What Are the 5 Traditional Elements

Many philosophies and traditions around the world believe in similar  elements. They tend to focus on about five specific ones. Here is a look at the five elements in Chinese, Japanese, Buddhist, Greek, Babylonian, and European alchemy. Babylonian 5 Elements windfireearthseasky Medieval Alchemy The number of traditional elements in medieval alchemy varies from 4, 5, or 8. The first four are always found. The fifth, aether, is important in some traditions. Sulfur, mercury, and salt are classical elements. airfirewaterearthaethersulfurmercurysalt Greek 5 Elements airwaterfireearthaether Chinese 5 Elements - Wu Xing woodwaterearthfiremetal Japanese 5 Elements - Godai airwaterearthfirevoid Hindu and Buddhist 5 Elements Akasha is the equivalent to Aristotles aether, in the Greek tradition. While Hinduism traditionally recognizes five elements, Buddhism typically only the first four great or gross elements. Although the names are different, the first four elements roughly translate as being air, fire, water, and earth. Vayu (wind or air)Ap (water)Agni fire)Prithvi (earth)Akasha Tibetan 5 Elements (Bon) airwaterearthfireaether

Congress Review Act Analysis - 1556 Words

With Republican President, Donald Trump, and the Republican Party holding the majority of both chambers of the 115th Congress, passing environmental protection legislation doesn’t seem to be a priority (or even a thought). Not only are Congress and the President ignoring environmental protection, but they have also worked together to reverse current environmental protection regulations. Normally, repealing any form of legislation is a lengthy and challenging task. However, during the spring of 2017, the Legislative and Executive branches were able to quickly and easily get rid of two environmental protection rules. This ease of change definitively had do with the legislation being bureaucratic agency rules and laws. Though, not only were†¦show more content†¦Additionally, the intent of the procedure is pretty pointless because the president could just override an agency rule. Though, because the tool is meant for Congress but has a road block of the presidency, this C ongressional tool has barely left the toolbox. In fact, it has only worked one time before 2017 (Feller). However, since Trump was sworn into office, the CRA has resurfaced. When a political party takes over the Presidency with control of both Congressional chambers this device can be very affective. Because the CRA allows the 60 day disapproval window, many of Obama’s â€Å"midnight regulations† were at risk of being overturned. Specifically, in the Congress and Trump were able to roll back 14 out of the 15 Obama regulations that fell into the 60 day window (Larkin). The Stream Protection Act was one of these 14 disapprovals that was passed in the spring of 2017. In December of 2016, the Federal Office of Surface Mining Reclamation and Enforcement issued a regulation requiring coal companies to monitor water quality near mines. Specifically, the rule established a buffer zone rule, blocking mining within 100 feet of streams. In general, the rule put stricter regulat ions on coal mining companies in efforts to reduce pollution and preserve natural resources (Feller). This rule was in effect for a very short period before the new President and Congress changed it. This rule disapproval wasShow MoreRelatedMassucco 2. Mary Massucco. Professor Derosa. Pos4603 –1661 Words   |  7 Pagesfederal court system, we are aided in making our own connections and analysis to better understand how the system works. More specifically, in Hamilton s essay #78, he essentially claims that the federal judiciary isn t given enough authority to properly do their job. He also makes note that the Supreme Court of the United States should have a substantial amount of power over the US Congress, but only in times when Congress has threatened the intention of the Constitution. 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Music on the Bamboo Radio Essay Example For Students

Music on the Bamboo Radio Essay Music on the Bamboo Radio is a story by Martin Booth. It is about a young boy, Nicholas Holder, who escapes from his home in Hong Kong during its occupation by the Japanese army in World War II. While experiencing the terrible atrocities resulting from this time, Nicholas grows in his understanding of the events occurring in his surroundings. As his comprehension of the truths of war evolves, his character changes. For instance, his confidence grows as he begins to perform more dangerous duties. He also becomes more independent with a stronger will to face his fear of the Japanese, and grows into a more mature person as he gains different kinds of experience. One of the most important ways in which Nicholas grows is by developing a strong willed mind to face the Japanese soldiers. In the beginning of the story, Nicholas hides in the bushes, crouching down and peeping at the Japanese. After Nicholas is seen, they come over and aim a gun at him. He is very scared and doesnt know what to do, His heart raced faster. He wanted to scream, Jump up, would out, Its alright. We will write a custom essay on Music on the Bamboo Radio specifically for you for only $16.38 $13.9/page Order now Its only me. Dont shoot. Im only eleven. Page 3 Nicholas reaction shows fear and desperation. He acknowledges that he is simply an innocent kid when he thinks, Im only eleven. At this point, Ah Swan, one of his servants, quietly takes Nicholas away from the bushes and into the safety of his home. This shows that Nicholas is innocent, weak minded and dependent on others. After he escapes his home, he starts to feel more self-assured and strong-minded. Shortly after, on the third encounter with the Japanese, Nicholas shows more confidence and inform in their presence. He is composed, and even shows some good humor while observing some Japanese soldiers. The scene was, Nicholas thought, like a little tableau being put on for his entertainment. Page 65 Here, Nicholas no longer reacts to the sight of the soldiers with anxiety. Instead he is calm and shows he has strength and control over his emotions. He changes from being a helpless and panicked little boy into a fearless adolescent. Throughout the course of the novel, Nicholas becomes more confident in carrying out dangerous and fearful missions hat many others would never imagine doing. At the start, Nicholas is very scared and hesitant. For example, when he spots the Japanese, he becomes nervous and wants to get as far away from them as possible. Later in the book, Nicolas expresses some uncertainty while considering bombing a train in Canton utilized by the Japanese. He consults his servants, Tang and Ah MME, and even a photograph of his family. He looks at the photograph of his parents: This saddened but did not upset him. He had come to the terms with their absence and did not miss them. Not exactly. Not any longer. Page 84 As time passes, Nicholas becomes more independent and brave about facing the Japanese. He changes from being weak and dependent into a spirited and a self-reliant person. Comes to terms, indicates Nicholas has accepted, acknowledged and found a sense of peace with being on his own without the Music on the Bamboo Radio By arboreal when he is given a mission to deliver Music on the Bamboo Radio, a secret code established for positive messages of hope to be communicated to prisoners of war. Though he consults his servants again on this matter, it is clear that his thinking and attitude have changed, and ultimately he makes the decision independently. Yes, Nicholas said at last, his voice quiet and resolute. Ill deliver it. Page 110 Nicholas is determined and assured about delivering the message to the prisoners. He isnt scared or doubtful. He understands the situation he is in, and he chooses to help anyone in need. He has changed from a petrified and quivering boy into a resolute person. Nicholas confidence is evident in his short and clear response, miss Ill deliver it . Initially, Nicholas cant fathom the events taking place in his environment. .ubee4e8c3d71dd07962a2dfb1f8e31ef9 , .ubee4e8c3d71dd07962a2dfb1f8e31ef9 .postImageUrl , .ubee4e8c3d71dd07962a2dfb1f8e31ef9 .centered-text-area { min-height: 80px; position: relative; } .ubee4e8c3d71dd07962a2dfb1f8e31ef9 , .ubee4e8c3d71dd07962a2dfb1f8e31ef9:hover , .ubee4e8c3d71dd07962a2dfb1f8e31ef9:visited , .ubee4e8c3d71dd07962a2dfb1f8e31ef9:active { border:0!important; } .ubee4e8c3d71dd07962a2dfb1f8e31ef9 .clearfix:after { content: ""; display: table; clear: both; } .ubee4e8c3d71dd07962a2dfb1f8e31ef9 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ubee4e8c3d71dd07962a2dfb1f8e31ef9:active , .ubee4e8c3d71dd07962a2dfb1f8e31ef9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ubee4e8c3d71dd07962a2dfb1f8e31ef9 .centered-text-area { width: 100%; position: relative ; } .ubee4e8c3d71dd07962a2dfb1f8e31ef9 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ubee4e8c3d71dd07962a2dfb1f8e31ef9 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ubee4e8c3d71dd07962a2dfb1f8e31ef9 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ubee4e8c3d71dd07962a2dfb1f8e31ef9:hover .ctaButton { background-color: #34495E!important; } .ubee4e8c3d71dd07962a2dfb1f8e31ef9 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ubee4e8c3d71dd07962a2dfb1f8e31ef9 .ubee4e8c3d71dd07962a2dfb1f8e31ef9-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ubee4e8c3d71dd07962a2dfb1f8e31ef9:after { content: ""; display: block; clear: both; } READ: Music and hip-hop EssayHowever, as the story unfolds, he starts to realize the truth about what is happening in the world around him. For instance, when he is hiding in the bushes peering at the Japanese, Nicholas cant comprehend what is happening and he is scared. After escaping his home out of fear of the Japanese, he begins to morally understand his reality, the difference between good and evil. Tang tells a story of a man he met on the road in SAA Gung. The story shows Nicholas what the true meaning of this war is, and what the Hong Kong people have to do in order to survive. Tang recites from the Tory: If I give him fish to eat, he give me his wife He life so bad, he give me away his wife to be a servant for me so he can eat. Page 101 The man in the story is so poor that he had to sell his wife in order to survive. Learning about this helps Nicholas understand what the people of Hong Kong are enduring. He seriously contemplates the suffering of the man, and the sacrifices made by the locals. The fact that Nicholas is concerned about the people shows that he is mature. An additional example of his moral understanding follows this. Major Fox, an officer, gives a session to Nicholas to deliver the Music on the Bamboo Radio. He tells Nicholas not to be concerned if he is unable to do the task. However, Nicholas realizes how important the task is and how many people depend on it. He doesnt want it to be a failure. He changes from being naive to understanding the nightmares of war. In conclusion, Nicholas escapes his home, and in doing so, learns of the truths of the outside world, and becomes more aware of good and evil. Instead of being afraid, he shows fearlessness towards the Japanese. Nicholas grows into a hero. He is hero to the prisoners of war.

Motivational Theories Essays - Educational Psychology, Motivation

Educational Motivational Theories EDU 615 Ashford University Dennis Lawerance August 22, 2011 Motivational in the academic context sometimes is the difference between successful and unsuccessful completion of educational goals for students. According to a definition presented by Wikipedia, motivation is a driving force by which humans achieve their goals. It can be either intrinsic or extrinsic. (Wikipedia, 2011) More often than not educators find that one student who has the talent and intelligence but just doesn?t seem to be motivated in standing and achieving the mark that has been set for them. This study of this is considered to be situational motivation in which educational goals are achieved in an optimal setting where learners are in an environment created by educators. Various studies have been contributed to motivation in the sociocultural and the educational context. Skinner, Piaget, and Wiener have presented theories that have been deemed motivational. B.F. Skinner, a behavior theorist, presented a theory that cognitive and behavior are not influenced by the environment in which they are incorporated. The ideology behind the behavioral theorist is that classroom environments have to be set up in a manner where students can get a specific instructional context and students are rewarded for mastering learning objectives. There are three basic assumptions to this theory: 1. learning is manifested by a change in behavior. 2. the environment shapes behavior. 3. the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. In his model Skinner has two conditioning standards which are classical and operant. Classical conditioning is a reflex response whereas operant is reinforced behavior predicated on reward or punishment. (Wikipedia, 2011) Jean Piaget, made a clear distinction from motivation and learning in the 1970?s. His theoretical framework focused on individuals, with a clear distinction between learning and motivation. This was known as cognitive theories of motivation which include social cognitive theories (e.g., self-efficacy and self-regulation) and intrinsic motivation theories (e.g., self-determination, expectancy theory, and personal interest). It simply stated that social context was relevant to the learning of individuals. The ideology of making a motivational contextual classroom environment is the study that makes for a more developed learner. His conceptual theory was adaptation. (Wikipedia, 2011) Wiener?s theory of attribution is educational motivation where failure or success depends of three characteristics: 1.Cause of success or failure may be internal or external. 2.Success or failure may be either stable or unstable 3.Success or failure can be controllable or uncontrollable. One of the basic assumptions to this theory is that people will interpret their environment in a way that is positively viewed by others. In essence, Weiner?s theory is predicated on the fact that students can take academic success as a positive for themselves. Yet if there is not a successful academic pursuit then it is blamed on something else like bad teaching or bad luck. It formulates the belief that one can transform with effort on their academic pursuits. `` Each of the theories have a common factor in that they attempt to make real sense of the problems that teachers and students may have when dealing with motivation. Piaget states that environment alone in the classroom can help motivate students. All that is needed is an equipped teacher who knows classroom design and students. The problem with Piaget?s theory is that environments can often change, one moment it is stable , the other, unstable, environment is not the only obstacle for students when dealing with education. In each educational environment, problems solving should accompany classroom environments. It is often the obstacles in life that are conflicts for students when out of the classroom environment. Unstable home environment, social conflicts, and general student problems contribute to additional stress. No matter how good an educator is or the environment in which they teach, if the needs of the students are not being met all around then there will likely be a flow bac k into the classroom. Weiner?s attribution theory is based on three characteristics that are founded on belief in one?s success only if there is success but failure it attributed to outside forces other than the individual. When dealing with