Who Defines Normality and Abnormality free essay sample

Who defines the concepts of normality and abnormality? When we look around at the people that surround us, we expect to see a person with two eyes, two ears, hair, nose, mouth, bones, etc. This, In our minds, Is a picture of a normal human being. The food we eat, the places we go to, the person we marry, and the culture we live in, defines what Is normal from our point of view. Today there are various definitions that are used by psychologists and people In general for defining abnormal and normal behavior.Of course, these definitions are not necessarily mutually exclusive. Social norm violation: Breaking social rules. Most of our behavior Is shaped by social norms Imposed by the society we live In. There are some cultural expectations about the right and wrong way to do things. Someone who frequently violates these unwritten rules is seen as abnormal. This is a very powerful and persuasive definition. We will write a custom essay sample on Who Defines Normality and Abnormality? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is seemingly common-sense. Norms are so deeply ingrained they seem absolute. In addition, even in a single society such as Romania. Here are a multitude of subcultures. Add to this the fact that norms change through the years so that whats normative in one generation, may not be in another. We are left with a single society where there are no clear norms that apply across all individuals. This definitional stance implies that normality is the same as conformity to the mainstream, when in fact there are many streams. The term abnormality thus loses any firm referent. It is worth mentioning that the definition of normal and abnormal is culturally based.Obviously, social norms vary from one cultural to another. L. Real life situation: female circumcision The first real life situation we will debate on is female circumcision. Nowadays we have liberated ourselves from the restrictions of the morality in the past. When trying to define concepts such as normality and abnormality we must be aware of the little nuances that these defenseless might Imply. Unconventional, non- conformist, bizarre or even weird also suggest a deviation from what we consider to be normal, but It does not go Into the other extreme.Who Defines Normality and Abnormality? By savage with two eyes, two ears, hair, nose, mouth, bones, etc. This, in our minds, is a picture and the culture we live in, defines what is normal from our point of view. Today there are various definitions that are used by psychologists and people in general for our behavior is shaped by social norms imposed by the society we live in. There are of the little nuances that these definitions might imply. Unconventional, non- be normal, but it does not go into the other extreme.

Free Essays on Leibniz Moral Philosophy

, the deeds that promote more perfection in the world will also produce greater pleasure. Things, which produce good in themselves, will satisfy only the temporary needs while the deeds which will, in time, result to bigger amounts of perfection, will produce more lasting pleasures. In Leibniz's moral theory psychological egoism is reconciled with the possibility of altruism. It is also vital to have knowledge of the good and evil. Therefore we should get as much right knowledge as we can in order to recognize good as we see it. When we are enlightened enough, we are able to see what action brings about the most perfection. For this need Leibniz was interested in logic and reasoning. He dreamed of an universal... Free Essays on Leibniz' Moral Philosophy Free Essays on Leibniz' Moral Philosophy Leibniz had already developed the main characteristics of his moral philosophy. His ethics is thus of early origin. Ethics has a very central, not to say central, part in Leibniz's thought. Values are to him a central way of reflecting universal harmony besides theoretical knowledge. Leibniz's moral philosophy stayed relatively unchanged through his life while his other doctrines changed considerably by time. Leibniz sought to systematize moral philosophy, to analyze it to the most simple principles. Leibniz thought that will or our inner desire or desire to do something is central in human action. In Leibniz's doctrine will means active striving to some goal, which follows the subject's conceptions (opinio) of good and evil. This goal is the apparent good to the subject in question. And the apparent good is dependent on knowledge. As we know more, our judgment will refine and we can recognize greater goods. Goodness is the goal of decisions. Good is that which leads to ple! asure. According to Leibniz, we get pleasure out of realizing that we do virtuous deeds and at the same time promote universal perfection. That which serves to the perfection of intelligent substances will also contribute to their pleasure. In other words, the deeds that promote more perfection in the world will also produce greater pleasure. Things, which produce good in themselves, will satisfy only the temporary needs while the deeds which will, in time, result to bigger amounts of perfection, will produce more lasting pleasures. In Leibniz's moral theory psychological egoism is reconciled with the possibility of altruism. It is also vital to have knowledge of the good and evil. Therefore we should get as much right knowledge as we can in order to recognize good as we see it. When we are enlightened enough, we are able to see what action brings about the most perfection. For this need Leibniz was interested in logic and reasoning. He dreamed of an universal...

The Points Based System makes migration work for Britain Essay

The Points Based System makes migration work for Britain - Essay Example Second, regulation of migration has become necessary in the face of the threat of terrorism and abuse (Sutherland, 2009). Third, to protect the interests of the citizens of Britain and the society. Combining all these factors together, it becomes clear why there is a ongoing effort from various sectors of the government in coming up with plans and programmes that will limit the influx of migrant applicants without discouraging those talented people who are needed in UK and contribute to UK’s economy. In order to achieve this end, one of several measures that have been undertaken is the implementation of the Point Based System. The Point Based System is primarily intended to replace the ‘80 work permits and entry scheme’. The ‘80 work permits and entry scheme’ are the 80 different ways and routes that can be used if one seeks to work, study to train in UK. This migration policy has been developed piecemeal depending on whatever need arises (Casciani, 2 008). In this regard, the migration network of UK is considered complex. However, with the implementation of the Point Based System, the 80 scheme is superseded, and it has made UK migration system a lot simpler and more effective in identifying people and talents that are needed in UK. As such, the Point based System will make it easier and faster for employers and education to identify the people that they will need. In the Point Based System, the more skills the person has, and the more the skills, that the person has is in demand, the higher the points that one gets, thus increasing the likelihood that the person may enter UK. In this regard, the Point Based System intends to identify and attract workers that can contribute most to UK, to achieve a more efficient and transparent system of application, increased support from employers and educational organization, thereby increasing g compliance and reducing abuse and finally, it seeks to curb low skilled workers from outside EU (www.ukba.homeoffice.gov.uk). This set up is patterned after Australian Point System, which is considered as one of the simplest and most effective migration in the world. The system will not affect the mobility of European Union workers (Casciani, 2008). The Point Based System is made up of five tiers. Tier One: Highly Skilled. In this tier, the most skilled can have the opportunity to enter UK even without any job offers or employee certification. This means that if the application is successful, then the applicant can have the right to immigrate to UK and have full and free access to the employment market. This includes scientists, doctors, entrepreneurs and business people. As such, a successful applicant under Tier 1 will be permitted to live and work in the UK, seek and undertake employment, establish business, make a substantial investment, or be self-employed (www.ukba.homeoffice.gov.uk). There are four classifications under Tier 1; general visa, post study work visa, entrep reneur visa and the investor visa. A minimum of 80 points is required to qualify in Tier 1 general visa. The categories in which points are awarded include age, qualifications and earnings. This tier offers the opportunity for the successful applicant in becoming naturalise British citizen. Tier Two: Skilled Work Permits. This is similar with the previous work permit scheme. This tier intends to cater to people who have

How do you see the MBA degree contributing the applicants achievement Essay

How do you see the MBA degree contributing the applicants achievement of management progression in his or her organization - Essay Example This strategy is based on his real analysis of the market conditions. Having done his homework, he then implements the strategy in actual sense. He works hard and takes all the efforts to succeed. This in turn helps the organization to be successful and achieve its targets. The MBA degree imbibes the habits of success in the candidate's psyche, which he/she keeps on implementing where he/she goes. The candidate learns a lot about finance, which helps him understand the prevalent economic conditions of not only his organization but also the whole market. He also learns about professional organizational practices, which he implements in his organization. He learns about the general human behavior patterns and tackles his subordinates, his colleagues and bosses in proper manner without hurting anybody even in a slight manner. The candidate learns about leadership qualities and develops those qualities in him. He leads the organization by an example making it highly successful. He keeps all his colleagues and subordinates happy and creates ample opportunities for them. At the same time he also sees that his organization contributes towards the social causes. There are clear signs of confidence on the face of applicant who has finished his MBA. His attire is carefully selected and face cleaned is shaved and smile on it makes his presence pleasurable.

Strategic Decision Making (Team) Essay Example | Topics and Well Written Essays - 750 words

Strategic Decision Making (Team) - Essay Example The four provocative scenarios identified for tertiary education are traditional, marginal open, marginal elitist and ambient. Traditional and marginal open scenarios represent societies of low knowledge intensities while marginal elitist and ambient represent societies of high knowledge intensities. The first scenario is where TES perpetuates specialization, compartmentalization and exclusivity. Under this, we have the traditional and marginal elitist scenarios. According to Dator (2002), TES institutions in the traditional scenario function in communities where knowledge intensity of life has not changed much and the role played by institutions of tertiary education like colleges and universities remain the same as in the past. Istance et al (2003) explain that in his scenario, TES will continue with its traditional functions in research and teaching and there are many organizational responses to the increasing demand for research and specialized skills. However, research continues to mix profit and non-profit while teaching is mainly directed by the mass-model of compulsory secondary education (Brown and Paul 1998). From a functional perspective, TES maintains its position along traditional lines as the chief source of upper level research, teaching, certification and legitimate claims of knowledge. TES is in control of the overall flow of knowledge. This is because a larger percentage of researchers are still university and for knowledge to be deemed valuable, some form of benediction from within TES is still required (Inayatullah and Gidley 2000). In the Marginal Elitist Scenario, there is dramatic change in the socio-economic context yet TES institutions and their way of functioning do not change. Because of this, TES becomes marginal backwater and elitist bastion (Fullan 2003). With desperation, the past approaches to knowledge try to insist on past glory and their pride of place resulting to a small role in overall research

Analysing Person Centred Planning

Analysing Person Centred Planning The articles used in this annotated bibliography focus on person-centred planning and they explain the steps involved in devising the plan and ensuring that it is carried out. It describes all of the significant topics necessary to a plan; a few examples are wills and estate planning, the Henson Trust and individualized funding. The articles focus on the fact that people with developmental disabilities should have the same rights and same choices as the rest of the population and be a causal member of their community and society as a whole. Person-centred planning places complete control of the planning process and on the person with the disability. However, it offers assistance and pertinent information to the person, so that he or she is able to make informed decisions independently. Individualized Funding: Vision, Rights and Principles. (1997, June 8,9). Retrieved January 18, 2011,from Individualized Funding Information Resources: http://members.shaw.ca/ bsalisbury/IF%20%20Visions,%20 Rights%20%20Princi ples.htm This article represents and defines the goal of individualized funding (IF). It inspires people who need support to become dynamic and full participators of society, to having individual access to the services elected by them. This empowers them to live independent lives, as set out by the individualized funding. Individualized funding offers resources which persons consider significant in order to contribute as a citizen of society. Individualized funding is payable solely to the individual who needs support or trusted representative and focuses on the needs of the person. IF is also transferable in and across regional borders, ministries and departments of government.Advantages of IF are that it is not based on privilege or assessment, nor does it regulate funding limits by classifications or categories. Individualized funding is also concentrated on the funds an individual needs for community living. However, the needs do include well-being, safety, mobility and citizenship. This article is extremely encouraging to people who need support, as it delivers the message of community living through choices, and strives to develop a community, which is inclusive of all people. Planning Tools and Techniques. (2003). Retrieved January 21, 2010, from The Special Needs Planning Group: http://www.specialneedsplanning .ca/tools.html##h The Henson Trust originated in Guelph, Ontario in the early 1980à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s by a man named Leonard Henson who had a daughter with a developmental disability. It is also referred to as Absolute Trust and Discretionary Trust. This article covers the explanation and the history of the Henson Trust. It was begun so that people with developmental disabilities could retain their assets as well as preserving their ODSP benefits when they become the beneficiary of a will. Keeping their assets allows more financial freedom to choose where and how they would like to live. The article does not refer to whether or not the Henson Trust is limited to the parents of a person with a disability. However, it does offer an irreplaceable description of the Henson Trust and the story of how it became. Through perseverance and love for his daughter, one man created the Henson Trust, which today benefits all people with disabilities by preserving their right to keep their assets whi le receiving ODSP benefits. Wills for people with an intellectual disability. (2004, September). Retrieved February 13, 2011, from Intellectual Disability Rights Service: http://www.idrs.org.au /pubs/for-pwid.html This article contains information on wills, and the fact that everyone has the right to choose if they want one, including people with an intellectual disability. There are a lot of choices and decisions to be made when an individual desires a will. The article addresses all people, and contains additional information for persons with an intellectual disability who would like a will. The article describes the steps that lead to the writing of a will, explains additional steps, which a person with an intellectual disability needs to take, such as having a formal assessment of capacity performed on them, to decrease the possibility of the will being contested once the will maker is deceased. A formal assessment of capacity would prove that the will maker fully understood what he or she was doing at the time the will was drawn up and signed. Due to the abundance of information just mentioned, I do not feel as though this article is missing any pertinent information regarding wills and e state choices. Daegher, L. (2007). Planning for the Future: People with a disability. Retrieved January 20, 2011, from Department of Families, Community Services and Indigenous Affairs: http://www.fahcsia.gov.au /sa/carers/pubs/Documents/ PeopleWithDisability /Planning_for_the_Future.pdf This article contains invaluable education on Future Planning for a people with developmental disabilities. While planning for a family member with a developmental disabilitysà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ future, it is imperative to realize the aspirations and dreams of the person, along with the hopes of the family in this matter. This helps to create a view of how her or his future may be, and develop a scheme to carry it out. Locating information to support them in making choices may be restricted to lawyers and financial planners, who lack experience and knowledge in future planning for a person with a developmental disability. The planning should be inclusive of all the family membersà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ needs, presently and in the future, while staying focused on the needs of the individual with the developmental disability, and including and valuing their insight and opinions. The article is very informative and offers a lot of advice and freedom of choice t o the person with the disability as well as his or her family. OBrien, J., Pearpoint, J. (1946). Person Centered Planning With Maps and Path: A Workbook for Facilitators. Toronto: Inclusion Press. This article explains what maps and paths are and how they relate to person centred planning. Maps and Paths are a means of recuperating lost dreams and providing hope and choices by bringing people together to envision and act upon having meaningful and productive futures. Maps and Paths is spiritual, which is why it cannot be bureaucratized, and is used to help all persons. Person centred planning requires facilitators to sincerely listen to individuals hopes and fears. Maps and Paths places control on the individual, as long as it is ethical. The article is simple to understand very descriptive of what Maps and Paths is, when we use it, (an example is when we experience challenges in life and need support), and the fact that it has more than one definition to it. It focuses on the facilitators sharing power with people rather than trying to exhibit power over them. Maps and Paths vision addresses the individuals. Byrnes, F. (2011). Philosophy of Developmental Disabilities Services. Retrieved February 11, 2011, from Article Doctor Health and Fitness Articles: http://www.articledoctor.com/ developmental-disabilities/philosophy-of- developmental -disabilities-services-1679 This article portrays Competence and the importance of it in regards to persons with developmental disabilities. Developmental disabilities services follow a certain viewpoint, which helps an affected person to live a better life. Broadly speaking, the attitude of Developmental disabilities services is generally constant with a set of governing principles and the guiding principles of service. Among the governing principles of most such services is one, which says that persons with developmental disabilities will be able to communicate to their families, friends and communities according to their choice. Affected persons should be as independent as possible and be in a position to regulate the course of their own lives. People with developmental disabilities must be provided the chance to make choices in life that do not undermine their health and safety, and such choices must always be valued and respected. These foremost principles form the basis of philosophy of most development d isabilities services. The guiding principles that are followed for serving affected persons also play a key role in determining the philosophy of developmental disabilities services. Individualization highlights on an affected persons self-esteem, which can be developed by safeguarding respect, by making them contribute expressively to their living and community environment. The basic philosophy followed by Developmental disabilities services also includes the following ideas that people with developmental disabilities must have the same rights, privileges, opportunities and responsibilities as other members of the community. A Person Centered Organization. (n.d.). Retrieved February 12, 2011, from Compass Coordination Inc.: http://www.compasstn.org /index.html This story of leadership is about Compass Coordination Inc. Their person-centered initiative is an international effort to support organizations in having better outcomes for the people they support. Through contribution in the creativity, organizations learn how to apply person centered thinking skills to the lives of people supported and in the practices of the organization, using coaches groups and leadership groups to classify barriers and facilitate changes within system. Compass participates in the initiative in a number of ways. Compass is working with stakeholders and within organizations to design and implement practices that grip person-centered thinking and planning and practice across the service delivery system. Members of their leadership team are working with other leaders to become skilful at using person-centered tools. Since their inception, Compass has held certain person-centered practices as central to our core values. Mount, B. (2011). What is a Circle of Support. Retrieved February 26, 2011, from Child- Autism-Parent-Cafe: http://www.child-autism-parent -cafe.com/circle.html This article contains specific information on what a Circle of Support is. A circle of support is a group of people interested in getting together to assist a focal person enhance and expand his or her life by helping to reach key personal goals. Persons with limitations have traditionally been excluded from meaningful relationships and experiences in the community that encompasses them. However, everyone learns and expands their worlds through family, friends and experiences. Circle members provide new and creative trails and networks to increasing experiences in the community, like suitable and stable employment, a safe and healthy place to live, transportation, recreation and exercise and opportunities to communicate with a caring person, etc. The point to remember is that persons with developmental disabilities miss out on the simple daily human contacts and pleasure we all enjoy. Consider the following to help select members for our individuals: Think about all the people involv ed in their life and who are the people that are closest, these are the people you should invite to the planning meeting. Each member determines his or her own interest and commitment. What is SIS. (2011). Retrieved February 16, 2011, from American Association On Intellectual and Developmental Disibilities: http://www.siswebsite.org /cs/product_info This article defines the Supports Intensity Scale and levels of support for individuals with a developmental disability. The Supports Intensity Scale is a calculation tool that evaluates practical support requirements of a person with an intellectual disability. Available in print and electronic formats, SIS contains of an interview and profile form that tests support needs in multiple areas. SIS is wide-ranging and employs the consumer in a positive interview process. The assessment is done through an interview with the individual, and those who know the person well. SIS measures support needs in the areas of home living, community living, lifelong learning, employment, health and safety, social activities, and protection and advocacy. The Scale ranks each activity according to frequency. Traditionally, a persons level of developmental disability has been measured by the skills the individual lacks. SIS shifts the focus from lacks to needs. The Scale assesses practical supports peop le with developmental disabilities need to lead independent lives. The SIS should be administered by a professional in the human services field. An overview of the Passport Initiative. (2008). Retrieved February 13, 2011, from Developmental Services Toronto: http://www.dsto.com/upload /Passport_Initiative_brochure.pdf This article promotes the Passport to Community Living. Passport to Community Living is funded by the Ministry of Community and Social Services to support adults who have a developmental disability, who have left school, and require supports to partake in community activities. Through this initiative, the participants who are accepted for funding can purchase services and supports that will enable their community participation according to their interests and strong points. Participants can choose to make their own provisions to purchase supports and/or to access services through community-based agencies. The passport initiative is designed for adults who have a developmental disability, have left school, and require supports to participate in their communities. Salzer, M., Baron, R. C. (2006, November). Promoting Community Integration:Increasing the Presence and Participation of People with Psychiatric and Developmental Disabilities in Community Life. Retrieved January 28, 2011, from UPENN Collaborative on Community Integration: http://tucollaborative.org/pdfs/ Toolkits_Monographs_Guidebooks /community_inclu sion/Increa sing_the_Presence_and_Participation _of_People_with_Psychiatric_Disabilities.pdf This article is reflective of the importance of Community Presence and Participation. To help people with disabilities play a more robust role in the civic life of their communities, programs could provide educational programming to clients to familiarize them with local, and regional, issues. Forums in which political candidates or civic groups could discuss both sides of controversial issues. Particularly those in which groups of clients may have a special interest. Create and use practice voting booths before local and national elections to help familiarize clients with the procedures of voting Also to spur their interest in participating in the election process . Support clients as they volunteer in civic groups that address public issues, helping clients to determine their personal interests and matching clients to local interest and advocacy groups in the community. Education is to help people DD problems resume and complete their educations and to better prepare them for bette r-paid employment, programs could. Work with local schools, community colleges, and universities to develop academic programs that provide supports people may require successfully applying to and completing certification and/or degree programs. Develop educational guides for consumers that both encourage them to continue their educations and provide them with helpful hints with regard to applications, scholarships, course work, and degree/certification completion. Identify existing scholarship funding for consumers who wish to continue their education, assist consumers in applying for those funds, and advocate for new funding to support these educational initiatives. Developmental Disabilities Division. (n.d.). Retrieved February 9, 2011, from Liberity Resources: http://www.liberty-resources.org /programs/dd.cfm This article clearly emphasizes the importance of Respect of people with developmental disabilities. All residents create goals for themselves that are documented on a daily basis. Every six months a formal meeting is held to review their progress and/or make changes that will benefit each specific person. Staff work on goals with consumers as outlined in the individualized residential plans and assist the consumer in planning activities that meet their needs and desires. Success is measured by an improvement in the quality of life and is monitored through tracking goal progress. Opportunities exist to become a volunteer or an advocate for many of the individuals in these programs. Many of them do not have involved family member and would welcome meeting new people. The staff persons are an integral support system, but the benefits of a community advocate would be enriching. The commitment to become an advocate minimally involves attendance at a six month planning/review meetings. This annotated bibliography consists og an abundance of information which will be pertinent to anyone who would like to understand or carry out person directed planning. This bibliography is a perfect example of how much involvement is required by a Developmental Service Worker to ensure they a correctly supporting individuals with a developmental disability.

Do Ufos Exist? :: essays research papers

Do UFOs Exist? I have gathered many sources and have come to the conclusion that UFOs do exist. Sightings of unusual aerial phenomena date back to ancient times, but only after 1947, have UFOs been widely discussed because of publication world wide. Many things support this concept such as sightings, crop circles, encounters, and abductions. At least 90% of UFO sightings can be identified as conventional objects, Although time consuming investigations are necessary for such identification. The objects most often mistaken for UFOs are bright planets and stars, peculiar clouds, birds, aircraft, balloons, kites, aerial flares, meteors and satellites. Between 1647 to 1969 at total of 12,618 reports have been received concerning unidentified flying objects, of which 701 of the reports (5.6 percent) were listed as unexplained. Some people claim that they have been abducted by extraterrestrials. A Harvard professor has taken these "abductees" and puts them in a hypnotic trans. Under hypnosis, sometimes weeping and shouting with agony and terror, they recover buried memories of alien encounters. There has never been physical proof of any abduction yet to be provided. The Roswell incident is now generally regarded as one of the most important UFO events in history, an extensive review of the UFO literature of the 1950s finds no mention of it beyond the first press accounts in early July 1947. The only know reference to it as a UFO crash was in a 1955 lecture by broadcaster and UFO enthusiast Frank Edward. Even in the 1960s the UFO literature mentioned it only three times, twice in both brief instances, in the latter rather vaguely. A widely published story reported that personnel from Roswell Field had a "flying disk" in their possession. When the material was flown to Fort Worth, Texas, the commander told the press that the "disk" was really just a weather balloon and produced balloon remains to "prove" it. Pictures were taken, there were chuckles all around and the press fell victim to a lie and a cover up it was able to maintain without challenge for over three decades. Crop circls Have been found to occur mainly in corn and wheat, but have also been found in other crops such as barky, oats, canola, grass, flowers, trees, and even snow. Crop circles have appeared on every continent and have been reported in over 70 countries around the world. Only countries in mainland China and South Africa haven't reported any crop circles at all. A lot of then have appeared in the former Czech Republic . Most crop circles have been formed in the center of fields with none of the surrounding crops disturbed. Do Ufos Exist? :: essays research papers Do UFOs Exist? I have gathered many sources and have come to the conclusion that UFOs do exist. Sightings of unusual aerial phenomena date back to ancient times, but only after 1947, have UFOs been widely discussed because of publication world wide. Many things support this concept such as sightings, crop circles, encounters, and abductions. At least 90% of UFO sightings can be identified as conventional objects, Although time consuming investigations are necessary for such identification. The objects most often mistaken for UFOs are bright planets and stars, peculiar clouds, birds, aircraft, balloons, kites, aerial flares, meteors and satellites. Between 1647 to 1969 at total of 12,618 reports have been received concerning unidentified flying objects, of which 701 of the reports (5.6 percent) were listed as unexplained. Some people claim that they have been abducted by extraterrestrials. A Harvard professor has taken these "abductees" and puts them in a hypnotic trans. Under hypnosis, sometimes weeping and shouting with agony and terror, they recover buried memories of alien encounters. There has never been physical proof of any abduction yet to be provided. The Roswell incident is now generally regarded as one of the most important UFO events in history, an extensive review of the UFO literature of the 1950s finds no mention of it beyond the first press accounts in early July 1947. The only know reference to it as a UFO crash was in a 1955 lecture by broadcaster and UFO enthusiast Frank Edward. Even in the 1960s the UFO literature mentioned it only three times, twice in both brief instances, in the latter rather vaguely. A widely published story reported that personnel from Roswell Field had a "flying disk" in their possession. When the material was flown to Fort Worth, Texas, the commander told the press that the "disk" was really just a weather balloon and produced balloon remains to "prove" it. Pictures were taken, there were chuckles all around and the press fell victim to a lie and a cover up it was able to maintain without challenge for over three decades. Crop circls Have been found to occur mainly in corn and wheat, but have also been found in other crops such as barky, oats, canola, grass, flowers, trees, and even snow. Crop circles have appeared on every continent and have been reported in over 70 countries around the world. Only countries in mainland China and South Africa haven't reported any crop circles at all. A lot of then have appeared in the former Czech Republic . Most crop circles have been formed in the center of fields with none of the surrounding crops disturbed.

Scholasticism in Religious Architecture

Matt Pearson Professor Ansell Humanities 201 5 August 2013 Scholasticism in Religious Architecture â€Å"Sacred architecture is not, a ‘free' art, developed from ‘feelings' and ‘sentiment', but it is an art strictly tied by and developed from the laws of geometry† (Schneider). This is a governing principle behind the architecture and stained-glass images in Chartres Cathedral: the building wasn't Just built without a plan or the art didn't Just happen, it is a systematic creation using geometry (Crossly 232). Scholasticism is the main contributor to the use of geometry to organize how the Cathedral was built.Briefly described, scholasticism is taking events, concepts, or miracles, that we can't understand, and organizing a structured argument to provide an explanation. In the Chartres Cathedral, the architecture and art not only display sacred religious events and scenes from the Bible, but also secular events, such as everyday chores like farming or cleaning . There is clearly a union trying to be made here between things of this earthly world – science, philosophy, reason – and things that go beyond the earthly world – faith, theology, revelation.This is where scholasticism is found, cause it organizes events and understanding to find God in the secular and sacred. In Chartres Cathedral, the building as a whole is meant to take us from the corruption of this world and into the presence of God, which embodies light. There is great detail in each stained-glass window, specifically in the exactness of the geometry and also in the Biblical stories they portray, which again point us to God, and also show how scholasticism has helped shape the organized design behind many things in the Cathedral. Scholasticism is a â€Å"term used to designate both a method and a system.It is applied to theology as well as to philosophy' (Turner). Historically, it came from early Christian institutions. They would have someone as the he ad of the school that would act as the philosopher or theologian to help carry out the method of dialectical teaching to the students. This is done in an attempt to put understanding and reason to mysteries like science and faith or reason and revelation, and how these conflicting pairs can exist together. Not only can these opposites exist, but they â€Å"must harmonize† together to form greater understanding (Turner). SST. ThomasAquinas was one of the greatest Scholastics of his time. He was monumental in bridging the gap between theology and philosophy by his reasoning that â€Å"God is the author of all truth, and it is impossible to think that He would teach in the natural order anything that contradicts what He teaches in the supernatural order† (Turner). A structure, as grand as the Chartres Cathedral, introduces an interesting paradox for religious and secular views, because the architects â€Å"however much directed towards the glory of God, still turned man' s eyes elsewhere and diverted elsewhere he wealth he could have put to better purpose† (Affair 55).This meaner that the architects were trying to turn people's hearts and minds to God, but, in an attempt to do so, they were expending vast amounts of resources on secular architecture. They wanted to build a place that would mentally take you from this world and into God's world. This concept is easily seen as people enter the doors of the Cathedral and see all the light that is coming in through the stained-glass windows at all times of the day. These windows truly illuminate the building and allow the participants to feel God or light.The Cathedral also was a place for people to make their religious pilgrimages and would aid them in their search for God. Many of the stained-glass windows show events of Chrism's ministry, but for the sake of exploring scholasticism and its relation to Chartres Cathedral, we are going to focus on Just two windows: The Tree of Jesse and the Rose Window. The Tree of Jesse shows â€Å"Chrism's royal genealogy [rising] up from Jesse, who lies at the bottom of the window, to Christ, who sits enthroned at the summit† (Preach 42). The window is a column of squares made up of smaller rectangles.In each square is figure and a continuation of the tree stemming from Jesses frame, which represents the continued line from Jesse to Christ and how Christ is born an heir to the king because of the unbroken chain. At Chrism's feet sits Mary, and around both of them are seven doves, which represent the seven gifts of the Holy Spirit, â€Å"the gift of wisdom†¦ The gift of understanding†¦ The gift of counsel†¦ The gift of fortitude†¦ The gift of knowledge†¦ The gift of fear of the Lord†¦ The gift of Reverence† (Aquinas).Having Christ, Mary, and the doves all together at the top also represents something else, the double personality of Christ, human through His lineage, divine through His union with the Holy Spirit† (Preach 44). The miracle of Chrism's birth can't be explained through science, because of Mary and the Immaculate Conception, but some understanding is given to Chrism's lineage through the structure of the window. It shows Christ is connected to being a King through Mary, or God, and through Jesse, who was an earthly king. The organized structure shows the use of scholasticism, because of its push for organization to explain miraculous events.A main contributor to scholasticism is SST. Thomas Aquinas and his text Sum Theological. One argument he presented was â€Å"The Life of God† and â€Å"Whether all things in God are life? † (Aquinas). He takes all the objections he can find to the question he has asked. He will then make a â€Å"response† or an explanation to every objection to explain the initial question being asked. This is a very structured procedure, but it is seen in â€Å"The Tree of Jesse† window, because it addresses the concern, is Christ really God and is He an earthly and heavenly king.It then takes each objection and finds a response: Christ is an earthly king because of his genealogical connection to Jesse, ND Christ is a heavenly king, because of his miraculous or immaculate conception by the Holy Ghost, through his virgin mother, Mary. The Rose Window is actually in two places in Chartres Cathedral on the south and north walls. The Rose on the south transept has Christ at the center, surrounded by apostles. Below the Rose Window are five â€Å"lancet† windows, which have, from left to right, Isaiah, Daniel, Virgin Mary holding Christ as an infant, Ezekiel, Jeremiah (Affair 90).This is to surround Mary with the â€Å"four great prophets† (Preach 89). On their shoulders sit the â€Å"Evangelists,† Matthew, Mark, John, and Luke, which symbolizes their role in proclaiming Chrism's birth and divinity. The Rose itself symbolized beauty and perfection, which represents Mary as a fair virgin and also Christ as the only perfect human. The Rose symbolism is only strengthened by the presence of these stained glass windows that surround the rose. To give an example, in one of the medallion windows that surround the center of the rose, â€Å"Mary, is exalted as Queen of Heaven†¦ He is seated on a throne and holds a scepter† (Preach 93). The Rose on the north transept has SST. Anne holding Mary at the center. This is a unique image, because now it isn't Christ who is the infant, but it is Mary and she is â€Å"in the arms of her mother Anne, the person who establishes the genealogical link with the Old Testament† (Preach 93). This shows us the importance of Mary in all of Christianity. Below the Rose are five more â€Å"lancet† windows, like on the south side, except these stained-glass windows have different images, which are, from left to right, Milkweed, David, SST.Anne holding Mary as an infant, Solomon, and Aaron (Affair 91). A nne is â€Å"surrounded by the most famous of the ancient kings† which show how important Anne is and the oracle that came from her (Preach 93). All of this detail and organization in both Rose Windows shows scholastic thought, because, as mentioned before, Chrism's birth and conception is an unexplainable miracle, but guiding our train of thought with these images helps to explain the miracle. There is one more detail in the Rose that really cements scholasticism in the Cathedral, it is the process to create the Rose.First, a process is carried out to find twelve evenly spaced spaces around a circle. Second, a star with twelve points is drawn in the middle, every line being exactly the name length. At the base of each point, close to the center, twelve equal circles are made. Another star with twelve points is then drawn inside the bigger star, once again each line being the same length. A circle is made around the inner star and in the center of this circle is where Christ is placed in one window and Anne and Mary are placed in the other window.The precision that is used reflects the scholastic procedure Thomas Aquinas uses. Great care and concern are taken to create the desired result and to give an explanation too miracle. Thomas Aquinas used this teeth in writing to explain the miracle of God and the Rose Windows use this method in imagery and biblical symbolism to explain the miracle of Christ and Mary. Thus, we can see that Chartres Cathedral has Biblical symbolism in the stained-glass windows and scholasticism is used within these windows as the organization.Chartres Cathedral is built in great geometric precision to take people's thoughts from this world into God's world (Crossly 233). Through the geometric precision, scholasticism is very present. Scholasticism is found in the Stem of Jesse by the organizational structure used to present the explanation of Chrism's divine birth. This is a miracle that can't simply be explained, but the Stem of Jesse window systematically takes us from Jesse to Mary and then to Christ to explain the miracle.Scholasticism is also found in the Rose Windows in the precise geometric construction and also in the images that are shown. The conception of Christ is a miracle, but the different images show how it can be explained. In all of these Biblical events and miracles, scholasticism creates an organized way to understanding them. Works Cited Aquinas, Thomas. Sum Theological. Kevin Knight, 2008. New Advent. Web. 6 August 2013. Crossly, Paul. Rhetoric Beyond Words. Cambridge: Cambridge University Press, 2010.

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