, supporting risk taking, providing a place for critical reflection and the development of shared understanding, and encouraging and sustaining multiple perspectives. Adult Learning in Cohort Groups :: Adult Education Cohorts Essays Adult Learning in Cohort Groups [According to a cohort participant,] cohorts are created not born. They are successful when everyone works collaboratively and collectively on improving their own and others' learning experiences. It takes self-responsibility, patience, courage, humor, commitment, sensitivity, and a lot of hard work to create such an enriching learning experience for everybody. (Nesbit 2001, p. 3) Learning in groups has historical roots in adult education and many adult educators use group learning as an element of their programs (ibid.). Recently, a form of group learning—cohorts—has emerged as an attractive option for administrators, instructors, and participants alike (Fahy 2002). Cohorts are usually defined as groups of students who enroll at the same time and go through a program by taking the same courses at the same time, a process that is sometimes referred to as lock step (e.g., Chairs et al. 2002; Reynolds and Hebert 1998). A cohort is much more than a structure, however (Norris and Barnett 1994). It is "a tight-knit, reliable, common-purpose group" (Drago-Severson et al. 2001, p. 15) that has foundations in group dynamics, adult development, and adult learning theory (ibid.; Nesbit 2001; Norris and Barnett 1994). This Brief highlights findings from research and theory on adult learning cohorts to examine how cohorts are structured or formed and the exp erience of the learning process within cohorts. Recommendations for practice are provided. Forming and Structuring Cohorts A cohort is more than an administrative arrangement. In fact, "to view the [cohort] structure merely as a method of course delivery, a vehicle for socialization, a convenient scheduling design, or as an upbeat, fashionable 'in' approach is to do cohort structure an injustice" (Norris and Barnett 1994, p. 34). Cohorts must be purposefully formed and structured if they are to succeed as environments that foster learning and development. Both individual and group development are important aspects of cohorts (Chairs et al. 2002; Lawrence 1997; Norris and Barnett 1994). Cohort structure should support the personal development of its members within a collaborative, cohesive group environment. Research on cohorts (e.g., Brooks 1998; Chairs et al. 2002; Lawrence 1997; Maher 2001; Norris and Barnett 1994) reveals that successful cohorts balance the needs of the group with those of the individual members by fostering a sense of belonging, creating an environment in which mutual respect flourishes, supporting risk taking, providing a place for critical reflection and the development of shared understanding, and encouraging and sustaining multiple perspectives.

Hn 144 Unit 4 Assignment Essay

You will submit a 2–3 page double-spaced paper which should include a cover sheet and references page where you cite the article and the Code of Ethics. These are the only two sources you will need for this Assignment. If you choose to use additional sources, you will need to cite them as well. The paper should be written in APA format using Times New Roman, 12-point font. It should be no less than 500 words and written in paragraph format. You will need to include in-text citations and references. Part B: Ethics are defined as â€Å"a set of moral principles and perceptions about right versus wrong and the resulting philosophy of conduct that is practiced by an individual, group, profession, or culture† (Barker, 2001, p. 159). In the field of human services you will be interacting with individuals with a variety of needs within many systems. Due to the span of diversity among individuals it is important for you to become familiar with the ethical standards as set forth for human service professionals. The following Assignment will require you to find and discuss the importance of the ethical standards as developed by the National Organization of Human Services (NOHS). A code of ethics is â€Å"an explicit statement of the values, principles, and rules of a profession, regulating the conduct of its members† (Barker, 2001, p. 84). For this part of the Assignment, please complete the following: 1. On the internet, locate the Ethical Standards for Human Service Professionals developed by the National Organization of Human Services. 2. After finding the National Organization of Human Services ethical standards website make sure to bookmark this site as you will continue to reference this website throughout your studies. 3. Based upon the article in Part A, identify one ethical issue that may lead you as a human service professional to review the ethical standards and how you can resolve any ethical concerns. Why are the National Organization of Human Service ethical standards important to follow as you begin to work with individuals, families, groups, and communities? 4. Cite the National Organization of Human Services website and the Halstead article on your reference page. Submitting Your Assignment Put your Assignment in a Word document. Save it in a location, and with a name, that you will remember. When you are ready to submit it, go to the Dropbox and complete the steps below: * Click the link that says â€Å"Submit an Assignment.† * In the â€Å"Submit to Basket† menu, select Unit 4: Assignment * In the â€Å"Comments† field, make sure to add at least the title of your paper. * Click the â€Å"Add Attachments† button. * Follow the steps listed to attach your Word document. * To view your graded work, come back to the Dropbox or go to the Gradebook after your instructor has evaluated it. Make sure that you save a copy of your submitted Assignment. STEVE’S JOURNEY ON THE HERO’S PATH It was a warm afternoon, characteristic of those in New England when one last bit of summer lingers before the emergence of autumn colors. I was a counselor in acollege counseling center, and the afternoon had been quiet as is usual for that time of year when students are first settling in on campus. Our office managerinformed me that a student had just walked in requesting to talk to a counselor about his difficulty sleeping. My first thought was that a student coming forcounseling on a beautiful afternoon and presenting with sleep disturbance would be dealing with the typical issues of a new student adjusting to college. I had no ideajust how atypical my encounter would be. Steve was a tall, slender male student in his early 20s. Upon greeting him, I noticed that his face lacked complete symmetry. The left side of his face was void ofexpression, and when he talked his lips pulled to his right. As we made our way to my office, I also noticed that his gait was unsteady, and he walked cautiously. As Ibegan a standard assessment, Steve told me that he was a junior transfer student who had graduated 3 months earlier from a community college near his home. Hewas away from home for the first time, had taken an apartment off-campus, and was living alone. He explained that he felt nervous about being away at school, washaving trouble sleeping, and needed to address this so that he could do well academically. He told me he had looked forward to attending this school for many yearsand did not want anything to stand in the way of his success. It was Steve’s medical history, however, that revealed the deeper elements of his struggle. At the age of 20, Steve had been a victim of a random violent attack. He had

Essay about Frederick Douglass The Story of Slaves by a...

Frederick Douglass: The Story of Slaves by a Slave After the American Revolution, slavery became a more significant component in the American economy. As a result of many slave owners being materialistic, slaves were overworked and treated callously. One such slave was Frederick Douglass. Through most of his life, Douglass was trapped in a typical slave environment. However, Douglass taught himself to read and eventually escaped the desolate life of a slave. After his freedom, Douglass wrote his autobiography, Narrative of the Life of Frederick Douglass, which chronicled his life story. In his book, Douglass details his slave upbringing and how it affected him. His autobiography was incredibly comprehensive which is one reason†¦show more content†¦Douglass did not stop there; after his book was published, Douglass mailed a copy of this story to his master and challenged him to refute it publicly. Douglass was also a great speaker and his speeches got many people to wonder if slavery should be abolished. Many journalists waited for him to speak before they critiqued his book. After they heard him speak, they were sold that his story was credible. In turn, these journalists printed many columns about Douglass and his hardship which helped the abolitionist cause greatly. Nearly every newspaper that came across the Narrative consented it with their approval. Isaac Nelson was a critic and waited to meet Douglass before critiquing on the Narrative. He stated, My meeting with Frederick Douglass dispelled my doubts; he is indeed an extraordinary man-the type of class- such an intellectual phenomenon as only appears at times in the republic of letters (xxix). The British Friend acknowledged that, truth seems stamped on every page of this narrative (xxviii). The Narrative was so powerful that jurors in Virginia jailed a person for circulating the book. The jurors considered th e book was intended to cause slaves to rebel and make insurrection, and denying the right of property of masters in their slaves (xxxiii). Throughout Douglasss autobiography, he described what slavery does to white people. The stories he told are true yet so inconceivable that many readers were shocked howShow MoreRelatedNarrative Of The Life Of Frederick Douglass987 Words   |  4 PagesLife of Frederick In the â€Å"narrative of the life of Frederick Douglass an American slave written by himself† Frederick reveled to audience the time he was living as a slave and the moments of brutal treats for example psychological, emotional and physical abuses. He was suffering terrible moments during his 20 years as a slave in the twentieth century. In addition, he describes in his own words the strategies he used to escape from the slave holders and to be free. This story the â€Å"Narrative of theRead MoreNarrative Of The Life Of Frederick Douglass1257 Words   |  6 PagesBook Review By Mary Elizabeth Ralls Narrative of the life of Frederick Douglass: An autobiography written by Frederick Douglass Millennium publication, 1945edition 75 pages Frederick Douglass whose real name was Frederick Augustus Washington Bailey approximately birthdate is in1818, the month or day is not known, he died in 1895. He is one of the most famous advocates and the greatest leaders of anti-slavery in the past 200 or so years.Read MoreEssay Frederick Douglass and Slavery1448 Words   |  6 PagesFrederick Douglass and Slavery Frederick Douglass the most successful abolitionist who changed America’s views of slavery through his writings and actions. Frederick Douglass had many achievements throughout his life. His Life as a slave had a great impact on his writings. His great oratory skills left the largest impact on Civil War time period literature. All in all he was the best black speaker and writer ever. Douglass was born a slave in 1817, in Maryland. He educatedRead MoreAn Autobiography of What He Went Through as a Slave in The Narrative of the Life of Frederick Douglas1073 Words   |  5 PagesThe Narrative Perspective of Frederick Douglass The Narrative of the Life of Frederick Douglass is an autobiography written by Frederick Douglass himself. No one knows the hardships and difficult times that Frederick Douglass went through as a slave, better than himself. That is why Frederick Douglass is considered to be, in my opinion, is the most reliable author when it comes to telling the story of his life as a slave. Frederick Douglass was born in Talbot County, Maryland around the year 1817Read MoreThe Life And Accomplishments Of Frederick Douglass1201 Words   |  5 Pagesfrom being slaves to becoming free, one must not fail to mention the life and accomplishments of Frederick Douglass. 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InRead More Narrative of the Life of Frederick Douglass Essay907 Words   |  4 PagesNarrative of the Life of Frederick Douglass   Ã‚  Ã‚  Ã‚  Ã‚  The tone established in the Narrative of the Life of Frederick Douglass is unusual in that from the beginning to the end the focus has been shifted. In the beginning of the narrative Douglass seems to fulfill every stereotypical slavery theme. He is a young black slave who at first cannot read and is very naà ¯ve in understanding his situation. As a child put into slavery Douglass does not have the knowledge to know about his surroundings and theRead MoreA Comparison Of Writings By Harriet Jacobs And Frederick Douglass1718 Words   |  7 PagesComparison of Writings by Harriet Jacobs and Frederick Douglass In this paper I will compare the writings of Harriet Jacobs and Frederick Douglass. I will touch on their genre, purpose, content, and style. Both authors were born into slavery. Both escaped to freedom and fought to bring an end to slavery, each in their own way. Both Jacobs and Douglass have a different purpose for their writings. Harriet Jacobs and Frederick Douglass were both slaves that wrote about their struggles and painRead MoreNarrative Life of Frederick Douglass Essay1104 Words   |  5 Pagestalking about the Narrative of the Life of Frederick Douglass and how his life was representative towards the telling about slavery. First I will talk about what the difference between urban and plantation slavery. Then I will talk about each type of slavery through events that Frederick Douglass lived through. In the end I will describe how slavery impacted race relations. Numerous people have a diverse way of thinking towards the Narrative of Fredrick Douglass, so some people may think that his descriptionRead MoreSlavery in Literature Essay1504 Words   |  7 PagesSlavery in Literature Frederick Douglass was born into the lifelong, evil, bondage of slavery. His autobiography, Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself, depicts his accomplishments. The narrative, however, is not only the story of his success. It is not simply a tale of his miraculous escape from slavery. Frederick Douglass narrative is, in fact, an account of his tremendous strides through literacy. He exemplifies a literate man who is able to