...Dreams are successions of images, ideas, emotions, and sensations that occur involuntarily in the mind during certain stages of sleep.[1] The content and purpose of dreams are not definitively understood, though they have been a topic of scientific speculation, as well as a subject of philosophical and religious interest, throughout recorded history. The scientific study of dreams is called oneirology.[2] Dreams mainly occur in the rapid-eye movement (REM) stage of sleep—when brain activity is high and resembles that of being awake. REM sleep is revealed by continuous movements of the eyes during sleep. At times, dreams may occur during other stages of sleep. However, these dreams tend to be much less vivid or memorable.[3] The length of a dream can vary; they may last for a few seconds, or approximately 20–30 minutes.[3] People are more likely to remember the dream if they are awakened during the REM phase. The average person has three to five dreams per night, but some may have up to seven dreams in one night.[4] The dreams tend to last longer as the night progresses. During a full eight-hour night sleep, most dreams occur in the typical two hours of REM.[5] In modern times, dreams have been seen as a connection to the unconscious mind. They range from normal and ordinary to overly surreal and bizarre. Dreams can have varying natures, such as frightening, exciting, magical, melancholic, adventurous, or sexual. The events in dreams are generally outside the control of the...
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...The Field behind the Screen: Using Netnography for Marketing Research in Online Communities Author(s): Robert V. Kozinets Source: Journal of Marketing Research, Vol. 39, No. 1 (Feb., 2002), pp. 61-72 Published by: American Marketing Association Stable URL: http://www.jstor.org/stable/1558584 . Accessed: 30/09/2014 11:21 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. . American Marketing Association is collaborating with JSTOR to digitize, preserve and extend access to Journal of Marketing Research. http://www.jstor.org This content downloaded from 137.43.71.99 on Tue, 30 Sep 2014 11:21:55 AM All use subject to JSTOR Terms and Conditions ROBERTV. KOZINETS* The authordevelops"netnography" an onlinemarketing as research consumerinsight.Netnography ethnography is techniquefor providing to As is adapted the studyof onlinecommunities. a method, netnography and andmore faster,simpler, less expensivethantraditional ethnography naturalistic unobtrusive focus groupsor interviews. provides and than It information the symbolism...
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...Preserving and Revitalizing Filipino Architecture Thru Museum Chapter 1 INTRODUCTION A. The Problem and Its Setting a. Background of the Study Various cultural influences are here in our country, there’s the Chinese, Indian, Islamic, Spanish and even American traditions left their trademarks on the Filipino culture that plays a part on country’s architecture. Different traditions, motifs and even culture are merged with our identity. Identity that had struggled for centuries by Filipino especially in designing and architecture. Many of us are wondering with these questions: Does Philippine Architecture really exist? Is there Filipino architecture?People said that our architecture is an adaptation of Asian architecture. Our very own bahay -kubo, our mountain region dwellings are said to be similar with the other countries. Architecture, as an art, It is “subject to social, political or cultural influences”. It reflects the values of the society. we should provide an opportunity of more accommodating for the presentation, promotion and development of this art. The aim of this study is to give us the information about the architectural background of our country, not to prove that, but to give the facts and knowledge of our architecture. b. Statement of the Problem Major problem: Filipino architecture is not that recognized. Sub-problems: Non existence of architectural museum in our country. Several people are asking about the country’s architecture...
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...Narrative A narrative is a sequence of events that a narrator tells in story form. A narrator is a storyteller of any kind, whether the authorial voice in a novel or a friend telling you about last night’s party. Point of View The point of view is the perspective that a narrative takes toward the events it describes. First-person narration: A narrative in which the narrator tells the story from his/her own point of view and refers to him/herself as “I.” The narrator may be an active participant in the story or just an observer. When the point of view represented is specifically the author’s, and not a fictional narrator’s, the story is autobiographical and may be nonfictional (see Common Literary Forms and Genres below). Third-person narration: The narrator remains outside the story and describes the characters in the story using proper names and the third-person pronouns “he,” “she,” “it,” and “they.” • Omniscient narration: The narrator knows all of the actions, feelings, and motivations of all of the characters. For example, the narrator of Leo Tolstoy’s Anna Karenina seems to know everything about all the characters and events in the story. • Limited omniscient narration: The narrator knows the actions, feelings, and motivations of only one or a handful of characters. For example, the narrator of Lewis Carroll’s Alice’s Adventures in Wonderland has full knowledge of only Alice. • Free indirect discourse: The narrator conveys a character’s inner thoughts...
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...SCHOOL OF DIVINITY A RESEARCH ON REVELATION 3:1-6 A RESEARCH PAPER SUBMITTED TO THE FACULTY OF THE BOOK OF REVELATION IN PARTIAL FULFILLMENT FOR THE REQUIREMENT IN CANDIDACY FOR THE DEGREE OF MASTERS IN DIVNITY BY STEPHEN GEDDAM LYNCHBURG, VIRGINIA October 22, 2015 TABLE OF CONTENTS: INTRODUCTION 1 CONTEXT 1 HISTORICAL CONTEXT 2 LITERARY CONTEXT 3 ANALYSIS OF TEXT 4 APPLICATION 13 CONCLUSION 17 BIBLIOGRAPHY 20 INTRODUCTION Often we see in many churches that, they appear to be very much alive and spiritually in active in the way they act in those churches. But in reality they are spiritually dead by the circumstance when we get to know more about those churches. This is the same situation that we see with the church in Sardis. Sardis was a wealthy city full of gold taken from the nearby Pactolus River. The city was located on a high hill at the intersection of the five roads. Like the other cities addressed in revelation 2-3, the church of Sardis was probably founded through Paul’s ministry in Ephesus.Revelation 3:1-6 deals with the writings to the angel of the church in Sardis. Well we can see how amazing the writings to the letters of John are for the churches today and for the past 20 centuries and it seems like the problem still exists even now. To welcome at an understanding of this passage briefly, this paper will offer an exegetical...
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...Comprehension in Translation If we ask people who know English whether they understand the following sentence “This car is very powerful” they all say they do. Their comprehension is based on two elements. One is their knowledge of the words and grammar of the English language. But this is not enough. In different contexts and in different situations the word “powerful” may mean different things: “ a powerful car “ in the advertisement is not the same as “ a powerful method” for solving a problem , or “a powerful man” in felling trees, though the three “powerfuls” do not have smth in common. Similarly, the word “car” can mean not only an automobile , but also according to Webster’s New World Dictionary of the American Language it means “ a streetcar; an elevator cage; a part of the balloon which carries people and equipment” . “Understanding” the above sentence means that those hearing or reading it can imagine automobile, probably big, that can run very fast. This is where the second element of comprehension comes in: besides knowledge of the language comprehension implies knowledge of the outside world, called extralinguistic knowledge or encyclopedic knowledge or background knowledge. Comprehension varies from non-comprehension to full comprehension. Total non-comprehension of verbal statements is extremely rare, since the situation and/or content almost always say smth about its meaning. The problem of full comprehension is rather more difficult to deal...
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...If it is not, it is not Buddhism.” Walpola Rahula: “Buddhism is based on service to others”…political and social engagement is the “heritage of the bhikkhu” and the essence of Buddhism. Robert Thurman: “The primary Buddhist position on social action is one of total activism, an unswerving commitment to complete self-transformation and complete world-transformation.” Stated in simplest terms, engaged Buddhism means the application of Buddhist teachings to contemporary social problems. Engaged Buddhism is a modern reformist movement. A practitioner is socially engaged “in a nonviolent way, motivated by concern for the welfare of others, and as an expression of one’s own practice of the Buddhist Way” (King Being 5). In this description Sallie B. King invokes the spirit of the Bodhisattva vow: May I attain Buddhahood for the benefit of all sentient beings. According to Ken Jones engaged Buddhism is “an explication of social, economic, and political processes and their ecological implications, derived from a Buddhist diagnosis of the existential human condition” (Kraft New). Jones emphasizes the social theory underlying engaged Buddhism. According to engaged Buddhists the “three poisons” of greed, anger and ignorance apply both to the individual and to “large-scale social and economic forces” (Kraft New); their remediation is therefore the collective concern of society. As the subject of numerous treatises, anthologies, lectures and symposiums, engaged Buddhism plays...
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...A, THE BRITISH ACADEMY SOMERSET HISTORICAL ESSAYS SOMERSET HISTORICAL ESSAYS By J. Armitage Robinson, D.D, Fellow of the British Academy Dean of Wells 1921 London: Published for the British Academy By Humphrey Milford, Oxford University Press Amen Corner, E.C. PRINTED IN ENGLAND AT THE OXFORD UNIVERSITY PRESS BY FREDERICK HALI, 76$ J 9 2/ PREFACE The writer of these pages makes no claim to be a historian, but he is concerned with the materials which go to the construction of true history. Occasionally he is led to revise the verdicts of historians on the ground of a renewed investigation of some isolated problem, or in the light of fuller information which has but lately become available. He hopes that he has done this with sufficient modesty. As a rule he has avoided direct controversy and has preferred a positive presentation of the revised position. He is well aware that when offered thus silently the corrections he desires to make are less likely to attract immediate attention than if he directly challenged fallacies which shelter under honoured names. But he writes from mere love of the subjects to which he has been drawn by the circumstances of his position and by local patriotism ; and he has experienced more than once the temporary blindness pro- duced by the dust of conflict. On the other hand he asks for criticism, ...
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...grows in complexity by widening its focus gradually. The author explains with clarity and precision the concepts and theoretical positions explored within each chapter and relates these to authentic examples of translated texts in a variety of languages, although a knowledge of English is all that is required to understand the examples presented. Each chapter ends with a series of practical exercises which provide the translator with an opportunity to test the relevance of the issues discussed. This combination of theoretical discussion and practical application provides a sound basis for the study of translation as a professional activity. Mona Baker is Chairman of the Education and Training Committee of the Institute of Translation and Interpreting. She has more than seventeen years’ experience as a translator and has taught at a number of academic institutions such as the University of Birmingham and the University of...
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...TURUN YLIOPISTON JULKAISUJA ANNALES UNIVERSITATIS TURKUENSIS SARJA - SER. B OSA - TOM. 348 HUMANIORA Essays on Business and Leadership Ethics Tuomo Takala TURUN YLIOPISTO UNIVERSITY OF TURKU Turku 2012 ISBN 978-951-29-5010-2 (PRINT) ISBN 978-951-29-5011-9 (PDF) ISSN 0082-6987 Painosalama Oy – Turku, Finland 2012 A note from the writer I was born in 1955 and am a professor of management and leadership at the University of Jyväskylä, with a solid academic track record. My main academic work has been research in the area of business ethics and corporate social responsibility (CSR). Based on my research I have written around a hundred publications, of which about fifty can be seen as scientifically significant, in one way or another. I started as a business leadership major at the University of Jyväskylä in 1977. General studies sparked my interest in philosophy, and in time I became more and more interested in it. I graduated as a Master of Economics in 1982, at which point I had already done Advanced studies in Philosophy. Nevertheless, I did my postgraduate studies in economics and began to study corporate societal responsibility in 1983. At the same time I continued my studies in philosophy and graduated as a M.Sc (Philosophy) in 1986, the same year when I finished my licentiate’s work on societal responsibility for the Business Studies program in the University of Jyväskylä (Ph.D in Economics 1991). At that time, I was already also interested...
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...Drama in schools second edition Like theatre, drama in schools can unlock the use of imagination, intellect, empathy and courage. Through it, ideas, responses and feelings can be expressed and communicated. It carries the potential to challenge, to question and to bring about change. Jude Kelly (theatre director and founder of Metal) Contents Foreword 2 1 Introduction 4 2 Why drama in schools? 6 3 Recognising good drama 9 3.1 What does good drama look like at the Foundation Stage? 9 3.2 What does good drama look like at Key Stages 1 and 2? 12 3.3 What does good drama look like at Key Stage 3? 18 3.4 What does good drama look like at Key Stage 4? 22 3.5 What does good drama look like at post-16? 24 3.6 What does good drama look like in special schools? 26 3.7 What does a good drama enrichment programme look like? 27 4 Structuring drama in schools 32 4.1 Level descriptions for drama 33 5 Policy, facilities, resources 41 5.1 Useful points for schools managers and subject leaders to consider 41 5.2 What does a good school policy for drama look like? 42 5.3 What do good facilities and resources in drama look like? 44 6 Conclusion 46 Appendix 1 Drama and the early learning goals within 48 the Foundation Stage Appendix 2 The National Curriculum for England – English 50 Appendix 3 Drama within the Primary Strategy...
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...Parting at the Crossroads: The Development of Health Insurance in Canada and the United States, 1940-1965 Author(s): Antonia Maioni Source: Comparative Politics, Vol. 29, No. 4 (Jul., 1997), pp. 411-431 Published by: Ph.D. Program in Political Science of the City University of New York Stable URL: http://www.jstor.org/stable/422012 . Accessed: 12/10/2013 14:05 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. . Ph.D. Program in Political Science of the City University of New York is collaborating with JSTOR to digitize, preserve and extend access to Comparative Politics. http://www.jstor.org This content downloaded from 130.63.180.147 on Sat, 12 Oct 2013 14:05:01 PM All use subject to JSTOR Terms and Conditions Parting at the Crossroads The Development of Health Insurance in Canada and the United States, 1940-1965 AntoniaMaioni Frequentlyraised in recent discussions abouthealth care reformin the United States has been the model of the Canadianhealth insurancesystem.' While debates about health insurance often...
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...Introduction to a Christian worldview A course in thinking Christianly about the whole of life Chris Gousmett (c) Chris Gousmett, 1996 This edition is produced solely for use as a course manual and is not to be sold, copied or otherwise reproduced in any form. i Contents Introduction 1. 2. 3. 4. 5. 6. 7 8. 9. 10. The nature and function of worldviews Religion true and false . . . . . . . . .. . . . 1 16 30 The problem of dualism and synthesis in Christianity Major themes in a worldview: Human nature, truth, meaning, purpose . 46 Scripture as the source of a Christian worldview The contours of a Biblical worldview . . . . . . .. . . . . . 59 70 87 104 119 136 157 Structure and direction. Sin and evil. Common grace The task and calling of humankind: to care for the creation . The nature of Christian community. A Christian view of society. The Kingdom of God: God's righteous rule over the whole creation . Bibliography . . . . . . . . ii Introduction The creation of the Father, fallen in sin, is redeemed by the death of the Son of God and is being transformed by the Holy Spirit into the kingdom of God. Herman Bavinck This series of studies is designed to provide a basic introduction to a distinctively Christian worldview that seeks to see the whole gospel applied to the whole of life. This Christian worldview makes a difference, because it is significant for our life in the world. It shapes and directs our lives in important ways, because...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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...including the shift from British Imperial intervention and influence to those from North America, and national independence after 1962. Contemporary studies in anthropology and sociology of religion speak of 'religions on the move', or the process of transmigration and transculturation, as it refers to dynamic, reciprocal, transitory and multidimensional creations in shaping a 'poly-contextual world'. This implies that religions have to be regarded as cultural and spiritual phenomena whose 'taken-for granted' essence1 has resulted from transcultural and transnational processes of mutual 1 Klaus Hock, University of Rostock, abstract for an essay on the African Christian Diaspora in Europe, January 2002 (unpublished); R. Stephen Warner, and Judith G. Wittner (eds.), 1 influence, interaction and continuous adaptation to new environments, developments and encounters. The emphasis here is on 'a new model of understanding religion which emphasizes process and practitioners over form and content': Religions, including different forms of Christianity, respond to ever changing...
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