Stalin And The Soviet Union - 1336 Words

Joseph Stalin the prominent leader of the Soviet Union had a vision to transform the Soviet Union into an industrialized economy. Through the works of Stalin he implemented â€Å"The Five Year Plan† which included methods and goals that were very important in the arrival of his goal. Though, hard labor, terror, struggle, and work was put on the peasants and kulak class that was key in Stalin’s plans to achieve a Communist society. Through the utilization of terror and repression, Stalin’s Five Year Plan transformed the Soviet Union from a peasant society into an industrialized superpower. Before Stalin’s rise to power, many people did not favor his beliefs but was able to claim his power and dominance. Stalin was involved in many events with the Bolshevik party for 12 year before the beginning of the Russian Revolution in 1917 which gained him military leadership roles in many wars like the Civil War and Soviet Polish War. He was given the role as the Bolsheviks Chief operatives and his relationship with Lenin grew very close, as Lenin admired Stalin as strong and loyal leader. Stalin played an important role in helping engineer the 1921 Red Army Invasion of Georgia. These connections gained him an important position as being a General Secretary on the new Soviet government. May of 1922, Lenin suffered a stroke during his recovery in surgery which led Stalin and Trotsky to worry about who would take over Lenin’s position. Trotsky and Lenin had more of a personal relationship,Show MoreRelatedStalin And The Soviet Union1700 Words   |  7 PagesWhen Josep h Stalin came into power the Soviet Union was a large and under developed country. Mostly agriculture, a high producer of grain but without industry. Only the capital Moscow had started to industrialize but in a very centralized area in small and slow steps. The Russian people had just been through World War 1, two revolutions in 1917, civil war and famine by the time Stalin took the reigns of the country. All which had massive impacts on the state of the economy. Stalin saw Russia as weakRead MoreStalin And The Soviet Union1796 Words   |  8 PagesJoseph Stalin (1878 – 1953) was the dictator of the Union of Soviet Socialist Republics or Soviet Union from 1929 to 1953. In the eyes of many, Stalin’s rule was a time of terror and suffering. Stalin ruled by fear. Anybody that showed the slightest sign of objection or rebellion against Stalin could be sent away to the Gulags without ever returning. As leader of the Soviet Union, Stalin stopped at nothing to transform his country from a rural society that functioned with outdated and poor toolsRead MoreStalin And The Soviet Union872 Words   |  4 Pages(2)Stalin period was a significant period that his leadership had led the Soviet Union to develop in a very different way that contradicted to the thoughts of Lenin and Marx. Suny argued that Stalin constituted a â€Å"revolution from above,† which meant Stalin as a leader, led the people to make lots of changes by giving orders from the top of the hierarchy. The people were following him instead of initiating the changes and reforms. The industrialization, collectivization, and cultural conservatismRead MoreStalin And The Soviet Union1564 Words   |  7 PagesWith the arrival of the second half of the 20th century, came the death of Stalin and a new age for not only Russia but the entirety of the Eastern Block as well. Russia, as always, stood in the face of adversity and, instead of crumbling, began to develop and progress in leaps and bo unds. In the span of a mere 50 or so years Russia went from one political, social, and economic standing, (Stalinism) to its exact obverse. Despite the obvious changes a switch like this requires there are still someRead MoreStalin s The Soviet Union900 Words   |  4 Pages Stalin’s â€Å"revolution from above† reshaped the Soviet Union through his many policies including his Five Year Plans, industrialization and collectivization. The Soviet Union was transformed from technologically backward to industrialized. Carter’s view that history is driven from above or from below relates to Fitzpatrick and Bailes’ essays because they show that Stalin’s policies to create a new elite were prompted by the social mobility of the working class. The education of the working classRead MoreThe Soviet Union Under Stalin876 Words   |  4 Pagesfall of totalitarian regimes in the Caucasus countries. The Union of Soviet Socialist Republics (USSR) forms the basis of this analysis because the renowned Soviet Union under Stalin played a crucial role in coining the term â€Å"Caucasus states†. In essence, these were countries in between Europe and Asia that were more of colonized by the Russian Empire. Later, during the Communist era they paid extreme and mandatory allegiance to Stalin and other. In this regard, Stalinism became a movement to reckonRead MoreJoseph Stalin And The Soviet Union2106 Words   |  9 Pagesgreat ally leader of World War II, Joseph Stalin, had committed even greater atrocities than Hitler. Joseph Stalin was a ruthless and yet diligent dictator of the Soviet Union, whose rise to power influenced a multitude of major events in his country’s history. Due to Stalin’s impactful reign, he made the Soviet Union become a global superpower, underwent difficult hardships such as the Great Famine in the Soviet Union, and after his death, caused th e Soviet Union to go through a process known as de-StalinizationRead MoreStalin And Stalin s Theory Of The Soviet Union2062 Words   |  9 Pagesgrade academy 2015-2016 History introduction This essay is about hitler and stalin we make clear what they think of differents terms of ideas they had and make sure if they have the same answers or difference and then we compare what they think about they differents mains. Stalin and Hitler essay: Political ideology(2): Stalin s ideology is interesting and not as clear cut as many people think. In theory, Stalin was a communist, but he was not a communist along the same lines as Marx or LeninRead MoreJoseph Stalin : The Dictator Of The Soviet Union Essay1265 Words   |  6 PagesJoseph Stalin was a former general secretary of the Central Committee of the Communist party of the Soviet Union. Stalin was the dictator of the Union of Soviet Socialist Republics from 1929 to 1953. His Red Army helped defeat Nazi Germany during WWII. On December 18th, 1879, in the Russian peasant village of Gori, Georgia, Joseph Stalin was born. His full birthname was Josef Vissarionovich Djugashvili. He died on March 5th, 1953 in Kuntsevo Dacha. Joseph was buried in the Kremlin Wall NecropolisRead MoreStalin s Leader Of The Soviet Union Essay843 Words   |  4 PagesJoseph Vissarionovich Stalin was born 18 December 1878 in Gori, Georgia and died 5 March 1953. Stalin was the leader of the Soviet Union for over two decades. He was trying to modernize Russia and help to defeat Nazism. Stalin ruled up until his own death in 1953. He was known as a brutal leader who was responsible for the deaths of over 20 million people. Stalin s parents were poor and he had a rough childhood. He later went to become a priest in a Georgian Orthodox Church, but, he was expelled

Reach School College Admissions Definition

A reach school is a college that you have a chance of getting into, but your test scores, class rank and/or high school grades are a bit on the low side when you look at the schools profile. This article helps you identify schools that qualify as a reach. As you apply to colleges, its important to not underestimate yourself and rule out good schools simply because you dont think you can get in. On the flip side, it can be a waste of time and resources if you apply to colleges and universities that will certainly reject your application. What Colleges Qualify as a Reach If the college requires standardized test scores, you should consider it a reach if your ACT or SAT scores fall below the middle 50% range presented in the college profile data.You should consider a school a reach if your GPA falls below the primary blue and green area in the ​admissions scattergram.You can get a good sense of your chance of admission by setting up a free account at Cappex.  You can sign up here: Calculate Your Chances of Getting In.You should always consider the  top U.S. colleges and top universities  to be reach schools. Most of these schools have such high admissions standards and low acceptance rates, that even top students with strong grades and standardized test scores are more likely to be rejected than admitted. How Many Reach Schools To Apply To This is a tough question. More important is to make sure you apply to at least a couple  match schools and safety schools. Failure to do so might mean that you end up with nothing but rejection letters. Because reach schools end up being a sort of long-shot lottery, it might be tempting to think that applying to lots of reach schools improves your chances of getting into one. On one level, this logic is sound. More lottery tickets greater chance of winning. That said, the lottery analogy isnt entirely apt. If you bang out twenty generic applications for twenty reach schools, your chances of getting in will be slim. Students who succeed at getting into reach schools put time and care into each individual application. Your supplemental essay needs to present a clear, thoughtful, and specific argument focused on the specific features of the school to which you are applying. If a supplemental essay for one school could just as easily be used for another, you have failed to demonstrate your interest and you wont convince the admissions folk of your sincere interest in the school.   Also, make sure your reach schools really are places that you would like to attend. Every year the news covers the story of some interesting high school prodigy who got into all eight of the Ivy League schools. As impressive as this accomplishment is, it is also absurd. Why would an applicant apply to all the Ivies? Someone who is happy in the rural setting of Cornell University would probably hate the urban bustle of Columbia University. Reach schools are often prestigious, but prestige doesnt mean a school is a good match for your personal, academic, and professional interests and goals.   In short, apply to as many reach schools as you want, but make sure they really are schools youd like to attend  and make sure you can give each application the time and attention it demands. Improving Your Chances at a Reach School Apply Early Action or Early Decision. Admit rates are often more than twice as high as they are with the regular applicant pool.If an option, write a supplemental essay or send supplemental materials that clearly articulate why the reach school is a great match for your personality, interests, and goals.If you have a special talent, make sure your skills come across clearly in your application. A stellar athlete, musician, or politician has a skill set that can help make up for less-than-ideal grades and/or test scores.If you have a compelling personal story, be sure to tell it. Some applicants have overcome challenges that put grades and test scores into context and cause the admissions committee to consider the applicants potential, not just his or her previous performance. A Final Note Be realistic when choosing a reach school. If you have a B- high school average, a 21 ACT composite, and very little on the extracurricular front, you are not going to get into Stanford or Harvard. Those universities are not reach schools; they are unrealistic fantasies. There are many excellent colleges and universities that will be a good match for you, but youd be wasting your time and application dollars by applying to schools that will certainly reject you.

Oedipus the Tragic Hero - 754 Words

In the play Oedipus the King we identify the classic tragic hero. The character Oedipus Rex plays the role of the tragic hero perfectly. He shows the three main characteristics being talented and of noble birth, possessing a tragic flaw that causes the downfall and pain of everyone, and the recognition of responsibility. Oedipus’s first characteristic of being a tragic hero is being talented and of noble birth. Oedipus was talented because during his journey to runaway form his curse, the oracle foresaw for him. He stumbled upon the Riddle of the Sphinx in Thebes; Oedipus solved the riddle and was rewarded to be king and was given the old kings wife. (â€Å"You freed us from the Sphinx; you came to Thebes and cut us loose from the bloody†¦show more content†¦As you can see in Oedipus the King, Oedipus was a character in the begging you probably hated for his selfishness, but just had to feel bad for seeing all these mysteries unfold before Oedipus showing he was the curse that the prophecies foresaw the one to murder his own father and then to wed his ownShow MoreRelatedOedipus As A Tragic Hero1506 Words   |  7 PagesA true hero does not merely wear a cape, but this individual possesses admirable characteristics. A hero inspires the people around him and he is honorable. Heroes influential individuals from fairytale stories and myths of a real-life hero. Yet, none of these influential people are perfect. The tragic hero is clearly defined by Aristotle as being a person of admirable character, yet completely human with noticeable flaws. Moreover, this individual is not exempt from suffering. In Sophocles’ tragicRead MoreIs Oedipus A Tragic Hero?1167 Words   |  5 Pages2014 Is Oedipus a tragic hero? Aristotle, Ancient Greek philosopher whom did a lot of philosophizing, he believed in a logical reality. Aristotle’s objective was to come up with a universal process of reasoning that would allow man to learn every imaginable thing about reality. The initial process involved describing objects based on their characteristics, states of being and actions. Aristotle once said A man doesn t become a hero until he can see the root of his own downfall†. Oedipus was a mythicalRead MoreOedipus As A Tragic Hero1724 Words   |  7 Pagesstory of Oedipus, Oedipus is considered a â€Å"Tragic Hero† because of the tragic fate and effect that he had upon his life. My definition of a tragedy is a great loss that has a unhappy ending to which concluded me to state that Oedipus falls under that category. Throughout the book, Oedipus is leading himself to his own destruction when trying to find the killer of the late King Laios. So when a journal article I found published by The John Hopkins University Press stated that a â€Å"tragic hero is a manRead MoreOedipus-a Tragic Hero706 Words   |  3 PagesRunning head: Oedipus-A Tragic Hero Research Paper ENGL 102: Literature and Composition) Fall 2015 Melinda Meeds L26683811 APA Outline Thesis: In Sophocles’ â€Å"Oedipus†, Oedipus is exemplified as a tragic hero according to Aristotle’s definition because his story appeals to the reader’s humanity in the way he maintains his strengths after inadvertently causing his own downfall. I. Oedipus A. The noble birth. B. Describe Oedipus’ character. II. Tragedy A. DescribeRead MoreOedipus the Tragic Hero1390 Words   |  6 PagesOedipus; The Tragic Hero In the Fourth Century BC, a famous philosopher named Aristotle wrote about the qualities that a tragic hero must possess. Ever since that time, there have been many examples of tragic heroes in literature. None of those characters, however, display the tragic hero traits quite as well as Oedipus, the main character from the play Oedipus Rex by Sophocles. Oedipus is, without a doubt, the absolute quintessence of a tragic hero. His example shines as clear as a sunny summerRead MoreOedipus, A Tragic Hero1648 Words   |  7 Pages Oedipus, a Tragic Hero Bob Livingston Liberty University â€Æ' Sophocles presented the world with Oedipus around 2500 years ago. Never-the-less, the story remains among the most riveting of all time. He was, in fact, a man that was driven by a very high internal moral standard. It was that internal moral standard that ultimately entwined him in a sequence of events and circumstances that placed him in the spousal relationship with his mother. Oedipus, in fact, can truly be regarded as a tragic heroRead MoreOedipus a Tragic Hero1516 Words   |  7 PagesOedipus A Tragic Hero English 102 Literature and Composition Summer B 2011 Terry Garofolo 22816762 APA Sophocles presented the world with Oedipus around 2500 years ago. Never-the-less, the story remains among the most riveting of all time. Unfortunately, today when we hear the mention of the name Oedipus we place negative connotations around it. Oedipus, after all, had an unnatural sexual relationship with his own mother! In actuality, however, this relationship emerged entirely innocentlyRead MoreOedipus As A Tragic Hero1094 Words   |  5 PagesIn the play Oedipus the King, Oedipus struggles to accept the truth and lets his temper over power him. He can be displayed as a tragic hero. His refusal to accept the truth led to Oedipus’ down fall. A tragic hero, as defined by Aristotle, â€Å"is a literary character who makes a judgment error that inevitably leads to his/her own destruction.† Sophocles’ Oedipus exemplifies Aristotle’s definition of a tragic hero. In the play, Oedipus unknowingly has cursed the entire town of Thebes. He was cursedRead MoreOedipus, a Tragic Hero?2158 Words   |  9 PagesOedipus, a Tragic Hero? Elizabeth Howell English 102- B33 Professor Katie Robinson Liberty University October 12, 2012 Oedipus, a Tragic Hero? Thesis: Using Aristotle’s five different descriptions of a tragic hero, we will show that Oedipus in Oedipus the King is in fact a tragic hero and how his decisions led to his downfall. Outline: I. Introduction and Thesis Statement II. Is the character of noble birth? A. King of Thebes B. Real father was king III. Though the tragic heroRead MoreOedipus, A Tragic Hero1832 Words   |  8 Pagesmany others will likely fade away. Oedipus Rex is a tragic tale set in Ancient Greece. Greek thinker, Aristotle, said there were certain elements that would make a person qualified as a â€Å"tragic hero.† (Adade-Ywboah, Ahenkora Amankwah, 2012). We think of heroes being larger than life, possessing impeccable honor, integrity, strong leadership and having the higher moral ground. However, tragic heroes are different; they are imperfect and will inevitably face a tragic downfall. Per Aristotle, there are

Eastman Kodak Free Essays

ACC 230 Week 4 Checkpoint Nov 15, 2012 Chapter 3, Page 111, Problem 3. 16b Eastman Kodak Eastman Kodak appears to be profitable even though their net income has decreased. They show an increase in sales since from 2002 to 2004, but their operating costs also increased by 15. We will write a custom essay sample on Eastman Kodak or any similar topic only for you Order Now 3 % from 2002 to 2003. The increase in sales was primarily through acquisitions and the impact of foreign exchange rates on their holdings. Kodak’s largest holding, Digital and Film Imaging Systems, experienced a 1% decrease during this period. In a comparative analysis of the years 2003 and 2004, Kodak increased their current assets and decreased total assets. This reflects the disposal of assets such as equipment, plant and property, and complete discontinuance of certain operations. This decrease in total assets can be seen as a prudent move in their restructuring process. They also decreased their number of employees in 2004 and cut back on their advertising expense. Kodak has decreased total liabilities by 4%. This is the result of decreases in short term and long term borrowings. By paying off debt, the company is improving its overall financial position. Kodak also sows a positive net profit margin even though they show a loss in 2004. Kodak’s other income in 2004 resulted from settlements in favor of Kodak which will not recur in future periods. There is a drop in total shareholder’s equity, but they have shown an increase in the equity percentage held by the company. This seems to be the result of $104k more shares in 2004 than in 2003, since the total number of shares outstanding remained constant in 2003 and 2004. Retained earnings on stock increased in 2004. The company seems to be in good standing from a profitability viewpoint. If they continue with the changes to the company’s structure, they should be able to stay in a profitable income margin. How to cite Eastman Kodak, Essay examples

Spiritual Development in Pre-Adolescent Children free essay sample

Growing up in a Christian home has its mix of blessings and curses. The blessings are obviously the security and stability of a family whose foundation is firmly planted in the Word of God. The curses are the problems that come as a result of being swept along the river of the faith of the parents. This paper is written with these problems in mind. For as I deal with considering the faith of the pre-adolescent children of my congregation, and my family, I seek to address the question, â€Å"When are children ready to make the faith commitment of their life? My own journey will weigh heavily on the direction of this thesis so let me begin by painting a picture of my experience growing up in the church. As far back as I recall, my family was deeply involved in the life of the church. My father was a church leader. Among my best friends was the son of the church chairman and another was the pastor’s son. We spent much time together both at the church and at each of our homes. Each of our parents played a role in our formative years. This was our extended family. We were more like cousins than friends, for each of our natural extended families were hundreds of miles away. We were no different from the other kids but the bond we had held us closer to the influence of the church. So when it came to making a decision for Christ, there really was no decision. What other choice was there? So at age five, the three of us responded to the request of our Children’s Chapel teacher and prayed that Jesus would come into our hearts. Was there a change in our lives? No, we were simply following the ‘natural’ order of events for children in the church. Several years later, when we were twelve, our Sunday School class met in the pastor’s study for baptism and membership class. Again, expectations dictated that by this time in our life it was time to take this step. So one Sunday evening the three of us boys, along with others in our class, stepped into the water and were baptized. Were we demonstrating to the world that we were now dead in our sins and raised into new life in Christ? No, we were following the sequence of events of all the church kids that went before us. It was a right of passage into the next level of life in the church. Were we forced or coerced into doing this? No, we desired to take these steps because it was the proper thing to do. As I grew in my understanding and faith, I came to resent the actions of the church. I perceived the events as irresponsible and meaningless. I felt that I had been misled and was given a false sense of my position in Christ. I concluded that I was not saved during those early years and I objected to the practice of child evangelism. This state of hostility toward my church lasted for about three years during my late teens as I struggled with my own identity and my relationship with God. Now I am a father of two children and a leader and a pastor in a congregation. In light of my own spiritual development I am asking the question, â€Å"How do I measure a child’s spiritual readiness? † or more specifically, â€Å"How do I know when a child is ready to make a decision for Christ and for baptism? † So it is with this question in mind that I enter into this study of the development of faith in pre-adolescent children. Psychological Development Theory Those of us who work or live with adolescents know first-hand that they are at once impossible to live with and a joy to have around. They are moody, critical, combative, and absent-minded; they are also creative, energetic, and impassioned about the world and their place in it. However, research on pre-adolescent development has shown clearly that the surface behaviors of early adolescents provide poor clues as to what is really going on inside them, in their minds and souls. The common perception of students in middle schools is that they are constantly in storm and stress, peer driven, rebellious toward adults, moody, uncommunicative and unpredictable. Unfortunately, these views are popular myths and have resulted in generations of misunderstanding and inappropriate attention to the needs of 10 to 14 year-olds. Early adolescents are rarely perceived as being deeply thinking, caring and valuing individuals who are greatly influenced by loving adults. They are in the final stages of developing the character and personality that will distinguish them as adults; difficult, serious and personal questions and inquiries into the meaning of life and death are very important, for they play a crucial role in their faith development. In his theory of cognitive development (Table 1), Jean Piaget put forth the intellectual counterpart of biological adaptation to the environment. He said that as we adapt biologically to our environment, so too we adapt intellectually. Through assimilation, accommodation and rejection, the external world is organized and given structure. Adaptation begins at birth with the exercise of sensori-motor reflexes. Differentiations via reflexes are the first adaptations that are of eventual importance in cognitive development. As the child develops, the adaptations he makes are increasingly less related to sensory and motor behaviors alone, and may be less clearly seen as adaptations by the untrained eye. Each successive stage is built upon the one before in an accumulating, orderly, sequential and hierarchical manner. Yet the cognitive structures are developed in an invariant sequence. That is, the course of cognitive development, marked by the development of structures, is the same for all children, although the ages at which they attain particular structures may vary with intelligence and the social environment (Piaget and Inhelder, 1969, p. 153). Erik Erikson, in his theory of psychosocial stages (Table 2), similarly stated that an individual’s personality develops according to predefined steps that are maturationally set. Society is structured in a way that invites and encourages the challenges that arise at these particular times. Each stage presents the individual with a crisis. If a particular crisis is handled well, the outcome is positive. If it is not handled well, the outcome is negative. The resolution of each stage lays the foundation for negotiating the challenges of the next. Lawrence Kohlberg views the development of morality in terms of moral reasoning (Table 3). The stage of moral reasoning at which people can be placed depends upon the reasoning behind their decisions, not the decisions themselves. He believes that the stages are sequential and that people do not skip stages, although they enter and leave them at varying times. Implications on Spiritual Development Using Piagetian, Eriksonian and Kolbergian theory, James Fowler set out to explain the process of spiritual development in his description of several stages that occur in the development of faith in a persons lifetime (Table 4). He called the stage of most pre-adolescents to be mythic-literal faith. This stage is consistent with Piaget’s concrete operational stage and Erikson’s industry vs. inferiority stage. It is at this stage that children develop their sense of position relative to others in the peer group by mastering the academic and social skills. Their individuality is defined by their position in the group. They become less egocentric and begin to understand complex concepts like conservation. The child still has difficulty though with abstract terms such as freedom and liberty. Children at this stage understand the world on a basic concrete level. Fowler states that most adolescents are at synthetic-conventional faith. This stage correlates to Erikson’s identity vs. role confusion stage and a more mature level of Piaget’s concrete operational stage. They develop a sense of who they are and where they belong. A strong emphasis is placed on being part of the group. There is an even more intense need for conformity and the approval of the community. Their identification and expression of faith are an extension of their family, their church and their peers. During childhood, religious beliefs and behaviors are greatly influenced by one’s parents. Children tend to imitate their parents’ beliefs and behaviors. In adolescence, however, there is a change and a questioning of many of these religious beliefs. David deVaus looked at the importance of parental influence in relation to religious values and behavior in Australian teenagers. The results showed that, at least for religious activity (behavior), both parents and peers were about equal in importance. However, when asked who had been most influential in development of their religious feelings, the most common answer was the mother (51 percent), followed by father (42 percent). According to Fowler it is not until a child reaches the next stage, individuative-reflective faith, that individuals begin to assume personal responsibility for their own commitments, life-styles, or beliefs. As this takes place, adolescents are forced to address unavoidable tensions between the person they want to be and what others expect of them. This stage is associated with Erikson’s intimacy vs. isolation and the beginning level of Piaget’s formal operational stage when children begin to develop close interpersonal relationships, showing a willingness to commit to others. They begin to develop the ability to test hypotheses in a mature, scientific manner and can understand and communicate their positions on complex ethical issues that demand an ability to use the abstract. They can think about thinking that is they become aware of the processes where by they come to hold a particular opinion. They begin to own the beliefs they hold. They are becoming adults. Understanding the Implications and the Dangers A girl’s body can begin to take on the shape and features of a woman. She can speak with the sophistication associated with adolescence or even adulthood. Social and legal arrangements can permit new freedoms simply because a person reaches a certain age. But until the evolution of meaning becomes interpersonal, there is a very real sense in which the person is not yet an adolescent. If those around her should mistake physiology, calendar age, or verbal ability for psychological age and expect her to function interpersonally, they create a situation which is dangerous for the developing teenager. In his discussion on the dangers of applying developmental theory to spiritual growth, John Ackerman states that we can make three grave mistakes. First, we may have a tendency to rank individuals according to their development. Second, we may think that because we have labeled them, we know them. Third, we may take the groupings and define an absolute relationship between psychological and spiritual growth. â€Å"We need to know where people are developmentally, but the focus is on God, in the person’s perception of God. † (Ackerman, 1994, p. 111) I will venture to say that most churches, mine included, proceed with the expectation that chronological age defines spiritual readiness with respect to issues such as faith commitment and baptism. Within the structure of our institutions we have rituals that are performed, with some regularity, with children entering puberty. The Jewish Bar Mitzvah, Catholic and Lutheran Confirmation, and Baptist and Brethren Baptism are examples of ordinances that the church observes when children have reached their pre-teen years. Tradition dictates that at this age a child is ready to begin the transition to adulthood. They need to begin taking the faith they have been taught since infancy and make it their own. But are our children really ready for such a step? Do they really understand the steps they are taking? The most common argument I hear in favor of child conversion are based on verses like the following: At that time Jesus said, I praise you, Father, Lord of heaven and earth, because you have hidden these things from the wise and learned, and revealed them to little children. Matt 11:25 And he said: I tell you the truth, unless you change and become like little children, you will never enter the kingdom of heaven. Matt 18:3 Jesus said, Let the little children come to me, and do not hinder them, for the kingdom of heaven belongs to such as these. Matt 19:14 Reasoning that God accepts the faith of a child, parents and teachers do their best to help the child to make these life decisions. But unfortunately, in the well-intentioned adults attempt to ‘hurry up and save the children from eternal damnation,† they have misunderstood the concept Jesus was teaching. Taken in their proper context we see that Jesus’ teachings were pointing not to the childish faith as being the characteristic he was seeking, but to the humility and trust of a child as being the characteristic he was seeking in his followers. This teaching is not for the children but for the adults to follow. At that time the disciples came to Jesus and asked, Who is the greatest in the kingdom of heaven? He called a little child and had him stand among them. And he said: I tell you the truth, unless you change and become like little children, you will never enter the kingdom of heaven. Therefore, whoever humbles himself like this child is the greatest in the kingdom of heaven. And whoever welcomes a little child like this in my name welcomes me. But if anyone causes one of these little ones who believe in me to sin, it would be better for him to have a large millstone hung around his neck and to be drowned in the depths of the sea. Matt 18:1-6 In each case where Jesus speaks of the faith of a child he is using this attitude to offset the tendency for his followers to become proud and self-sufficient. We need to see how helpless we really are without God and how our faith must grow out of trust rather than our achievements. So how then do we assess our children’s readiness to make these life changing decisions? We need to consider each child as an individual and measure their spiritual readiness based upon their understanding of who God is and what he has done for them. Faith is a response to a need and if the child does not perceive the reality of the need then there cannot be true faith. Measuring Spiritual Readiness During a recent Texas Baptist evangelism conference held in Fort Worth, leaders of a Bring the Children to Jesus workshop said â€Å"Children should come to Jesus just like grown-ups freely. Parents should neither push them into premature professions of faith nor neglect their spiritual nurture. Teach parents that they have a responsibility to God in the stewardship of their childrens spiritual development, said Karen Cavin, minister of childhood education at Mimosa Lane Baptist Church, Mesquite, Texas, who led the workshop with Wayne Shuffield Jr. , pastor of Royal Haven Baptist Church, Dallas, and co-author of Bring the Children to Jesus, a resource published by the Bapti st General Convention of Texas evangelism division. The gospel plan of salvation can be explained in terms an older child a fourth-, fifth- or sixth-grader can easily understand, they noted. Realize children think in literal terms, so avoid figurative language, they suggested. Shuffield and Cavin advised parents and church leaders to look for signs of readiness in children such as: Questions. Listen carefully to a childs questions about spiritual matters. If the child is asking who the guy was that climbed the sycamore tree, hes probably just asking for factual information about Zaccheus, Shuffield said. Just because you know the verse follows about the Son of Man coming to seek and save that which was lost, dont assume the child is making that leap. On the other hand, if a child begins to ask serious questions about sin, death and eternity, that could be a sign the Holy Spirit is drawing the child. Explore the level of interest and understanding by asking probing, open-ended questions, not queries that could be answered yes or no. Focus. Watch for a child who suddenly becomes focused on religious instruction. Unusual attentiveness in Sunday school or during worship c ould be a signal a child is ready to make a faith commitment. Behavioral changes. Anything from a sudden interest in Bible-reading to expressions of guilt over wrongdoing at home could mean God is working in a childs heart. Shuffield said that while some young children genuinely are converted, that is the exception, not the rule. Pastors, teachers and parents can help young children by distinguishing between the natural desire of a child to express love for Jesus and the life-changing decision of receiving him as Lord and Savior. At another workshop, â€Å"Childrens Church A New Way,† leaders suggested a combination of small-group sessions, self-guided activities and large-group time for childrens worship. Life development pastor Charlie McAllister and childrens worship leader Karen Lewis from the Houston-area Fellowship of The Woodlands said they incorporate lively music with â€Å"a lot of hand motions,† drama and secular videos with spiritual applications into their â€Å"Adventure Zone† childrens church service. â€Å"We make it fun for the kids,† Lewis said. â€Å"Kids tell their parents, ‘I want to go back to that church where they sing, dance and have donut holes. ’† â€Å"We try not to make it like school,† McAllister said. â€Å"We want it to be fun. We involve the kids in worship. Our goal is to raise up a generation of worshipers. Kids learn by doing. Theres no altar call and no scare tactics. We let the Holy Spirit convict. † Conclusion Taking the information presented by developmental psychology one might conclude that pre-adolescent children are simply not capable of making a decision for Christ. Maturationally speaking they have not developed the cognitive tools they need to come to this decision. Their thinking processes are still governed by mythical, literal understanding of their environment. They are more interested in fitting into the group than making individual decisions. But this conclusion would be flawed. Indeed John Ackerman states that most adults within the church would possibly fall into this same category. Rather, when we look more closely at the evidence we come to the conclusion that there is no magical age at which a child suddenly becomes able to understand spiritual matters. It seems quite clear that the only way to assess the spiritual readiness of a child is on an individual basis. And the real problem exists not with the children but the adults who are trying to teach them. In our sometimes over-zealous attempts to bring children to a decision for Christ we forget what that decision is. First, it is the job of the Holy Spirit to convict the heart of the individual, to open their eyes to the truth, to help them understand the eternal significance of the decision. Only God knows when the time is right but we can watch for the signs to know when to open the Word to these children. Second, tradition and ritual can be quite meaningful in helping us define our relationship with God, but it cannot create that relationship. Only through teaching and discipleship can a child begin to define his or her own relationship with God. It is through good biblical teaching that the child will understand why he needs the relationship and through godly Christian modeling that the child will understand how he develops that relationship. In many ways our traditions have made it so much easier to deal with issues pertaining to the spiritual development of children. They define the quantifiable standard and make the decision easy. They excuse us from the difficult job of working closely with each individual, to assess her specific spiritual needs. But in order to achieve the desired result a life-changing decision for Christ we must break free from our tradition and begin working to develop the spirituality of children in the only way that is truly effective individually. Table 1 COGNITIVE DEVELOPMENTPIAGET A. Four Factors Determining Development 1) Maturation the gradual unfolding of the genetic plan for life. 2) Experience the active interation of the child with the environment. 3) Social Transmission the information and customs that are transmitted from parents and other people in the childs environment. ) Process of Equalibration the process by which the child seeks a balance between what they know and what they are experiencing. When thay are faced with information that calls for a new and different analysis or activity, children enter a state of disequalibrium. When this occurs, they must change the way they deal with the information and establish a new, more stable state of equalibrium. B. Concepts and Processes 1) Scheme a method of dealing with the environment that can be generalized to many situations. 2) Adaptation can be understood in terms of adjustment. As the forces in the environment change, so must the individuals ability to deal with them. Adaptation involves two complementary processes: a) Assimilation In this process, input is filtered or modified to fit already existing structures. When we assimilate something, we alter the form of the incoming stimulus to adapt it to our already established actions or structures. b) Accomodation The process that involves modifying internal existing schemes to meet the requirements of the new experience. When we accommodate, we create a new scheme or modify old ones. C. Cognitive Development Stages 1) Sensorimotor Stage Birth to about Two years. Infants progress through their world using senses and motor activity. The develop object permanence, the understanding that objects and people do not disappear merely because they are out of sight. Their abilities are limited by an inability to use language or symbols to communicate. Intelligence during this stage involves organized systems or schemes of actions and behaviors that become increasingly complex and coordinated. 2) Preoperational Stage Age Two to Ten Children can use on thing to represent another. They can use language to go beyond their own direct experience. But their understanding of the world is still limited. They oftem believe that inanimate objects have a life of their own. They are egocentric, believing that everyone sees a situation the wat they do. Preschoolers do not understand conservation, the idea of something remaining the same despite changes in appearance. 3) Concrete Operational Stage Age Ten to Fifteen Children progress through this stage where many of the preoperational deficiencies are slowly overcome. Children begome less egocentric and begin to understand conservation. The child still has difficulty though with abstract terms such as freedom and liberty. Children in this stage understand the world only on a concrete level. 4) Formal Operational Stage Adolescence to Adulthood Children entering this stage now develop the ability to test hypotheses in a mature, scientific manner and can understand and communicate their positions on complex ethical issues that demand an ability to use the abstract. They can think about thinking that is they become aware of the processes where by they come to hold a particular opinion. The positive outcome of the stage of infancy is a sense of trust. If children are cared for in a warm, caring manner, they are apt to trust the environment and develop a feeling that they live among friends. If the parents are anxious, angry or incapable of meeting a childs needs, the child may develop a sense of mistrust. Trust is the cornerstone of the childs attitude toward life. 2) Autonomy vs. Shame or Doubt Toddlers are no longer completely dependent on adults. They practice new physical skills and develop a sense of autonomy. If they are not allowed to do the things they can do or are forced to do things they are not ready for, they may develop a sense of doubt and shame about their own abilities and fail to develop self-confidence. If encouraged to do what they can for themselves, they are helped to acquire a sense of autonomy. 3) Initiative vs. Guilt At age four or five, children begin to formulate plans and carry it through. If encouraged to form their own ideas, the child will develop a sense of initiative. If punished for expressing their own plans, the child develops a sense of guilt, which leads to fear and a lack of assertiveness. ) Industry vs. Inferiority During middle childhood, children must learn the academic skills of reading, writing and math, as well as social skills. If they succeed in acquiring these skills and if their accomplishments are valued by others, the child develops a sense of industry. If they are constantly compared to others and come up a distinct second, they may develop a sense of inferiority. 5) Identity vs. Role Confusion During adolescence, children must decide their own vocational and personal future. They develop a sense of who they are and here they belong. The child who develops a strong sense of identity formulates a satisfying plan and gains a sense of security. Those who do not develop this sense of identity may develop role confusion, a sense of aimlessness and being adrift without an anchor or plan. 6) Intimacy vs. Isolation The positive outcome of the psychosocial crisis of young adults, involving development of close interpersonal relationships, most often typified by marriage. The negative outcome of this stage is the unwillingness or inability to commit to others. 7) Generativity vs. Stagnation The positive outcome of the psychosocial crisis of middle age involves giving of oneself and ones talents to others. It is primarily concerned with establishing and guiding the next generation, investing something of oneself in the future. The negative outcome of this stage involves absorption in ones own personal needs and an inability or unwillingness to give to others. 8) Integrity vs. Despair The positive outcome of this last stage involves the realization that ones life has been worthwhile. After a life time of facing challenges and problems, they can look back on a productive life.

The greatness of little red riding hood Essay Example For Students

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The Red Cardigan Essays

The Red Cardigan Essays The Red Cardigan Essay The Red Cardigan Essay The red Cardigan is about a young girl who claims to have a ‘gift’ where she knows things and see’s them before they happen. Evie, the young girl had the special gift passed down from her grandmother. The text explores the themes of psychological realism, crime mystery and the supernatural. This book was very detailed and interesting which kept me wanting to read more. The Red Cardigan is about Evie seeing things that others don’t. She likes to draw but sometimes her hands draw something completely different then what she was wanting to draw.Evie wears an opshop store red cardigan which used to belong to another girl who is now murdered and missing. Since she started wearing it she has been getting hints from that girl such as her hands drawing a picture of the missing girl, and all these hints eventually lead to a solved crime mystery. Evie first discovered her gift very young when she was in the car and every time she drove past a certain spot she would s ee a girl standing on the corner covered in blood. Later on she finds out that that was where a girl had been hit and killed.She was the only one who could see this though and didn’t understand at the time. Evie’s mum doesn’t approve of this gift and wants to have nothing to do with it so as Evie struggles to solve this crime she also battles with her mum and makes life very hard for her. The positive aspects of this text is that it is really interesting and has a really good and strong story line. This book is not confusing but very easy to understand what is happening and it has many details to help tell the story.The text is very organised and also has flashbacks throughout the text which help you understand and keep you interested and always thinking. We can see this when Evie experiences a flashback in the middle of the book of one of her dreams she had about a specific place, which didn’t make sense to her at the time, but now when she’s at t hat place, she realises what the dream was trying to tell her and it leads Evie to finding the missing girl. For me I don’t think that there are any negative aspects of this book as I loved every minute of it and could not find anything negative about it at all.The author deeply explores the themes of the supernatural and psychological sides of things which has made her being very successful in engaging her readers. J. C. Burke has done a very good job at making a great storyline and planning out the story so it works well and makes sense all throughout. The Red Cardigan written by J. C. Burke, is an interesting and touching story about a young girl who has a special gift and is on a mission to find a missing person.It explores psychological realism down to every little detail and keeps you intrigued all throughout the book. The message of this story was to always follow your senses as it leads you the right way and J. C. Burke was successful in communicating this to her read ers, as she shows us that by Evie following hers it lead her the right way and ends up solving a crime mystery. This book has a very powerful and interesting story and I would defiantly rate it highly.