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Roman Catholic Church History: Basic Sources General Histories Thomas Bokenkotter. A Concise History of the Catholic Church (revised and expanded edition). 1990. (BX945.2 .B64 1990) William J. Collinge. Historical Dictionary of Catholicism. 1997. (Reference BX945.2 .C65 1997) Michael Glazier and Thomas J. Shelley, editors. The Encyclopedia of American Catholic History. 1997. (Reference BX1406.2 .E53 1997) J. Derek Holmes and Bernard W. Bickers. A Short History of the Catholic Church. "New Millennium Edition," 2002. (BX945.2.H63 2002) Hubert Jedin and John Dolan, editors. History of the Church. 1980 —. (Reference and Stacks BR145.2 .J413 1980) Ten volumes; volumes I, III, and IV are titled Handbook of Church History. New Catholic Encyclopedia (2nd edition). 2003. (Reference BX841 .N44 2003) Many articles on historical topics. Use the Index (Volume 15) to find where particular topics are treated. NOTE: The content of the online Catholic Encyclopedia dates from 1913. While it contains valuable historical information, readers should consult more current sources for updated scholarship. Online chronology: Dates and Events in Catholic History, 1st Century to 10th Century and 11th Century to 20th Century from the Catholic Almanac Online. Return to top Saints' Lives David Hugh Farmer. The Oxford Dictionary of Saints. 1997. (Reference BR1710 .F34 1997) Also available through Oxford Reference Online on all campus networked computers -- select "Religion and Philosophy." On the Internet: Catholic Online Saints and Angels Butler's Lives of the Saints. New Full Edition, 1995. 12 volumes, one for each month of the year. (Reference BX4654 .B8 1995) Bert Ghezzi. Voices of the Saints: A Year of Readings. 2000. (Reference BX4655.2 .G49 2000) Each brief biography includes "a substantial quotation by or about the saint, giving you a feel for what he or she was really like" (Introduction). Ferdinand Holbà ¶ck. Married Saints and Blesseds Through the Centuries. 2002. (Reference BX4655.3 .H6413 2002) Kathleen Jones. Women Saints: Lives of Faith and Courage. 1999. (Reference BX4656 .J66 1999) Richard P. McBrien. Lives of the Saints: from Mary and St. Francis of Assisi to John XXIII and Mother Teresa. 2001. (Reference BX4655.3 .M33 2001) In addition to the lives of holy women and men (both canonized and uncanonized), this volume includes articles on the politics of canonization and the differences between various schools of Christian spirituality. Joseph N. Tylenda, S.J. Jesuit Saints and Martyrs. Second edition, 1998. (Reference and Stacks BX3755 .T94 1998) Kenneth L. Woodward. Making Saints: How the Catholic Church Determines Who Becomes a Saint, Who Doesn't, and Why.

Conflict, Functionalist, Feminiist Perspective View on Prostitution

In sociology, conflict theory states that the society or organization functions so that each individual participant and its groups struggle to maximize their benefits, which inevitably contributes to social change such as changes in politics and revolutions. Prostitution is a way for an individual to maximize their monetary intake (benefit) by selling the thing that have readily, their bodies. Because this power that individuals have, the government had to come in and outlaw prostitution.The Conflict PerspectiveThe conflict perspective highlights the relationship between power in society and sex work. The laws that make prostitution illegal are created by powerful dominant group members who seek to maintain cultural dominance by criminalizing sexual conduct that they consider immoral or in bad taste.Conflict theorists argue that women become prostitutes because of structural factors such as economic inequality and patriarchy. Capitalism and patriarchy foster economic inequality betwe en men and women and force women to view their bodies as commodities.Conflict theorists suggest that criminalizing prostitution uniquely affects poor women, especially poor women of color, who are overrepresented among street prostitutes. The Functionalist PerspectiveThe functionalist perspective argues that the presence of a certain amount of deviance in society contributes to its overall stability. According to Emile Durkheim, deviance clarifies social norms and helps societies to maintain social control over people’s behavior. By punishing those who engage in deviant behavior such as prostitution, the society reaffirms its commitment to its sexual norms and creates loyalty to the society as people bind together to oppose this behavior.According to Kingsley Davis, in societies that have restrictive norms governing sexual conduct—including the United States—prostitution will always exist because it serves important functions:1) Prostitution provides quick, impe rsonal sexual gratification that does not require emotional attachment or a continuing relationship with another person2) Prostitution provides a sexual outlet for men who do not have ongoing sexual relationships because they are not married or have heavy work schedules3) It provides people with the opportunity to engage in sexual practices (e.g., multiple sex partners, fellatio, cunnilingus, anal intercourse, sadomasochism) that regular sex partners or spouses may view as distasteful or immoral4) Prostitution protects the family as a social institution by making a distinction between â€Å"bad girls† and â€Å"bad boys†Ã¢â‚¬â€with whom one engages in promiscuous sexual behavior—and those â€Å"good girls† and â€Å"good boys† with whom one establishes a family5) Prostitution benefits the economy by providing jobs for people who have limited formal education and job skills Some ask why prostitution spreads like a wildfire through our cities and st reets. This is an easy question for functionalists, prostitution flourishes because it satisfies sexual needs that are not able to be met elsewhere(Henslin 51). Prostitutes almost seem to serve as an outlet for sexually frustrated men. When a man is unable to find a partner he always holds the option of paying for sexual pleasure.A functionalist, Kingsley Davis, concluded that prostitutes provide a sexual outlet for men who: have difficulty in establishing sexual relationships, cannot find long-term partners, have a broken relationship, want sexual gratification that is defined as immoral, desire quick sexual gratification without attachment, are curious, and are sexually dissatisfied in marriage.From this it is shown that by meeting such needs prostitution functions as a form of social control over sexual behavior. This is beneficial because it brings men with sexual desires away from unwilling partners to partners that are willing but for a certain price. This undoubtedly helps br ing down the number of rapes and sexual assault for any given society. Also it brings in trashy hookers or prostitutes that seem to degrade any given city or  society.The functionalist theory is the best way to view prostitution through a sociological perspective. Functionalists see prostitution as a means of controlling or channeling sexual behaviors (Henslin 53).Prostitutes meet the needs of men who otherwise do not have women always available to them. Also it meets the needs of a man because it is inexpensive, non emotional and a fleeting relationship. Through looking at prostitution we see that it persists because it serves social functions.This works by servicing people who are sexually frustrated. Prostitutes relieve pressures that otherwise might be placed on people who are unwilling to participate. Without the aid from prostitutes stimulating the un-stimulated, there might be other social problems that become bigger issues such as, rape sexual assault, kidnap and many more . Functionalism allows seeing each function that prostitution serves in a society.

John Keats when i have fears 2 Essay

John Keats’ poem â€Å"When I have Fears that I may cease to be† is about the poet’s contemplation of his own mortality. When Keats woke one day with blood on his pillow, the doctor in him knew that stain to be the mark of his own undoing by consumption. This poem is one way of dealing with that knowledge by asserting that the things that seem the most important at the moment—poetic fame and love—are really nothing compared to the great wide world. The poet has finally come to accept his place in the grand scheme of things, so the tone shifts from questioning hesitancy to peaceful acquiescence. Lines 1-2 discuss how the poet’s brain is filled with possibility—ideas not yet written down by his pen in mounds of important books—and his fear that he may die before he is able to reach his poetic potential. This idea is compounded by the use of both imagery and alliteration in the first quatrain of the poem. The description of the â€Å"full-ripen’d grain† in line 4 compares his poetic imagination to a grainery; that is, a place chock full of ripe food that will nourish the body the way his poetry will fulfill the mind. His use of repeated sounds in â€Å"glean’d,† â€Å"grave’d,† â€Å"garner,† â€Å"garner,† and â€Å"grain† show just how fertile his imagination can be and raise the question of how tragic it may be if he dies before he has reached his peak. Lines 5-8 continue this contemplation of his poetry by considering the raw materials of his work—â€Å"night’s starr’d face† and â€Å"high romance† in the â€Å"huge cloudy symbols†Ã¢â‚¬â€in other words, Keats is seeing everything that he would render into meaningful poetry given the time, but without that chance, he can only mourn the loss of the possible poem that exists in his mind. He also gives a glimpse as to his view of composing poetry when he claims that â€Å"the magic hand of chance† could aid him in rendering mystical nature into a poem. Keats is using the mystery of nature as a symbol for the mystery of his future poetry, poems that will be lost if he ceases to be before committing them to paper. Lines 9-12 move beyond his poetic potential to consider the possibility of love lost in the event of his untimely death. These lines are halting, a nod to the â€Å"faery power of unreflecting love†; it is almost as though Keats worries more over the loss of his future poetry moreso than any chance at love. Love itself is a sham here, an attempt at happiness that, when compared to the power of harnessing nature, loses any real chance at success. This section is only three and a half lines long, not even a full quatrain, a rhythm that gives the reader a sense of rushing; this is the same quality felt by Keats, and it reinforces the essence of the poem—time is running out. The repetition of the word â€Å"when† also conveys the sense of time passing; with each moment, death approaches. Yet for all of these considerations, Keats realizes in the last two and half lines that the things he seeks the most, Fame and Love, are really nothing when compared to the grand scheme of things. The image of the shore is crucial here; when compared to the ocean, Keats’ personal struggles are meaningless, but beyond that, the shoreline represents a boundary line. Just as Keats fears crossing the lines between life and death, he can come to terms with mortality when he finds himself in another in-between zone. Overall, â€Å"When I have Fears that I may cease to be† is a poem about accepting the limitations placed on one by life and time. Though material gains like fame or spiritual experiences like love may seem like all-encompassing purposes for a life, Keats shows that, upon reflection, these things pale in comparison to the larger issues in the world. Through the clever use of specific words and rhyme schemes, Keats conveys his message using poetic techniques.

Alzheizmers Disease essays

Alzheizmers Disease essays Alzheimer's Disease is a scarcely understood, but exceedingly devastating disease. We need to learn more about it in order to eradicate it. I knew someone with the disease and he really couldn't go outside alone or do much without his wife by his side. He had to stay home most of the time thinking about vain imaginings and remembering the same life occurrences over and over again. His memory gradually was lost and he began to lose control of basic functions, including the ability to feed himself and communicate with others. He finally died after many years of painful suffering. The Andrew Pollack article examines this, and a hopeful solution to the problem. The article focuses on a clinical trial that produced evidence that gene therapy may slow the mental deterioration that defines Alzheimer's disease. The study included eight patients with early-stage Alzheimer's, the first of its kind to use gene therapy for the treatment of the disease. Six successfully received the gene transfer, all of whom showed a slower rate of cognitive decline in the 22 months following treatment than they had in the 14 months before. Dr. Mark H. Tuszynski of the University of California, assisted I the writing of the article. Dr. Tuszynski and his assistants stated in the paper that they thought it might be better to use the gene to induce cells in the brain to produce their own growth factor just where it was needed. They also point out that the long-term goal of this research is the same as that of any other genetic research, which is the possibility that science could o ne day alter our genetic make-up. While gene therapy is far from certain, there are those who believe in its potential. Genetic research is currently playing a major role in the study of other diseases, including diagnostic and predictive test for SAD. However, many industry pioneers have withdrawn from gene therapy, due to its inconsistent results. Still, some venture c...

Present Simple Lesson Plan for Adult English Learners

Present Simple Lesson Plan for Adult English Learners Teaching the present simple tense is one of the first, and most important tasks when teaching beginners. Its a good idea to teach the present simple of the verb to be to begin with, and introduce simple adjectives to help students expand their understanding of the verb to be. After English learners are comfortable with the present and past forms of the verb to be, teaching the present simple and past simple will be much easier. 5 Steps for Introducing the Present Simple Start by Modeling the Present Simple Most English learners are false beginners. In other words, they have already studied English at some point. Begin teaching the present ​simply by stating some of your routines: I get up at six-thirty in the morning.I teach at the Portland English School.I have lunch at one oclock. Students will recognize most of these verbs. Model some questions for the students as well. At this point, its a good idea to ask yourself a question and provide the answer. When do you have dinner? - I have dinner at six oclock.When do you come to school? - I come to school at two oclock.Where do you live? - I live in Portland. Continue by asking students the same questions. Students will be able to follow your lead and answer appropriately. Introduce the Third Person Singular Once the students are comfortable speaking about their own basic daily activities, introduce the third person singular for he and she which will prove the most difficult for students. Again, model the present simple third person ending in s for the students. When does Mary have dinner? - She has dinner at six oclock.When does John come to school? - He comes to school at two oclock.Where does she live? - He lives in Portland. Ask each student a question and ask another for a reply, creating a chain of questions and answers changing from you to he and she. This will help students memorize this crucial difference. Where do you live? - (Student) I live in Portland.Where does he live? - (Student) He lives in Portland. Introduce the Negative Introduce the negative form of the present simple in the same manner as above. Remember to continually model the form to the students and immediately encourage a similar answer. Does Anne live in Seattle? - No, she doesnt live in Seattle. She lives in Portland.Do you study French? - No, you dont study French. You study English. Introduce Questions Up to this point, students have been answering questions so they should be familiar with the form. Make sure to point out the difference between yes/no questions and information questions. Start with yes/no questions encouraging students to answer in the short form. Do you work every day? - Yes, I do./No, I dont.Do they live in Portland? - Yes, they do./No, they dont.Does she study English? - Yes, she does/No, she doesnt. Once students are comfortable with short yes/no questions, move on to information questions. Make sure to vary the subjects up to help students become familiar with the tendency to drop the s.   Where do you live? - I live in Seattle.When do you get up in the morning? - I get up at seven oclock.Where does she go to school? - She goes to school at the University of Washington. Discuss Important Time Words Once students become comfortable with the present simple, introduce important time words such as everyday and adverbs of frequency (usually, sometimes, rarely, etc.). Contrast these with common time words used in the present continuous such as now, at the moment, etc.   She usually takes the bus to work. Today, she is driving.My friend sometimes goes out for dinner. At the moment, hes cooking dinner at home.Jennifer rarely talks to strangers. Right now, shes talking to a friend. 3 Strategies for Practicing the Present Simple Explaining the Present Simple on the Board Students will now recognize the present simple tense and be able to respond to simple questions. Its time to introduce the grammar. Use a present simple tense timeline on the board to stress the fact that this tense is used to express routines. I also like to use simple charts showing the underlying structure of this tense. Comprehension Activities Once you have introduced the tense and used the whiteboard to explain forms, continue teaching the present simple tense through activities which use the present simple in context.   Continued Activity Practice Students have learned to recognize the present simple, as well as understand the form in comprehension activities. Its time to continue by having students use the present simple to describe their own lives in both spoken and written form. This detailed lesson on daily routines will help you continue the practice. Expected Problems Here are the most common challenges for students when using the present simple: Confusing with the present continuous for actions occurring at the moment of speaking.Use of s in the third person.Auxiliary verb usage in the question and negative form, but NOT in the positive form.Placement of adverbs of frequency.

British Homes

There are 22 million places in Britain # 8212 ; large places and little places, old bungalows and new edifices, houses and flats. ( Americans say apartment but British people say level ) . Many British people love old houses and these are frequently more expensive than modern 1s. They besides love horticulture and you will see gardens everyplace you go: in towns, small towns and out in the state. Some are really little with merely one tree and a few flowers. Others are tremendous with plentifulness of flowers and adequate veggies and fruit trees. Two tierce of the households in Britain own their houses. Millions of these houses are the same with two or three sleeping rooms and a bathroom upstairs, dining room and kitchen downstairs. To pay for their house, place proprietors borrow money from a edifice society and pay back a small every month. There are a great many different sorts of places in Britain, but there are non plenty! It is frequently really hard for immature people to happen a place when they want to get down a household. British places are normally smaller than American places. But like Americans old people, immature households and single people do non normally live together. # 1046 ; # 1080 ; # 1083 ; # 1080 ; # 1097 ; # 1072 ; # 1072 ; # 1085 ; # 1075 ; # 1083 ; # 1080 ; # 1095 ; # 1072 ; # 1085 ; # 1042 ; # 1041 ; # 1088 ; # 1080 ; # 1090 ; # 1072 ; # 1085 ; # 1080 ; # 1080 ; # 1089 ; # 1091 ; # 1097 ; # 1077 ; # 1089 ; # 1090 ; # 1074 ; # 1091 ; # 1077 ; # 1090 ; 22 # 1084 ; # 1080 ; # 1083 ; # 1083 ; # 1080 ; # 1086 ; # 1085 ; # 1072 ; # 1076 ; # 1086 ; # 1084 ; # 1086 ; # 1074 ; # 8212 ; # 1073 ; # 1086 ; # 1083 ; # 1100 ; # 1096 ; # 1080 ; # 1093 ; # 1080 ; # 1084 ; # 1072 ; # 1083 ; # 1077 ; # 1085 ; # 1100 ; # 1082 ; # 1080 ; # 1093 ; , # 1089 ; # 1090 ; # 1072 ; # 1088 ; # 1099 ; # 1093 ; # 1082 ; # 1086 ; # 1090 ; # 1090 ; # 1077 ; # 1076 ; # 1078 ; # 1077 ; # 1081 ; # 1080 ; # 1085 ; # 1086 ; # 1074 ; # 1099 ; # 1093 ; # 1079 ; # 1076 ; # 1072 ; # 1085 ; # 1080 ; # 1081 ; , # 1076 ; # 1086 ; # 1084 ; # 1086 ; # 1074 ; # 1080 ; # 1082 ; # 1074 ; # 1072 ; # 1088 ; # 1090 ; # 1080 ; # 1088 ; ( # 1072 ; # 1084 ; # 1077 ; # 1088 ; # 1080 ; # 1082 ; # 1072 ; # 1085 ; # 1094 ; # 1099 ; # 1075 ; # 1086 ; # 1074 ; # 1086 ; # 1088 ; # 1103 ; # 1090 ; # 1072 ; # 1087 ; # 1072 ; # 1088 ; # 1090 ; # 1072 ; # 1084 ; # 1077 ; # 1085 ; # 1090 ; # 1099 ; , # 1072 ; # 1072 ; # 1085 ; à £Ãƒ «Ãƒ ¨Ãƒ ·Ãƒ  Ãƒ ­Ãƒ ¥ — à ªÃƒ ¢Ãƒ  Ãƒ °Ãƒ ²Ãƒ ¨Ãƒ °Ãƒ   ) . 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Questions: 1. How many places are at that place in Britain? 2. Two tierces of households own their ain houses, do nt they? 3. What do these households do to pay for houses? 4. Is it hard or easy for immature people to happen a place? 5. What can you state about British places? Vocabulary: proprietor # 8212 ; # 1074 ; # 1083 ; # 1072 ; # 1076 ; # 1077 ; # 1083 ; # 1077 ; # 1094 ; to borrow # 8212 ; # 1079 ; # 1072 ; # 1085 ; # 1080 ; # 1084 ; # 1072 ; # 1090 ; # 1100 ; tremendous # 8212 ; # 1086 ; # 1075 ; # 1088 ; # 1086 ; # 1084 ; # 1085 ; # 1099 ; # 1081 ;

Substance Abuse, Homelessness, Hunger and How They Relate Research Paper

Substance Abuse, Homelessness, Hunger and How They Relate - Research Paper Example Homelessness is the aspect of an individual lacking housing facilities as a basic need and they end up living in the streets. These people lack a fixed or even regular place they can stay at night and end up living in tents or structures made up of unsustainable materials to shelter themselves at night which is only temporary (Shumsky 12). Hunger can be defined as staying for long periods of time usually a minimum of 24 hours without eating any food for the lack of it. Hunger causes health problems as a result of lack of energy to enable them function to full physical and even mental capacity. According to statistics, homelessness in the United States is attributed to the following main causes: poverty, unemployment, lack of affordable housing and the greatest of them all is substance abuse (Didenko & Pankratz 9). Substance abuse incapacitates an individual to the extent that they are unable to function to their full physical and mental capacity. They lose their jobs and cannot sustain their families. With the lack of income and money to pay rent or even purchase food, they end up homeless and hungry and have to reside on the streets or even emergency shelters and temporarily made up tents. The deplorable conditions under which the homeless people live in provides a reason for them turning into substance abuse as a way to drown and forget their current poor state of affairs or the hunger they are constantly facing. A food pantry is a food bank or a large storage of food products mostly the canned food that cannot easily expire and it is mostly for emergency purposes only or when a given part of the community requires the food. Since the homeless are incapacitated to provide decent food for themselves and most of the time they go hungry, there is a need for the community to have a food bank to be supplying food to these homeless people occasionally (Gitterman 25). Taking care of the homeless people as a community through feeding them is one huge step in changing their lives.