Chinese and American High School Essay Example | Topics and Well Written Essays - 500 words

Chinese and American High School - Essay Example In this way, an understudy who is mindful yet never shouts out is inclined to accepting a lower grade. Be that as it may, in America, students’ individual articulation is esteemed intensely, which influences the last grade. Numerous classes depend on bunch based conversation, talks, and homeroom interest. The secondary schools of both the nations express social qualities. The Chinese homeroom condition is collectivist where the instructor is the position and the understudies lead him, while an American study hall is individualistic where every single understudy is given consideration. Chinese educators may call understudies before the class, and advise them to talk about the exercise or pose inquiries. American understudies think of it as harming for their confidence on the off chance that they are called separately before the class. They think of it as dishonorable in the event that they can't respond to an inquiry while the entire class takes a gander at them. This isn't the situation in Chinese classrooms.To close, both the Chinese and the American secondary schools are fit for their own countries’education frameworks. Both have their own preferences and burdens, and their own frameworks of confirmations and assessments. There are contrasts in study hall situations, parental concerns, instructor consideration, and educational plans. Regardless of how entirely different they are as for their study hall conditions, showing procedures, and assessment frameworks, in all actuality both countries’ secondary schools are attempting their best to raise profoundly qualified understudies who can proceed in their scholarly lives.

A Separate Peace Essay Example for Free

A Separate Peace Essay It is essential to stand up to the real world, regardless of how unforgiving it is. Individuals will consistently confront troublesome circumstances, yet keeping away from them is regularly more perilous than the circumstance itself. In his novel, A Separate Peace, Knowles investigates what can happen when an individual or even an organization attempts to evade agonizing conditions. In the story, Gene, the hero, and his companions are understudies at the Devon live-in school; and the upsetting issues they face are wars, the outside, World War II, and the private clashes that regularly emerge between dear companions. Knowles utilizes the theme of the change of Devon, Finny, and Gene to show the significance of defying head-on the wars inside and around them. Devon all inclusive school shields Gene and his colleagues from the hardships of World War II. Gene’s class, the â€Å"Upper Middlers,† are unreasonably youthful for the draft. This makes the educators at Devon consider them to be the last proof of â€Å"the life the war was being battled to preserve† (29). The instructors are reluctant to open the young men to the dread of war thus they conceal it from them. While all through the nation, others take an interest in the war exertion, Gene and his cohorts stay separated and invest their energy â€Å"calmly perusing Virgil† (24). In view of this detachment, the war turns out to be â€Å"completely unreal† (24) to the Upper Middlers. The whole world gives off an impression of being beating in the change of the war, however Devon attempts to continue as before, protecting the young men from its hardships. Shockingly, when the impacts of the war unavoidably come to Devon, its endeavors at evasion bring about a negative change with harsh and unintended outcomes. In its endeavors to deny the war’s presence, Devon changes from untainted and loose in the Summer Session to unbending and solid in the Winter Session. In the late spring at Devon, the young men mess around on the â€Å"healthy green turf brushed with dew† to the quieting hints of â€Å"cricket commotions and the winged animal cries of dusk† (24). Such symbolism causes Devon to appear to be a tranquil desert garden for the Upper Middlers. Be that as it may, this casual climate of the Summer Session closes with Finny’s tumble from the tree at Devon River. Bouncing from the tree was an action initially intended to plan officers for war and Finny’s injury from it speaks to the boys’ first involvement in the agony that war brings. To Devon, Finny’s fall demonstrates that the casual climate of the Summer Session couldn't shield the young men from the truth of war. Subsequently, Devon dismisses the lighthearted condition of the Summer Session and changes into a severe school where â€Å"continuity is stressed† (73) in the Winter Session. This change demonstrates negative as prove by Knowles obvious change in his depiction of the Winter Session. For instance, while in the Summer Session the young men uninhibitedly wandered the â€Å"healthy green turf† of Devon’s fields, they swarm into the dim â€Å"Butt Room† a smoking room that Gene analyzes to a â€Å"dirty prison in the guts of the dormitory† (88). Where once the young men played in lovely fields, they are currently restricted right up front, dim rooms. Quality further orders the change as negative by quickly commenting that â€Å"peace [has] abandoned Devon† (72) when he returns for the Winter Session. In endeavoring to maintain a strategic distance from the impacts of the war, Devon forfeits its status as a safe house for the young men. At the point when the truth that the world is at war unavoidably strikes Devon, its change makes it less ready to manage the impacts of the war. Quality thinks about the unyielding appearance of the war to the snow that covers the school grounds. He calls the snowflakes â€Å"invaders† that spread the â€Å"carefully pruned greenery flanking the crosswalks† and compares them to the â€Å"invasion of the war on the school† (93). In making this examination, Gene appears to show that similarly as Devon’s â€Å"carefully pruned shrubbery† can't get away from the snowfall, its organized climate can't get away from the war. Truth be told, it is that organized climate that causes the war to appear to be even more alluring to the very young men Devon attempted so urgently to secure. Speaking to this is the Upper Middlers’ choice to clear snow from train tracks intended to ship troops. This is their first genuine commitment to the war exertion and necessitates that they travel away from Devon, representing their longing to leave their school and take part in the war exertion. As they work, the young men see a train vehicle of warriors whom they see as â€Å"elite† in contrast with their â€Å"drab ranks† (101). Legitimately in the wake of seeing the soldiers, all they young men can examine is the â€Å"futility of Devon and how [they] could never have war stories to tell [their] grandchildren† (102). The young men see Devon’s exacting constant environment as lacking in the midst of the change of the war. Therefore, the Upper Middlers gradually dismiss Devon, leaving clubs, leaving the school to enroll in the war, and losing their scholarly life. They despise Devon for keeping them from the war and remain perpetually removed from it. Quality shows this separation when he depicts Devon subsequent to graduating. Quality considers Devon a â€Å"hard and shiny† (11) historical center; he feels no association with it. He at last reasons that â€Å"The more things remain the equivalent, the more they change after all† (14). In attempting to stay immaculate by the war, Devon changed to a school that pushed its understudies to the very war it attempted to maintain a strategic distance from. Like Devon, Finny doesn't acknowledge the hardships or presence of war in his life. All through the story, Finny grasps the celebrated parts of war, yet will not acknowledge its monstrosities. For instance, Finny wears his pink shirt to commend the Americans besieging of Central Europe. Notwithstanding, when he understands that the bombarding murdered ladies and kids, he discloses to Gene that he doesn’t think the shelling occurred. He wouldn't like to accept that guiltless individuals are frequently setbacks of war. In the end, Finny concludes that the war can't exist since it causes an excessive amount of anguish. So also, Finny calls Gene his â€Å"best pal† (48) and straightforwardly shows his friendship for him. In any case, when Gene admits to intentionally jerking him from the appendage out of envy, Finny won't tune in. He can't acknowledge that a companion could turn into an adversary. Inevitably, Finny’s refusal of the contentions throughout his life lead to a negative change. In attempting to hold his dismissal of the war, Finny changes from a certain, athletic pioneer into a disenthralled invalid. In the late spring, Finny exceeds expectations, turning into a characteristic chief of the young men and effectively prevailing upon instructors. Finny is likewise truly great as confirm by Gene’s portrayal of him playing in the Devon River. Quality says that Finny is in â€Å"exaltation,† with gleaming skin and muscles â€Å"aligned in perfection† (34). In this depiction, Finny appears to be a perfect, nearly God like figure, totally in charge and certain. Finny’s injury toward the finish of Summer Session, in any case, flags a dim change. Quality shakes the appendage Finny is remaining on while going to hop off the tree at Devon River and Finny falls and breaks his leg. Since Gene purposely bumped Finny out of a tree used to set up the seniors for war, Finny’s fall and resulting injury represents a constrained showdown with the potential agony of World War II and the war among Gene and himself. Instead of working through the hardship and agony, Finny rejects his previous status as a competitor and pioneer and lets his physical issue characterize him as a secluded invalid. Rather than utilizing his athletic capacities to beat his physical issue, Finny appears to remain for all time damaged. Despite the fact that his leg mends and his cast turns out to be little to the point that a â€Å"ordinary individual could have overseen it with barely a limp noticeable† (157), Finny’s walk is permanantely changed. His powerlessness to recuperate totally from his physical issue represents his failure to stand up to and proceed onward from the contentions that caused it. Also, Finny loses his place as a pioneer among the Upper Middlers. When Finny comes back to Devon for the Winter Session, he finds that the war rules the Upper Middlers’ discussions. Finny doesn't accept the war exists thus he disconnects himself and quits investing as much energy with his companions. Where once he was a characteristic head, he turns into an untouchable to protect his incredulity in the war. Finny’s negative change makes him progressively powerless against the wars throughout his life. Toward the finish of the Winter Session, Brinker conducts a counterfeit preliminary and convicts Gene of his job in Finny’s injury. Finny is again compelled to confront the truth of Gene’s envy. Moreover, during the preliminary, Finny addresses Leper just because after his arrival from the military. Leper’s craziness, instigated by the war, powers Finny to defy its agonizing ramifications. On account of Finny’s change, he is considerably increasingly powerless to these suggestions. Representing this are the occasions following the false preliminary. After Brinker convicts Gene, Finny falls while attempting to flee. He re-breaks his leg, reviving the injury of the mid year and returning to the torment of the wars throughout his life. Where before the injury just disabled Finny, this time, Finny in the end kicks the bucket from it. Similarly as his invalid state made him progressively defenseless against re-harming his leg, Finny’s change in light of the war made him increasingly helpless against it. In contrast to Devon and Finny, Gene faces the truth of the war around him and his internal battle with Finny. While Gene appreciates the quiet climate of Devon in the Summer Session, he perceives its insufficiencies. Quality clarifies, â€Å"Perhaps only i knew Devon

Tips for Writing the College Application Essay Topics

Tips for Writing the College Application Essay TopicsTo write a great application essay, you need to research and outline your college application essay topics. College admission essays are a critical part of the admissions process, but many students still lack the confidence that they can write one.It's understandable how students are intimidated when it comes to college applications. Even though you can download and fill out an application, there is still a lot that goes into them. Even if you have the grades to get into the college of your choice, it still takes work.To help you get started, read some sample college application essay topics. Here are some helpful tips on how to write a good essay: make sure to plan your topics, write about the subject matter you know, and make sure to write clearly. If you follow these guidelines, you should be able to craft a great essay that will get you noticed and make your college admissions officer take notice.The first step in writing your college application essay topics is to choose a topic that you really enjoy writing about. Do you enjoy writing or speaking? Is there something that you enjoy doing to occupy your time? You might think that this is too vague of a question, but when you begin researching, you'll find that there are plenty of subjects that you can write about.You can choose a topic that you are passionate about, like fishing, photography, or traveling. These are topics that you love and you are willing to share about your passions. When writing your college essay, try to put yourself in the shoes of the admissions officer, and give your opinion as if you were a student on their admissions committee.One important tip for writing college application essay topics is to make sure to include something about you. A student's interests are usually the most important parts of the application. If you don't have any, find a topic that you do enjoy. If you're really passionate about motorcycles, write about ridi ng them. Or you could talk about your favorite ice cream flavor.Another tip for writing college application essay topics is to make sure to research the subject matter that you are writing about. Research is an important aspect of writing a good essay. Write about the subject matter that you know. Keep it to the point and give an honest opinion about it, especially if you are a student.You've learned how to write a college application essay topics, now you just need to follow the steps above. Remember, you can download an application form and fill it out, but there are still some steps that you have to take before you can submit it.

3 Types of Intermolecular Forces

Intermolecular forces or IMFs are physical forces between molecules. In contrast, intramolecular forces are forces between atoms within a single molecule. Intermolecular forces are weaker than intramolecular forces. Key Takeaways: Intermolecular Forces Intermolecular forces act between molecules. In contrast, intramolecular forces act within molecules.Intermolecular forces are weaker than intramolecular forces.Examples of intermolecular forces include the London dispersion force, dipole-dipole interaction, ion-dipole interaction, and van der Waals forces. How Molecules Interact The interaction between intermolecular  forces may be used to describe  how molecules interact with one another. The strength or weakness of intermolecular forces determines the state of matter of a substance (e.g., solid, liquid, gas) and some of the chemical properties (e.g., melting point, structure). There are three major types of intermolecular forces: London dispersion force, dipole-dipole interaction, and ion-dipole interaction. Heres a closer look at these three intermolecular forces, with examples of each type. London Dispersion Force The London dispersion force is also known as LDF,  London forces, dispersion forces, instantaneous dipole forces, induced dipole forces, or the induced dipole-induced dipole force The London dispersion force, the force between two nonpolar molecules, is the weakest of the intermolecular forces. The electrons of one molecule are attracted to the nucleus of the other molecule, while repelled by the other molecules electrons. A dipole is induced when the electron clouds of the molecules are distorted by the attractive and repulsive electrostatic forces. Example:  An example of London dispersion force is the interaction between two methyl (-CH3) groups. Example: A second example of London dispersion force is the interaction between nitrogen gas (N2) and oxygen gas (O2) molecules. The electrons of the atoms are not only attracted to their own atomic nucleus, but also to the protons in the nucleus of the other atoms. Dipole-Dipole Interaction Dipole-dipole interaction occurs whenever two polar molecules get near each other. The positively charged portion of one molecule is attracted to the negatively charged portion of another molecule. Since many molecules are polar, this is a common intermolecular force. Example:  An example of dipole-dipole interaction is the interaction between two sulfur dioxide (SO2) molecules, in which the sulfur atom of one molecule is attracted to the oxygen atoms of the other molecule. Example: H​ydrogen bonding is considered a specific example of a dipole-dipole interaction always involving hydrogen. A hydrogen atom of one molecule is attracted to an electronegative atom of another molecule, such as an oxygen atom in water. Ion-Dipole Interaction Ion-dipole interaction occurs when an ion encounters a polar molecule. In this case, the charge of the ion determines which part of the molecule attracts and which repels. A cation or positive ion would be attracted to the negative part of a molecule and repelled by the positive part. An anion or negative ion would be attracted to the positive part of a molecule and repelled by the negative part. Example:  An example of the ion-dipole interaction is the interaction between a Na ion and water (H2O) where the sodium ion and oxygen atom are attracted to each other, while the sodium and hydrogen are repelled by each other. Van der Waals Forces Van der Waals forces are the interaction between uncharged atoms or molecules. The forces are used to explain the universal attraction between bodies, the physical adsorption of gases, and the cohesion of condensed phases. The van der Waals forces encompass intermolecular forces as well as some intramolecular forces including Keesom interaction, the Debye force, and the London dispersion force. Sources Ege, Seyhan (2003). Organic Chemistry: Structure and Reactivity. Houghton Mifflin College. ISBN 0618318097. pp. 30–33, 67.Majer, V. and Svoboda, V. (1985). Enthalpies of Vaporization of Organic Compounds. Blackwell Scientific Publications. Oxford. ISBN 0632015292.Margenau, H. and Kestner, N. (1969). Theory of Inter-molecular Forces. International Series of Monographs in Natural Philosophy. Pergamon Press, ISBN 1483119289.

Jesus Is Jesus The Only Savior - 1123 Words

Analysis Many today struggle with the Christian teaching that the only way to salvation is through faith in Jesus Christ. There are a variety of alternatives offered, notably pluralism and inclusivism. In the second half of his book Is Jesus the Only Savior? Dr. Ronald Nash addresses the teaching of inclusivism, comparing its claims with the claims of orthodox Christianity and evaluating the merits of those claims. It is the purpose of this analysis to evaluate his rebuttal of inclusivism as presented in chapters 7-11 of Is Jesus the Only Savior?. Dr. Nash approaches this discussion with a masterful command of the subject. He earned a PhD in Philosophy at Syracuse University, going on to serve as a professor for over forty years. According to the biographical information given on the back cover of our text, he â€Å"served twenty-seven years as professor of philosophy and department chairperson at Western Kentucky University† and has authored or edited â€Å"more than twenty-five books.† In addition, Dr. Nash was professor of philosophy at both Reformed Theological Seminary and Southern Baptist Theological Seminary. His wide-ranging scholarship addresses topics such as faith and reason, liberation theology, social justice, and St. Augustine’s theory of knowledge. This background enables Dr. Nash to engage in this issue with both philosophical clarity and historical perspective. While Dr. Nash does not claim to be a New Testament scholar, he demonstrates a clear familiarity with theShow MoreRelatedIs Jes us The Only Savior?761 Words   |  4 PagesIntroduction Ronald Nash’s book Is Jesus the Only Savior? seeks to explain or shed light on this question that has puzzled many in previous generations as well as ours. The resounding answer that comes forth from his arguments is â€Å"yes,† Jesus is the only savior of humankind. He starts by taking into account the three schools of thought associated with this controversial question. These are Pluralism, Inclusivism, and Exclusivism. The first six chapters of the book deals with Pluralism, which canRead MoreIs Jesus The Only Savior?758 Words   |  4 PagesIs Jesus the only Savior? This question does not seem to come up in daily conversation with true believers. John 14:6, â€Å"Jesus told him, â€Å"I am the way, the truth and the life. No one comes to the Father except through Me.† Ronald H. Nash was a professor and writer for over 40 years. Nash wrote â€Å"this book to examine three competing views, identifies some of their major proponents, and explains why they believe as they do, with a view to determining which is true.† (Nash, 1994, p. 9). AnalysisRead MoreIs Jesus The Only Savior?1807 Words   |  8 PagesIntroduction Ronald H. Nash’s book, Is Jesus the Only Savior? , explores three competing views, exclusivism, pluralism and inclusivism, of salvation and Christ as Savior. Nash is a Christian exclusivist, who believes in the Trinity and the inerrancy of Scripture. He does not deviate from his Christian worldview of exclusivism or from the Orthodox belief, â€Å"The Bible is God’s special revelation inscripturated.† In part two of the book, Nash states his purpose, â€Å"to examine specific disagreements betweenRead MoreIs Jesus The Only Savior? Essay2166 Words   |  9 PagesIs Jesus the Only Savior? Ronald Nash, a prolific writer, and apologist. Nash received his PhD from Syracuse University, and was a professor of multiple theological classes at Western Kentucky University, Reformed Theological Seminary, and the Southern Baptist Theological Seminary. In addition, he taught Philosophy, Religion, and Spirituality. Nash resume speaks for itself. With his experience, and knowledge he exemplifies this in his great book, Is Jesus the Only Savior? He presents this bookRead MoreThe Pluralistic View : Is Jesus The Only Savior?1084 Words   |  5 PagesThe Pluralistic View: Is Jesus the Only Savior? Jesus said to him, â€Å"I am the way, the truth, and the life. No one comes to the Father except through Me. Is Jesus really the only Savior for the whole world? Some may find this ludicrous. How does one man save an entire creation? In addition to that, the only way for one to be saved is to go through Him. On the other hand if you were to ask any Christian this question, of course the answer would be â€Å"yes, Jesus is the only Way.† As for those who mayRead MoreA Book Analysis of â€Å"Is Jesus the Only Savior† Essay1857 Words   |  8 PagesLiberty University A Book Analysis of â€Å"Is Jesus the Only Savior† AN ANALYSIS PAPER SUBMITTED TO Dr. Daniel Light, PhD IN COMPLETION OF THE REQUIREMENTS FOR Theology 313 BY Gabriel Lopez Lynchburg, Virginia June 18, 2012 Introduction The title of Nash’s book is fitting for the content in which it contains. One will not find the traditional arguments that come with Soteriology. Initially, the author thought that he would be reading a book that covers a topic that hadRead MoreEssay A Book Analysis of â€Å"Is Jesus the Only Savior†2249 Words   |  9 Pages A Book Analysis of â€Å"Is Jesus the Only Savior† Chapters 1-6: Pluralism by Ronald H. Nash Justin W. Cullen Theology 313 July 29, 2012 Analysis Ronald H. Nash begins his book responding the position of pluralism in regards to the exclusivity of Jesus Christ, mainly directed at John Hick, who was a leading proponent of pluralism until his death earlier this year. Nash was an evangelical Baptist theologian and apologist, who subscribed to the Calvinist tradition. Within his book, Nash tacklesRead MoreWrights Visions of Jesus in his Book, Who Was Jesus958 Words   |  4 Pages16:15). Two thousand years ago, Jesus asked his followers. â€Å"Who he really was?† Tom Wright, who lives in 21st century, asks again. In this book, Wright puts the reader on a time machine and brings them back to Palestine, 1st century and starts the story of â€Å"historical Jesus†. Wright directly goes into the Gospels and talks about Jesus. Put down the ambition of Jews, take away the mystery of history, break the rule of religion, and at the moment when you realize about Jesus’ real desire, we finally canRead More The Man Who Died by D.H. Lawrence - A Blasphemous Work Essay examples1618 Words   |  7 Pagesin depicting a Jesus diversified from the biblical Jesus. Although the novella does not refer to Jesus’ name itself, it is conspicuous throughout the short story that the man who died is in fact the messiah. The novella commences with the savior resurrecting into life after a â€Å"long sleep†, referring to the messiah’s execution. As the novella progresses, Jesus revolutionizes into a mundane human being repudiating his former lifestyle. Throughout the novella, the reade r sees a Jesus that is analogousRead MoreI Surrender All Essay563 Words   |  3 Pagesâ€Å"I Surrender All† means to give everything to Jesus. There will come a time in one’s life to submit your will to Jesus daily. After trying to fix the situation or make necessary changes in life, we can’t live without Jesus. Jesus is the key to true happiness. As we surrender ourselves to him, we are giving Jesus permission to make changes and alteration to our lives. The song is filled with poetic language. The author was able to reveal his love to Jesus in a graceful expression. The language chosen

The Social Psychology of the Salem Witch Trials - 1647 Words

Amanda Whitsett Robison History 1301 November 17, 2010 The Social Psychology of the Salem Witch Trials The events that took place in Salem, Massachusetts in 1692 have had historians scrutinizing over the causes for years. There have been several theories about how the situation became so out of control. The haunting story is well known in America, taught to our youth and has been the focus of numerous forms of media. We are familiar with the story but unfamiliar with the origin of its beginnings. The role of religion and the presence of mob psychology were the primary catalyst behind the Salem witch trials. There are several other terms that could replace mob psychology such as group think, group control, social psychology.†¦show more content†¦The community’s response became more agitated as the trials continued. Those who confessed were neither tried nor sentenced. (LaPlante 138) The number of confessions only supported the girls’ accusations allowing them more credibility. Those who claimed to be innocent wer e hung following their trial or for one man tortured. At this point, the presence of a strong governing body could have brought a more peaceful solution and calmed the growing fear of the people. Instead, the judges allowed the theatrics in the courtroom and the situation spun quickly out of control. This is an example of how mob psychology affected the outcome of these trials. The peoples’ fears were compounded by the girls’ emotional out bursts, the religious view points being expressed at this time and growing distrust of people seen as different from themselves. There was no governing body, civil or religious, that was willing or able to control public response. On the contrary, the establishment of Court of Oyer and Terminer, in May of 1692, brought a new level of seriousness. (Norton 194) Grand and petty juries were formed, witnesses were called in and the charades escaladed. On December 23, the court appointed new juries of men who felt the proceedings were too violent and they would use â€Å"another method† while conducting future trials.Show MoreRelatedTerror Of A Mass Hysteria Hoax1082 Words   |  5 PagesDuring the sixteenth century, witch trials caused the deaths of thousands as chaos spread throughout Europe. Many European villages in history have witnessed witch executions and the imprisonment of suspected witches. The Crucible, along with the Salem Witch Trials and the European witch trials, have many similarities and differences that make them both memorable and important. The Salem Witch Trials lasted from, roughly, February 1692 to May of 1963. The trials in Salem were started by a group ofRead MoreThe Salem Witch Trials : Crisis1601 Words   |  7 PagesThe Salem Witch Trials: Crisis in Salem Village Many people know of the Salem witch trials that took place in Salem, Massachusetts in the year 1692 spilling over into the year 1693. But for those who do not know, the Salem witch trials were a series of trials against men, women, and children accused of being a witch and or practicing witchcraft. In â€Å"The Devils Snare: The Salem Witch Trials of 1692† by Mary Beth Norton, the author recollects the stories of real life accounts of those accusers andRead MoreAnalysis Of The Book The Devil On The Shape Of A Woman By Carol Karlsen Essay1637 Words   |  7 Pagesa different take on the trials. Karlsen wrote The Devil in the Shape of a Woman: Witchcraft in Colonial New England in 1987, a book examining the role of women in the Salem Witch Trials. Karlsen was â€Å"concerned with the meaning of witchcraft for New England’s first settlers†¦ and why most witches in early American society were women.† Karlsen obviously felt that there was a disparity of the f emale perspective in the previous Salem interpretations. She focused on the social and economic roles womenRead MoreThe Eternal Internal Conflict Of The Crucible By Arthur Miller1362 Words   |  6 PagesThe Eternal Internal Conflict Sigmund Freud laid an elaborate framework for modern psychology in the early twentieth century, and his principles have resonated throughout time. In fact, the respected American Psychoanalytic Association still discusses Sigmund Freud and his work, despite it being almost a century old (Landau 2). Psychotherapist Avinash De Sousa writes, â€Å"...one must admit that no other therapist ever constructed a conceptual and metatheoretical framework like Freud did† (3). ThusRead MoreEssay The Salem Witchcraft Trials of 16924260 Words   |  18 PagesThe Salem Witchcraft Trials of 1692 The Salem witchcraft trials of 1692, which resulted in 19 executions, and 150 accusations of witchcraft, are one of the historical events almost everyone has heard of. They began when three young girls, Betty Parris, Abigail Williams and Ann Putnam began to have hysterical fits, after being discovered engaging in forbidden fortune-telling (not dancing naked in the woods) to learn what sorts of men they would marry. Bettys father, the Reverend Samuel ParrisRead MorePuritans and Salem Witch Trials Essay2271 Words   |  10 PagesPuritans and the Salem Witch Trials During the time period of 1691 to 1692 the town of Salem, a small thriving community within the Puritan Massachusetts Bay colony, was struck by widespread hysteria in the form of witch trials. The way these trials and accusations played out are historically unlike any other witch trials found in European and American history. Historians have pointed to a number of economic, political, and social changes of the then existing institutions throughout the MassachusettsRead MorePsychological Disorders Essay1876 Words   |  8 Pagesmultiple criteria that come into play when determining a psychological disorder. One reason is because, it is hard to know for sure if an action is abnormal or not. Something could be abnormal in our country, but a custom in another. According to Psychology in Action, â€Å"[r]ather than being fixed categories, both â€Å"abnormal† and â€Å"normal† behaviors exist along a continuum, and no single criterion is adequate for [i]dentifying all forms of abnormal behavior† (Huffman). There are four criteria used to determineRead MoreWitch Hunt : The Bloody Release Of The Fear2047 Words   |  9 PagesJialin Zhang English A4 Mr. Dennis 5/14/16 Witch-hunt: the Bloody Release of the Fear Shakespeare, Queen Elizabeth, Christianity, and tea, all those things are closely related to Scotland and England. However, like all the other things in the world, England and Scotland are not perfect nor ideal. They also have their own dark and bloody history, and one of the most important part of that history is the origin of witch-hunt, or in other words, the execution of witches. Witchcraft was treated as theRead MoreEssay about The Salem Witch Trials2167 Words   |  9 Pagesalive in New England, The Salem witch trials. The fire inside the Salem Trials needs a fuel, fed to it from the spoon of the stupid, will grown until it burns everything in sight. Who knew a mere lack of knowledge could get 20 people killed and drag Puritan society through hell. Highly religious peoples had a large role in fueling the hysteria that occurred during the trials. The fear from being attacked during the Indian war also had a played a big role in why the Witch Trials kept going strong forRead Mor eThe Crucible And Mob Mentality1154 Words   |  5 Pagesliterature, the authors illustrate the hysteria the people of Salem and Northampton experienced, and how they dealt with their troubles together. Moreover, groups of people who share the same beliefs can conform to a certain idea, whether it is correct or not. To begin, both The Crucible and â€Å"Half-Hanged Mary† are inspired by true, historical events. Both works focused on the behaviors of the towns Salem and Northampton during their witch trials, where the civilians displayed extreme behavior driven by

National Seminar On Green Environment Theme -Myassignmenthelp.Com

Question: Discuss About The National Seminar On Green Environment Theme? Answer: Introduction In the past two decades technological innovations has touched heights allowing common people to achieve milestones in life. Sustainability, on the other hand, is a concept that is globally accepted as one of the major point of focus as more and more people recognize the importance of their duties and responsibilities towards the environment as well as the society at large. The deterioration of the environment has significant impact on the lives of each individual hence it is important to combine technology with sustainability to ensure a better and healthy future for the coming generations (Volberda et al. 2013). This report comprises of an analysis of a sustainable innovation in terms of its feasibility, practicality and ergonomic usage by end consumers. This report also elicits a conclusion form an investors perspective. Brief description of the innovation The idea of the business is to manage and eliminate e-waste in Delhi, with the help of advanced technology and implementing the idea of recycling and reusing of items which are possible and disposing of items which are not possible to recycle or reuse. In the process of disposal, the firm wants to implement procedures which will ensure minimum carbon exposure to the environment. Feasibility of innovation The first and foremost aspect of an innovation is feasibility, which means how far it is possible to carry out or is it just a theoretical concept. Any innovation requires financial support and initial investment in order to start the process of getting the project together. The idea that is being discussed is management of e-waste which is one of the main reasons for air water as well as land pollution in many parts of the world, Delhi to be more specific in this case (Sthiannopkao and Wong 2013). Market feasibility: this is high as there are a number of business units who do not know what to do with their e-wastes and end up dumping. With changing view among the business environment of India more and more entrepreneurs are recognizing their duties towards the environment and the society; hence this idea has a good market opportunity (Volberda et al. 2013). Economic feasibility: implementation of new technology has an initial large investment, which is a weakness for the project but the project is also very prosperous in nature as discussed in the previous point. And the growth potential of the project in Indian Market is also good therefore it is economically also feasible (Volberda et al. 2013). Hence it can be said the business proposal is feasible and has potential to grow in the future as well as disposal of e-waste has been challenging for many organisation. Practicality of the concept The project and practicality of the business is not only theoretically possible but also has practical prospect as the firm has resources to incorporate the technologies and there are prospects in the plan. Evaluation of the market India has ranked 5th in the production of E-Waste in the world. On the other hand, Delhi has been declared as the most polluted cities in India, therefore it is an opportunity for the firm on the other hand there are a number of established players in the market like e-waste recyclers, Hindustan e-waste management etc pose a serious threat to the idea (Uniindia.com 2017). The government of India is also taking steps and encouraging organisations to manage the e-wastes in a sustainable manner. Since, the proposal states that the focus in not only on disposal but also on recycle and reuse of materials the prospects of the business increases as just 1.5 per cent of India's E-Waste is recycled. Therefore, it can be said that there is a potential market but there are also equal amount of threat (Uniindia.com 2017). Analysis of the market There are two kinds of customers in the product and services that are being elicited in the presentation, the direct customers are people who will buy the recycled products from the organisation, and the indirect customers are the organisation that will avail the services of e-waste management. The products and services that are offered are said to be priced according to the Per capita income of the region. As the products will be secondhand it will be profitable of the consumers therefore it is within the purchasing power limit (Sthiannopkao and Wong 2013). Investors point of view Distribution strategy: in the presentation the distribution strategy is mentioned in a very arbitrary manner without specifying the steps the process of operation is going to follow, the technology etc are not mentioned in the strategy. Cost and finance: The monetary explanation of the project has been offered in a good way therefore as an investor it is helpful to understand the risk as well as prospects associated with the project, because the procedure or the distribution strategy is still unknown as an investor that is a major drawback. Rate of return: with the finance and cost of the project the rate of return is also explained. As an investor the prospects of the project seem to be on the positive side (Sthiannopkao and Wong 2013). Exit plan: The proposal has a satisfactory exit plan and as an investor, it is rational as well. The idea of merger and allowing franchise is practical as well as feasible as there are several Indian third parties help that is required in setting up the organisation as well. The proposal also states the prospective merger companies which as an investor is helpful (Bernardo 2014). Growth and sustainability of the product The product and services that are mentioned in the proposal are sustainable in nature as management of e-waste is one of the major pollution as well as societal issue globally. With the growth and advancement of technologies that manufacturing units are more and more looking for options that are sustainable in nature and are also assuring of the fact that their business operation have (Palett et al. 2013). The project is back with the idea of triple bottom line and as an investor it is important to take responsibility and invest in areas which not only is sustainable itself but is also helping other organisations to achieve the objective of triple bottom line (Cashman et al. 2014). Assessment of the team The team comprises of four individuals who have diversified knowledge base and specialization which will help the project get insightful inputs in the operations of the business. There are experts from both engineering as well as management background who will serve as the main resource of the business. Innovation in terms o technology will be handled by the technical experts whereas the business development and expansion of the business and implementing the management process of the business will be looked after by the management experts. Hence the team has capabilities in carry forward the project (Bernardo 2014). Conclusion It can be concluded form the above assessment of the idea can that the presentation is 4.5 out of ten, there are a lot of prospect in the idea but the ideas are supported by evidence in the presentation. As an investor it is important to see proof of the project. The reason why is Delhi chosen out of all the cities around the world is also unclear in the presentation. There is a lot of vague and incomplete information in the presentation based on which investors cannot incorporate so much money. The idea of the project seems lucrative but there are several intricate details of the project that are missing in the presentation. Thought the return, break even and the profits are discussed in a proper info-graphic way but these information lack support from practical factors. Therefore it can be said that the Investor is interested but needs more information. On the other hand, the amount of $ 1,800,000 AUD, is quoted which is too high for a single investor, therefore with more informati on and evidence only a part of the investment can be arranged. Unit Feedback The aspects associated with innovation like feasibility, practicality and analysis of the market are viewed from an in-depth point of view. These aspects of innovation will help in the future while investing in an idea. The concept of sustainability in business is also learned which has helped in recognised the duties and responsibilities each individual have towards building a sustainable future. Reference List: Bernardo, M., 2014. Integration of management systems as an innovation: a proposal for a new model.Journal of Cleaner Production,82, pp.132-142. Cashman, G.D., Nardari, F., Deli, D.N. and Villupuram, S.V., 2014. Investor behavior in the mutual fund industry: evidence from gross flows.Journal of Economics and Finance,38(4), pp.541-567. Palett, A.D., Aiswarya, S. and Jacob, P., 2013, December. E-WASTE MANAGEMENT. InNational Seminar on Green Environment Theme: Waste Management December 17th-18th, 2013(p. 74). Sthiannopkao, S. and Wong, M.H., 2013. Handling e-waste in developed and developing countries: Initiatives, practices, and consequences.Science of the Total Environment,463, pp.1147-1153. Uniindia.com., 2017.Workshop on 'E-Waste Management- Challenges, Prospects Strategies' organised. [online] uniindia.com. Available at: 1. https://www.uniindia.com/workshop-on-e-waste-management-challenges-prospects-strategies-organised/other/news/820030.html [Accessed 28 Jan. 2018]. Volberda, H.W., Van Den Bosch, F.A. and Heij, C.V., 2013. Management innovation: Management as fertile ground for innovation.European Management Review,10(1), pp.1-15.

Wuthering Heights monologue Essay Example For Students

Wuthering Heights monologue Essay A monologue from the novel by Emily Bronte NOTE: This monologue is reprinted from Wuthering Heights. Emily Bronte. New York: Harper Brothers, 1848. MRS. LINTON: How long is it since I shut myself in here? It seems a weary number of hours it must be more. I remember being in the parlour after they had quarrelled, and Edgar being cruelly provoking, and me running into this room desperate. As soon as ever I had barred the door, utter blackness overwhelmed me, and I fell on the floor. I couldn\t explain to Edgar how certain I felt of having a fit, or going raging mad, if he persisted in teasing me! I had no command of tongue, or brain, and he did not guess my agony, perhaps: it barely left me sense to try to escape from him and his voice. Before I recovered sufficiently to see and hear, it began to be dawn, and, Nelly, I\ll tell you what I thought, and what has kept recurring and recurring till I feared for my reason. I thought as I lay there, with my head against that table leg, and my eyes dimly discerning the grey square of the window, that I was enclosed in the oak-panelled bed at home; and my heart ached with some great grief which, just waking, I could not recollect. I pondered, and worried myself to discover what it could be, and, most strangely, the whole last seven years of my life grew a blank! I did not recall that they had been at all. I was a child; my father was just buried, and my misery arose from the separation that Hindley had ordered between me and Heathcliff. I was laid alone, for the first time; and, rousing from a dismal doze after a night of weeping, I lifted my hand to push the panels aside: it struck the table-top! I swept it along the carpet, and then memory burst in: my late anguish was swallowed in a paroxysm of despair. I cannot say why I felt so wildly wretched: it must have been temporary derangement; for there is scarcely cause. But, supposing at twelve years old I had been wrenched from the Heights, and every early association, and my all in all, as Heathcliff was at that time, and been converted at a stroke into Mrs. Linton, the lady of Thrushcross Grange, and the wife of a s tranger: an exile, and outcast, thenceforth, from what had been my world. You may fancy a glimpse of the abyss where I grovelled! Shake your head as you will, Nelly, you have helped to unsettle me! You should have spoken to Edgar, indeed you should, and compelled him to leave me quiet! Oh, I\m burning! I wish I were out of doors! I wish I were a girl again, half savage and hardy, and free; and laughing at injuries, not maddening under them! Why am I so changed? why does my blood rush into a hell of tumult at a few words? I\m sure I should be myself were I once among the heather on those hills. Open the window again wide: fasten it open! Quick, why don\t you move? We will write a custom essay on Wuthering Heights monologue specifically for you for only $16.38 $13.9/page Order now

The Concept of Norm and Normative in the Society The Power of the Ordinary

The Concept of Norm and Normative in the Society The Power of the Ordinary Introduction: Through the Prism of the Social Standards The aspect of norm and normative in the modern society has become a considerably questionable issue because of the culture diversity on the one hand and the freedom of self-expression on the other one.Advertising We will write a custom critical writing sample on The Concept of Norm and Normative in the Society: The Power of the Ordinary specifically for you for only $16.05 $11/page Learn More Therefore, I would like to bring into discussion the manner in which Butler interpreted the idea of norm and normality and the way author related it to power in her work (Butler, p. iii, para. 2). Analyzing the methods the author used to draw the line between the normal and the abnormal, as well as to determine the impact which the power had on people’s judgments concerning what is normal and what is not, one can possibly realize that there is a distinct connection between Butler’s and Foucaultâ€℠¢s ways of reasoning and see what choices Butler makes. Therefore, the question is, whether the social norms as interpreted by the genealogical concepts can be shaped and changed, as well as how they can be categorized in the society. In addition, I find it important to learn whether what is considered a norm is predetermined by the natural or the social aspects. Concerning the Methods: The Chosen Pathway Obviously relating to the archaeological concept developed by Foucault, Butler’s idea concerning the norms as the power that makes people who deviate from the â€Å"norm† to be â€Å"misrecognized or remain unrecognizable precisely because they exist at the limits of established norms for thinking embodiment and even personhood† (p. iii) touches upon the problem of what normality is and by what factors the given concept is shaped. It is obvious that Butler comprises the idea of the â€Å"normality† shaped by Foucault, yet the fact that the author bases t he issue of normality on the â€Å"powerful logics† (Butler, p. iii) of the humankind raises the question whether.Advertising Looking for critical writing on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Butler presupposes that the social values and standards can be changed by the â€Å"majority power.† Moreover, since Butler recognizes the â€Å"dynamics of power† (Butler, p. iii), I would like to know if Butler actually admits that the idea of â€Å"normality† can shape and change, bringing what used to be the lowest common denominator of morality to the golden standard of the future. On the Values: Foucault’s Vision, Butler’s Interpretation When claiming that structuralism helps to understand and recognize the forms of gender that are considered less possible than the others, as well as why they are, Butler actually gives reasons to believe that the archaeological struc ture of the society can change from a certain model of behavior to diametrically opposite. Thus, it is reasonable to suppose that Butler also touches upon Foucault’s concept of â€Å"ditto† in the given excerpt. Expanding Foucault’s theory, Butler conveys the idea that the aspects of power and normality are closely intertwined in the society. Conclusion: A Norm Stretched Beyond Its Boundaries Therefore, it must be admitted that the essence of a norm shapes together with the standards of the epoch. The latter are, in their turn, shaped and enhanced by the power of the majority mentioned by Foucault. Hence, I believe that the standard and what is thought to be â€Å"unbelievable† are bound to co-exist in the society, since the former and the latter can switch places according to the power that is currently shaping the society behavior model. Butler, Judith. Performativity, Precarity and Sexual Politics. Berkeley, CA: University of California, 2009. Print.

Cuts the Word Peace Essay Example | Topics and Well Written Essays - 1000 words

Cuts the Word Peace - Essay Example This essay gives various definitions about terrorism and traces back its origin. Further, it seeks to explain different types and forms of terrorism and its effects to the society, environment, and government. Terrorism bears itself the words destruction and violence. To some, it means death and hell. Probably, all over the world, this word has gone every corner of the society. Indeed, terrorism can be found anywhere, as long as there is life. Different walks of life especially the children, probably if asked, as to what they understand about it would answer, â€Å"terrorism is what the ‘Justice League’ (super hero characters) combating against.† Or, other school children might say, â€Å"Oh! It’s something I play with in the computer; don’t you play counter strike and plants versus zombies?† The dangerous influence brought about by terrorism has entered even into the young little hearts. It seems like everyone knows it, even a five year old c hild. Since the beginning of the recorded history, terrorism has been evolving with its meaning and image. As technology grows, there are many kinds of terrorism emerging in like a root of plant that enormously increases in length. Perhaps, it would continue to grow more until it reaches the depth of limits. The term terrorism comes from the root word ‘terror,’ which means overmastering fear (â€Å"Terror†). But if somebody would ask who created fear? ... Thus, terrorism was used to resist occupation. All countries upon the face of the earth have witnessed and even some had participated in the act of terrorism like invasion and war. The September 11, 2001 attack in the US World Trade Center is one work of terrorism. The terrorists behind this terrible thing intimidated the government and the society. Political leaders, analysts, and even the students of Political Science discipline know that this is a game played by a single or group of persons aiming to overturn the government and destroy its very foundation--the common people. Hence, here terrorism is defined as â€Å"the destroyer.† A boy playing counter-strike enjoys the thrill that the game creates. He might say, â€Å"This is good, I like the feeling of becoming a terrorist.† In addition, terrorism brings ‘horror’ in the minds of the ones who are fond of playing unusual games. It is like â€Å"putting the horror in the minds of the audience, and not n ecessarily on the screen† (Garrison 12). In addition, fear, horror, and terror are somewhat synonymous to the term terrorism. In an author’s point of view, where they usually define terrorism with concise examples, illustrations and provide the reader’s with a scene ‘like horror’. They used to claim that this term is a political act. Some described this word â€Å"as both tactic and strategy, a crime and a holy duty; a justified reaction to oppression and an inexcusable abomination† (â€Å"What Is Terrorism†). In addition, the FBI used to view the term as the unlawful use of force to further political or social objectives through violence. However, nowadays, terrorism has been into many forms--either small or great. In fact, it has reached the surface of cyberspace. The

Coaching Term Paper Example | Topics and Well Written Essays - 2000 words

Coaching - Term Paper Example In simple terms, coaching is training or development that involves an individual (coach) supporting the learner (trainee) in achieving professional objectives. There many types of coaching like business, sports, and philosophy to other. A coaching philosophy is what one values and how he will approach his coaching roles. Coaching philosophy covers ones purpose as a coach and how he will approach player development and winning. Ones coaching philosophy is composed of the primary objectives and at times beliefs and the principles that one adhere to achieve his goals (Program, 2010, p. 45). One’s coaching philosophy will guide him on how to behave as a coach and how to interact with his or her athlete, footballers among other examples. Coaching philosophy has to touch on who one is and who one wants to be in future. In many occasions, it is based on one’s experience, knowledge, opinions, and beliefs. All excellent philosophies irrespective of their length describe and explain the purpose of coaching, the views, and the principle that the coach will use to achieve his goal. (Association A. F., 2012, p. 130) Some of the elements of the coaching philosophies are discussed below. Motivation vs. Inspiration: Inspiration is the shortest- lived character or behavior. In many occasions when a challenge requires a force and application over time, inspiration may help to start us off, but motivation provides the perseverance required. (Barbour, 2011, p. 335) On the other hand, motivation is based on the intrinsic need of people, for example, how vital is the outcome for the performer. As far as the footballer has made up his mind as to the desirability of this result for him then his coach can help him to achieve his goal. When a footballers or athletes depend on the coach for his so called motivation, then the coach will be in trouble. It is because coaches need highly motivated players to work within the field. Plan, prepare

Urban trends in developing countries Essay Example for Free

Urban trends in developing countries Essay The urban trends in the world’s poorest countries have recorded an impressive growth in the last few decades. As a continuous process, urbanization in many developing countries is attributed to a number of factors. These include population growth, transformation of rural areas into small towns, poverty and unemployment, environmental degradation, lack of the basic infrastructure, increasing international immigration among others (Cohen, 2006, p 7). In Nairobi, the capital city of Kenya, the history of urbanization dates back to the colonial era. Historical causes and factors like over population in the rural areas of the country led to an increased mobility of people with an expectation of urban development. As well, increased trade which favored some geographical areas of the country led to urbanization in Nairobi. Subsequently, the administrative and industrial centers were favored by colonialists thus giving rise to improvement of infrastructure that encouraged urbanization in Kenya’s capital city (Baker, 1989, p. 53) In the year 1948, the total number of urban centers in the country was 17 with over 100,000 people. However, both the number of urban centers and size of population significantly increased by the year 1979 to 91 centers. Nairobi, with its low agricultural activities accounted for nearly 17. 8% of the total urban population during this year (Baker, 1989 p. 56). Currently, the population has doubled since 1978. It is also projected that the population will increase by 77% within 2007-2050 (Yin Kent, 2008). Among the implications of urbanization in Nairobi which grows approximately by 10% each year include an increased poverty, shortage of housing which has resulted to slums, inadequate transportation and infrastructure, water supply, increased danger of epidemic diseases, environmental degradation among others (NY, 1988). Reference Baker, J. (I989). Small Town Africa: Studies in rural-urban interaction. (pp. 53-56). Nordic Africa Institute, 1990. Cohen, B. (2006). Urbanization in developing countries: Current trends, future projections, and key challenges for sustainability.Retrieved October 25, 2008 from http://www7. nationalacademies. org/dbasse/Cities_Transformed_World_Technolo gyInSociety_Article. pdf. New York Times. (1988). Nairobi slum: Urbanization as a cancer. Retrieved October 25, 2008 from http://query. nytimes. com/gst/fullpage. html? res=940DE7D71F38F93AA35755C0 A96E948260 Yin, S. Kent, M. (2008). Kenya: The demographics of a country in turmoil. Retrieved October 25, 2008 from http://www. prb. org/Articles/2008/kenya. aspx

hard :: essays research papers

Hard Times, by Charles Dickens, was a representation of his time. Times were hard for children and adults alike. People who questioned what they were taught, often went through struggles and â€Å"hard times.† Eventually, the people who were looked down were the ones who really helped those in need. Throughout the book, there are many ironic instances. Thomas Gradgrind was a man built on the idea that facts and statistics were the only truth in life and all that was needed to have a healthy and productive life. The only truth to him was his very own vision of the truth. Simple put, Thomas Gradgrind strived for perfection. He strived to be perfect, which is what his philosophy was based on, and he strived to make his children perfect and not to wonder. He raised his children never to wonder, never to doubt facts and to never entertain any vice or fancy. As soon as Gradgrind’s children were old enough to absorb, he was feeding giving more lessons than they could hold. His children were brought up only knowing one way to live and that was the idea that if it is not fact, then it is false. He was emotionaless as were his children because they were brought up only knowing what they were taught by him. Eventually, as Gradgrind’s children became older, what they were taught began to turn sour in their minds. Tom, Grandgrindà ¢â‚¬â„¢s son, began to despise his father and all he was taught and thus began to rebel. He took to smoking and gambling, which eventually led to his downfall. Tom had grown up to become a sycophantic, self-absorbed parasite. He had turned out the exact opposite as hoped. Thomas Gradgrind had raised his children never to wonder, but wondering intrigued them. Gradrgind had observed his children peeking into a circus tent because they were curious as to what was inside. The children were scolded for being curious, but seeds were planted into their minds of how there was more to life than what they had been taught. Futhermore, Tom, a usually well-behaved child, began to rebel after this incident. At first, he was rebelling in his mind, but eventually, after Tom moved out of his father’s house, so began his more visible rebellion. Once more, this is exactly what Mr. Gradgrind had tried to avoid whilst raising his children. When Tom Gradgrind was in serious trouble because of his gambling debts, he confided in his sister, Louisa.

Comparing Rich Points

Comparing Rich Points: Understanding Japanese Languaculture Research Thesis Presented in Partial Fulfillment of the Requirements for graduation with Research Distinction in Japanese in the Department of East Asian Languages & Literature at The Ohio State University by Andrew Gaddis The Ohio State University March 2012 Project Advisor: Professor James M. Unger, Department of East Asian Language and Literature 1 1. Introduction In this thesis, I attempt to show the linguistic and non-linguistic behaviors that are found prominently throughout Japanese society. This paper is divided into two major parts.The first is devoted to describing the prominence of the metaphorical concept LEARNING IS A JOURNEY in the linguistic behavior of Japan. The second describes how the same metaphorical concept is also found throughout the non-linguistic behavior of the Japanese culture. Based on Lakoff and Johnson’s (1979) general theory of meaning, this paper examines a particular instance of the r elationship between Japanese culture and language in detail, namely the Sino-Japanese noun doo ‘road, way’ ? and native noun miti. Lakoff and Johnson argue convincingly that metaphors are not just literary or poetic uses of words separate from ordinary language use.Metaphorical relations, in their view, are essential to how speakers of a language deal with meanings. One of their key examples is the journey metaphor seen in such English sentences as â€Å"We arrived at a conclusion† and â€Å"I don’t think our relationship is going anywhere. † For Lakoff and Johnson, such sentences illustrate the metaphors ARGUMENTS ARE JOURNEYS and LOVE IS A JOURNEY. Sino-Japanese doo is frequently used as a suffix in nouns with meanings that connote a spiritual path or way, or at least some method of self-cultivation. Since the character ? s customarily glossed miti, this native noun too has that metaphorical connotation. This character was adopted from China by wa y of the Korean peninsula in 2 the 1st millennium CE (Frellesvig 2010), where it long had a strong metaphorical connotation (spiritual path or way) already in the classics of the 1st millennium BCE, most notably the Daodejing of Laozi . Today, we see its widespread use in non-Daoist contexts. I argue that these expressions show that the underlying metaphor LEARNING IS A JOURNEY is particularly robust in Japan language life (gengo seikatu . By comparing Japanese doo and miti ‘road, path’ with English journey, we find similarities and differences that can be understood in terms of the concepts languaculture and rich points introduced by Michael Agar in his book Language Shock. As I will discuss in detail in Section 4, Agar argues (1) that language use cannot be understood outside the cultural context in which it is used, and (2) that conspicuous differences in the way two languacultures talk about the same or similar real-world facts and events reveal how they are struc tured.Human beings have much in common all over the world, so similarities in languacultures are numerous and expected, at least for people living in similar ecological circumstances. Rich points stand out precisely because they occur unexpectedly when one compares two languacultures. By comparing Japanese doo and miti with English journey in Lakoff and Johnson’s sense, I propose to show that the journey metaphor is a locus of an important rich point found within the two languacultures. I turn to the topic of pilgrimages in the second part of the paper (Section 5).Pilgrimages has long had played a significant role in Japanese religious practice. By the time of the Edo period, a gentleman was expected to cultivate skills in â€Å"medicine, poetry, the tea ceremony, music, the hand drum, the noh dance, etiquette, the 3 appreciation of craft work, arithmetic, calculation, literary composition, reading and writing† (Totman 1993,186). Once one has acquired considerable skil l in the art of pursuit, they would often go on a pilgrimage to learn more about the art and study the methods used in distant places. For this reason, pilgrimages were an important learning experience for the Japanese people.Here, I argue that the concept of LEARNING IS A JOURNEY exists even in the non-linguistic behavioral context. In the end of the section, I argue that LEARNING IS A JOURNEY is a common concept to both the linguistic domain and the non-linguistic domain of Japanese languaculture. I attempt to prove that the commonality found in the two domains is not due to a cause-and-effect relationship, where one domain causes the other. Instead, I suggest that both of these behaviors have their origins from a common set of historical circumstances, namely the impact of Chinese culture, Buddhism and Daoism.I argue that the impact of Buddhism and Daoism on Japanese intellectual thought have played a bigger role in shaping this conceptual metaphor that are prominently seen in bo th the linguistic and non-linguist domains of Japanese culture. 2. Theory of metaphor For most people, metaphorical expressions are assumed to be extensions of ordinary language, that is, instances of language outside of conventional usage intended to represent or suggest non-literal meaning. For this reason, metaphor is seen as extraordinary—a device of the literary or poetic imagination. Opposing this view, 4Lakoff and Johnson argue that metaphor is pervasive in everyday language, thought, and action. To understand metaphor, one must first identify its source. Lakoff and Johnson claim that metaphor originates in prelinguistic thought, not in language per se. Our concepts structure what we perceive, how we get around in the world, and how we relate to other people. Thus, our conceptual system plays a central role in defining our notions of reality. Since we are not consciously aware of most of the actions we do everyday, distinguishing the different components of our concept ual system is by no means straightforward.However, because communication is based on the same conceptual system that we use in thinking and acting, we can figure out just what that system is like through linguistic analyses. To give a concrete example, Lakoff and Johnson start off with the concept ARGUMENT and the conceptual metaphor ARGUMENT IS WAR. The following is a list of sentences that they cite to illustrate this point: ARGUMENT IS WAR Your claims are indefensible. He attacked every weak point in my argument. His criticisms were right on target. I’ve never won an argument with him. You disagree? Okay, shoot! (Lakoff & Johnson 1979, 4) 5Notice that these sentences are not just explicitly about war but the actions mentioned in the sentences only make sense in relation to the concept of war. Since argument is an attempt to persuade someone of something or to accept a particular conclusion, we can conceive of arguments as something to win or lose. We defend our position an d strategize a way to attack our opponent’s claims. Though a physical battle does not take place, a verbal one does, and many of the actions we perform in an argument reflect this. This instance well illustrates how metaphor pervades not just language but thought and action as well.The full significance of this theory does not come into sight when looking at a single language and its ambient culture. Try to imagine a culture where arguments are not viewed in terms or war, where no one wins or loses, or where there is no sense of attacking or defending. Imagine a culture where direct confrontation is shunned, where people are extremely cautious not to disprove the opinions of others, where the participants’ social statuses determine the amount of force that will be considered as appropriate in the conversation, and go-betweens are used to solve most conflicts.In such a culture, people would, according to Lakoff and Johnson, view, experience, perform, and talk about the arguments differently. But the people of our culture might not see them as â€Å"arguing† at all, because what they are doing does not fit our metaphorical understanding of what constitutes arguing. This is how a metaphorical concept structures what we do and how we experience it. It is not that arguments are a subspecies of war in any metaphysical sense. It is rather there is a type of conversation that, in English-speaking culture, is 6 viewed, experienced, performed, and talked about in terms of war.The concept is metaphorically structured, the activity is metaphorically structured, and, consequently, the language is metaphorically structured. Although metaphor plays a central role in structuring language, there is nevertheless an extensive range of concepts that are not comprehended with the use of metaphor, which often is referred to literal language. For example, the sentence â€Å"The apple fell on Newton’s head† can be deployed in a completely literal wa y. It could be an example sentence in an academic paper on generative syntax, or a sentence in a child’s book explaining a picture.But in our language, one is more likely to encounter this sentence in a context in which it is freighted with metaphorical meaning. It is typically deployed in contexts where the speaker wants to let the listener know that s/he sees a relevant comparison between something they have either observed or known about and beliefs they share about the invention and discovery. The sentence may be used in a humorous or ironic way (making fun of someone suddenly realizing something), or a dramatic, serious way (praising someone with a proverbial reference).By comparing our abstractions (ideas, emotions, etc. ) to what can be physically experienced, we can get a grasp on them in clearer terms. The JOURNEY metaphor is commonly used in many languages. In English, we have many expressions where the concept of love is often described as that of a journey, which will be referred to as LOVE IS A JOURNEY metaphor. For example, take a look at the following common expressions: 7 Look how far we’ve come. We’re at a crossroads. We’ll just have to go our separate ways. We can’t turn back now. I don’t think this relationship is going anywhere.Where are we? We’re stuck. It’s been a long, bumpy road. This relationship is a dead-end street. We’re just spinning our wheels. We’ve gotten off the track. (Lakoff & Johnson 1979, 44) In every case, love is understood in terms of a journey. It is clear that the lovers are the travelers, and the relationship is the vehicle. The purpose of the journey is for the travelers to reach a destination, more precisely, for the lovers to accomplish their goals of common interest. What the dead-end street and spinning wheels are alluding to are the difficulties in reaching that destination.The purpose of these expressions is to encourage the listener to draw an inference. Take the expression â€Å"Where are we? † for example. Outside of the love metaphor context, it is a simple question. The metaphorical context invites the listener to reflect on how things came to be the way they are, how they might have turned out differently, and what could be done now to 8 change them. By accepting the scenario of making a journey toward the consummation of love, we can comprehend the analogy used to reason the human relationship of love.To end the section on a similar note, it is sometimes said that English secondlanguage learners have trouble with expressions like â€Å"We’re at a crossroads† or â€Å"it’s been a long, bumpy road. † The likely reason for this is because the difficult part of acquiring language proficiency does not so much lie in the process of mastering the vocabulary or grammar of a language, but mastering the metaphors typically used in the language. This is especially the case since dictionari es take only limited account of the metaphorical meaning of words and phrases.The problem is that ways of talking about the experience of love in English language are metaphorically absent in the learner’s language and culture. 1 Therefore, learning to recognize the metaphorical relations in language is key not only to understanding the way the speakers of the language conceptualize the world but also to acquiring language proficiency. The concept is metaphorically structured, the activity is metaphorically structured, and, consequently, the language is metaphorically structured. 3. doo and miti? Much like in the English language, the JOURNEY metaphor is a frequently used concept in the Japanese language.Take a look at the following examples of the LOVE 1 An idiom is a word or phrase that is morphologically or syntactically irregular with respect to the language in which it occurs. Native speakers often know an expression is idiomatic when asked. Metaphors, on the other hand, often occur below the level of consciousness. 9 IS A JOURNEY metaphor in Japanese: (1) a. koi no katamiti kippu love GEN one-way ticket ‘One-way ticket to love’ b. koizi no yami love’s pathway GEN darkness ‘Love is blind’ c. miti naranu koi path will not love Illicit love affair’ d. huuhu no miti husband and wife GEN path ‘marital values’ Again, in every case love is understood in terms of a journey. It is clear that the lovers are the travelers, and the relationship is the vehicle. It is noteworthy to mention, that the relationship can take various forms of a vehicle in the journey. Notice that there 10 is no single consistent vehicle that the journey metaphors all use. In example (1a) the vehicle of the relationship is some mode of public transport. Consider a situation when this expression is used.Given that this expression about a relationship is understood in terms of travel, the kind of reasoning evoked should generally reflect a situation where the lovers (travelers) are in a quickly progressing relationship (vehicle) to their goal of common interest (destination). The one-way ticket most likely implies that returning back to the start of the journey is not considered for the travellers, and that they are fast approaching their destination as if they were traveling by some mode of public transport. The rest of the examples, unlike (1a), do not specify the means of transportation for the travelers.For examples (1b) and (1c), this is because the purpose of the expression is to describe the impediments the travelers encounter in pursuing the destination. The literal translation of the two would be ‘darkness of love’s pathway,’ and ‘path that will not lead to the destination of love. ’ What the darkness and misguided path are alluding to is the difficulties in reaching the destination, both of which implies that a change of action needs to be taken to successfully rea ch the destination. (1d) literally translates ‘the path of the married couple. This expression represents the ideal path a married couple should take. Take a look at the following for examples of the LIFE IS A JOURNEY metaphor, which is also commonly found in both languages. (2) 11 a. zinsei yama ari tani ari life mountain exists valley exists ‘Life has its ups and down’ b. ikiru miti live (vb) road ‘The road of life’ c. senri no miti mo ippo kara thousand-mile GEN road FOC one-step ABL ‘A journey of a thousand miles begins with a single step’ Notice that the literal translation of these expressions in Japanese and English are highly idiomatic.This is why a word for word rendering of the expressions would seem unnatural. In example (2a), the lexical items yama ‘mountain’ and tani ‘valley’ are translated â€Å"ups† and â€Å"downs. † Knowing that this expression represents life as a sort of journe y with obstacles to overcome, we can conjecture the logic behind this expression without much effort. A traveler would occasionally encounter times of relative ease and difficulty throughout the journey. While walking up a mountain is a laborious task, walking down the mountain into the valley requires considerably less effort.What the metaphor suggests is that the experience of life is much like that. There are times of ups and downs, good and bad, easy and hard etc. Nevertheless, if the expression were to remain in its literal translation, â€Å"life has its 12 mountains and valleys,† it would not be too difficult for the English speaker to comprehend the message being communicated. Since LIFE IS A JOURNEY is a commonly used metaphor in the English language as well, the enormous amount of information that is not explicitly provided will be understood from the knowledge of how life is understood in relation to a journey.It is not that the languages do not have expressions th at are equivalent in meaning, but it is more that the lexical items used to construct a metaphorical expression in one language do not match the lexical items in the other. Therefore, even if the expression is uncommon to the hearer, given that it is a commonly used metaphor in the languages, an intelligent guess can be made to make sense of it all. The following is an example of the LEARNING IS A JOURNEY metaphor: (3) gakumon ni oodoo nasi scholarship DAT royal-road non-existent ‘There is no Royal Road to learning’Based on the meaning of this expression described in the Nihon Kokugo Daijiten, the phrase is a translation of the proverbial expression ‘There is no Royal Road to learning’. This phrase is legendarily attributed to Euclid, who is said to have used it in reply to a king’s request for an easier way to learn geometry. A Persian Royal Road actually existed; it was a 1677-mile long highway stretching, in modern terms, from the center of Iran to northern Turkey. To get from the starting point to the end of the highway 13 is believed to have taken over 90 days on foot, but only a week by horse (Herodotus 1889, 213).By metaphorizing the process of learning geometry as a lengthy journey, the claim that a Royal Road did not exist not only signified that there was no shortcut but also that even a king could not make one, as the Persian kings had made the Royal Road. It is interesting to note that despite long survival and overuse, the metaphor retains an appeal for speakers of many languages and is still used. Even Sigmund Freud famously described dreams as â€Å"Royal Road to the unconscious† in The Interpretation of Dreams, 1889 [1998]. In the context of Japanese culture, however, there are many expressions where learning is understood in terms of a journey.The reason for this is because the metaphor LEARNING IS A JOURNEY is a more salient feature in the Japanese language. The following are commonly used expressions of the LEARNING IS A JOURNEY metaphor in Japanese: (4) a. manabi no miti o aruku learning GEN road ACC walk (vb) ‘Walk the way of learning’ b. manabi no miti-annai learning GEN guidepost ‘A guidepost of learning’ 14 c. manabi no sen-ri no miti learning GEN thousand-ri GEN road ‘The thousand-ri way of learning d. manabi no miti ni wa owari wa nai learning GEN the way LOC TOP end TOP non-existent There is no end in the way of learning’ The examples in (4) shows that a metaphorical noun phrase ? ’ â€Å"path† modified by â€Å"learning† can be used in the various expressions. In every case, learning is understood in terms of a journey, and it is clear that the learner is a traveler in pursuit of knowledge. The purpose of the journey is for the traveler to reach a desired destination, more specifically, acquiring knowledge. In these examples, learning relates to journey in the sense that the traveler will leave his or her known environment and venture into an unknown place where new discoveries will be made.In example (4a) the traveler is selfpropelled. That is to say, the traveler’s volition is the vehicle. The expression is probably used in situations where the person using the phrase is still in the progress of acquiring knowledge. Example (4b) illustrates a situation where the learner (traveler) makes use of available resources to alleviate the impediments of reaching the destination (acquiring knowledge). For instance, a traveler will often make use of guideposts as a guide for reaching the desired destination. Similarly, the learner will often rely on teachers, books, 15 r the like to guide them to acquiring knowledge. (4c) illustrates a situation where acquiring knowledge is an arduous task, and it compares this difficulty of attaining knowledge to long distance travel. (4d) is a common expression saying that there is no end to learning. Again, we know that all of these expressions are metaphorical because none of them would make sense literally. More examples are provided in (5): (5) a. zyoodoo become road (the way) ‘completing the path of becoming a Buddha’ b. zyuudoo gentleness road (the way) ‘judo’ c, aiki syuutoku e no miti aiki acquisition -to GEN road (the way) The way to aikido acquisition’ According to the Nihon Kokugo Daijiten, zyoodoo is Buddhist terminology that refers to either the moment a Bodhisattva becomes a Buddha after completing certain 16 practices and attains enlightenment, or the time Shakyamuni became enlightened sitting under the Bo tree. This Sino-Japanese term in its literal sense originally meant to attain the way. Zyoodoo is metaphorical inasmuch as it referred in the first instance to the historical Buddha but could then refer to someone else becoming a Buddha; this was no doubt borrowed from a preexisting metaphor use in Chinese.In the case of judo, as shown in (5b), we know that this is in fact a native Japanese noun coined in the Meiji period by the scholar Kano Jigoro (Watson 2008, xv). Before this coinage, this style of fighting was referred to as zyuzyutsu. Which makes sense since martial arts terminology prior to the Meiji period generally used the suffix ? zyutu ‘art, means, technique’ instead of the suffix ? doo. Zyuzyutsu was a brutal method of open handed combat that Kano felt was too violent for the modern age. Thus, in the interest of safety and practicality, he turned it into a sport under the name judo.The new institution Kodokan that he opened in Tokyo was, in his eyes, a place where â€Å"one is guided along a road to follow in life† (Watson 2008, xvi). It must be the case that he applied the suffix doo due to the fact that the metaphorical connotations it carried was appropriate for his philosophy2. The example in (5c) is a title of a book written by Kimura Tatsuo, a mathematics professor at the University of Tsukuba and an aikido enthusia st, about the art of aikido. Syuutoku e no miti generally means ‘the road to acquiring. ’ This phrase is often used to modify the nominal it follows.Thus, aiki syuutoku e no miti in its metaphorical sense means ‘the road to gaining knowledge about aikido. ’ 2 Many other traditional arts and martial arts employed the suffix doo (e. g. kendoo ‘kendo,’ kyuudoo ‘archery,’ sadoo ‘tea ceremony, way of tea’). 17 The reason for the many LEARNING IS A JOURNEY expressions arising in the Japanese language is attributed to an earlier influence from the Chinese classic Daodejing of Laozi. The Chinese word dao (‘road, way’ ? ) has long had strong metaphorical connotation of spiritual path or way. When the oanword and character were adopted in Japanese in the 1st millennium CE, along with them came the connotation. As stated earlier, learning is understood in part by the journey metaphor. Since this thought is crucial to the formation of the meaning, we see an abundance of words whose meanings are shaped by this metaphor. Take the native Japanese verb mitibiku ‘to guide; to lead; to show the way,’ for example. It is a compound word of ? miti and hiku ‘to lead, pull’. This word has departed from the literal meaning based on the meaning of components miti and hiku.We can see this from the following excerpt written by the Japanese poet, Yamanoue no Okura in the Man’yoshu: (6) moromoro no oomikami-tati hunanohe ni mitibiki moosi various NOM god PLUR prow LOC guide request ‘Various gods, I request you to guide this ship by its prow’ The literal meaning based on the components of the word cannot be applied here; however, the metaphorical extension of the meaning can be applied. According to the Nihon Kokugo Daijiten, the word has come to mean â€Å"guide† at least since the 8th 18 century, as we can tell from its use in the excerpt.The definition provided here is not the literal meaning, but the metaphorical. The fact that a metaphorical extension has been added to the literal meaning of the word, illustrates how a new metaphorical connotation may be incorporated into the original literal meaning of a word. In the case of , what probably happened was that the literal meaning it was originally associated with was bleached out over time, and took on the metaphorical meaning as its dominant meaning. Through these examples, we have seen that the journey metaphor has a significant role in the Japanese language. Since the expressions provided n this section are highly idiomatic, in most cases, a word for word rendering of the expressions may not intuitively make sense for the non-native speakers of Japanese. However, that does not take away the fact that the expressions in question surfaces from the same underlying metaphor. There are cases where both languages have an expression that serves the same purpose but the lexical matc hing is not quite the same, and there are cases where lexical matchings will be nearly exact. On the other hand, we have also seen how it is possible for a metaphor to be more salient in one language than in the other.These examples illustrate just how a metaphor common to both languages can manifest itself differently. 4. Languacultures and Rich Points To better understand the similarities and differences of the journey metaphor used in the English and Japanese language, I would like to present the concepts 19 languaculture and rich points introduced by Michael Agar in his book Language Shock. Languaculture refers to the notion that a system of conventionalized symbols, sounds, gestures, or the like used by a particular community for communication cannot be understood without also knowing the conventional behaviors and beliefs of that community.Therefore, he argues, it is necessary to tie the concept of language and culture together whenever talking about language (Agar 1994, 60). Rich point refers to a moment when a person is at a languacultural interface and encounters a difference in the ways of communicating from his or her cultural assumptions3. Let us look at the study of junkies by Agar to illustrate this example of rich points. Junkie is a term often used to refer to heroine addicts. During his two-year service in the U. S. Public Health Service, Agar worked to help treat heroin addicts.As a linguist, he started on a collection of terms used by the addicts. What he found peculiar about the collection of terms was that even though they spoke the same language as he did, they made use of certain words that was unique to the junkies. For example, the process of injecting heroin would be described in different terms by junkies, as opposed to people with background in the medical field. The premedical student will most likely begin describing the process like the following, â€Å"Well, you first take this hypodermic syringe, and then †¦ while the jun kie will say, â€Å"First, you take the works, and then †¦ † According to Agar, the heroin users he met during his service used what is referred to as the works to inject heroin; an assembly of the top of a baby pacifier fastened onto an eyedropper with a needle slipped over its narrow end and a gasket of thread or paper to hold it tight. For this reason, the term works is 3 The term languaculture refers to the notion that the use of language differs with respect to its culture. Therefore, differences in language use also occur within a language by various other subcultures. 0 generally used in their culture to refer to the instrument used for injecting heroin. Now, suppose a context where two junkies are walking up the stairs in a building. Here is what they say: (7) â€Å"Say man, you got your works with you? † â€Å"Yeah, they’re right here in my pocket. Don’t worry about it. † (Agar 1994, 90) After learning what the term works refers to, a n ordinary person may infer that this is a situation where a junkie inquires another to make sure he has the necessary equipment for getting intoxicated. However, that was not the reason for their exchange.Instead, they were concerned about the possibility of an authority being in the proximity. Since the possession of this instrument justifies arrest, the junkies were concerned because they were confined in an enclosed space; an enclosed space does not have much room to run or get rid of the evidence. The reason for the exchange quoted above is that one junkie is worried about the possibility of an authority being in the proximity, and the other reassured that he could get rid of the instrument quickly if an authoritative figure were to appear, since they are right in his pocket.This sort of encounter that arises from one’s languacultural assumptions is what Agar refers to rich points. Human beings have much in common all over the world, so similarities in languacultures are numerous and expected, at least for people living in similar ecological circumstances. However, occasionally an unexpected use of language will arise which reflects a difference between the underlying conceptual systems between the two languacultures. These conspicuous differences found in the 21 way two languacultures talk about the same or similar real-world facts and events reveal how they are structured.Having established these points, we can now see the similarities and differences that can be understood in terms of languaculture and rich point. As we have seen, the journey metaphor in Japanese languaculture is similar in many respects to that of the English languaculture. A person of the English languaculture can apply many similar uses of the journey metaphor used in his language to convey messages in Japanese. However, once we took a look at the LEARNING IS A JOURNEY metaphor, we noticed that there is some underlying difference between the two systems of languacultures.This rich point shows that the journey metaphor used in the Japanese languaculture is not always congruent to its uses in the English languaculture, more precisely that the conceptual metaphor LEARNING IS A JOURNEY is a much more salient feature of the Japanese languaculture. The reason why this rich point stands out to the English speaking community is precisely because we place a higher emphasis on knowledge as an entity that can be acquired. Take for example common English expressions like â€Å"I was hunting for the facts,† â€Å"I had to track that down,† â€Å"he won his degree at Oxford. The emphasis for these examples is that knowledge is something to be collected, whereas in Japanese, they place a stronger emphasis on knowledge as something that is to be transmitted to the learner through the process of engaging in the act, as we have seen in the LEARNING IS A JOURNEY examples. 22 5. Pilgrimages in Japan Now that we have made this point that the LEARNING IS A JOU RNEY metaphor is a more prominent feature of Japanese languaculture than English languaculture, let us see how it relates to observations we make about English and Japanese behavioral culture.For one, pilgrimages are loaded with rich points. As we can tell from such classical literary works like Heike monogatari and Sarashina nikki, pilgrimages have been an important religious practice for the Japanese people from at least the Heian period. Although it was originally an aristocratic practice, all classes of people were allowed to go on pilgrimages by the time of the Edo period (Vaporis 2008, 165). Due to the development of a national infrastructure provided with lodging, towns, and horses, this period of peace allowed for the masses to travel comfortably in search of spiritual fulfillment.The commoners were permitted to travel by the authorities as long as they were going on a pilgrimage or had familial purposes. Among the many temples and shrines in Japan, the amount of people maki ng pilgrimages to the Ise shrine increased rapidly. The Ise shrine is a Shinto shrine dedicated to the goddess Amaterasu in the city of Ise in Mie prefecture. Since ancient times, the festivals and offerings of the Ise shrine has been scheduled based on the cycle of agriculture. People would go to Ise to give thanks to the kami and pray for a plentiful harvest. ()The desire to make a pilgrimage to Ise Shrine, at least once in one’s life was universal among Japanese people of the day. The people who have had the opportunity to undertake the pilgrimage would share the things that they had seen and heard on the 23 journey. These travelers’ tales inspired others to undertake the journey, in a cycle that perpetuated the legendary status of the Ise pilgrimage as something that everyone should do at least once in their lives. The Edo period is often referred to as a time of peace and stability in Japan, and as such the people had the means and leisure time to pursue their aes thetic enjoyment.To explain, Tokugawa ideology grouped higher cultural attainments into two categories, bu and bun, military and literary arts. A gentleman of the time were expected to show interest in bun, more so than bu. Bun embraced reading and writing, Chinese thought, poetry, history and literature, noh dance and drama, tea ceremony, and other customary arts (Totman 1993, 186). Once one has acquired considerable skill in the art of pursuit, they would often go on a pilgrimage to learn more about the art and methods used in distant places. Thus, pilgrimages were an important learning experience for the Japanese people.Take the renowned haiku poet Matsuo Basho for example. In his travel diary Oku no hoso miti (Keene 1996), Basho journeys on foot to see the sites that had inspired famous poets before him. He knew the location of the places the poems described, and it was important for him to get a direct experience with the inspiration the poets must have felt when composing thei r poem. Basho’s descriptions of the places he visited, many of which were at shrines and temples, were significant not just because the sites were awe-inspiring, but because of the legends and poems associated with the locations.Like the poems that inspired Basho to take on the journey, his own work have in turn inspired others to travel and learn about the places he talk about from a first hand experience. 24 Sangaku pilgrimages are another example. Sangaku are geometrical puzzles written on wooden tablets, which were placed as offerings at Buddhist temples and Shinto shrines. In Japan, it is fairly natural to hang wooden tablets at shrines and temples; for centuries before sangaku came into existence, worshippers would bring gifts like the sort to local shrines. The kami, it was said, loved horses, but horses were expensive.So a worshipper who could not afford to offer a living one, offered a horse drawn on a piece wood instead. In fact, many tablets from the fifteenth cent ury and earlier depict horses (Fukagawa & Rothman 2008, 8). However, there was also a practical purpose in hanging the tablets. Ordinary people at the time could not afford to publish books with their novel mathematical problems. Therefore, as an alternative solution to gain recognition, they took up the ancient custom of bringing votive tablets to temples and began to hang sangaku to advertise their work (Fukagawa & Rothman 2008, 21).Just like the poets who would travel for the sake of knowledge and experience, a number of geometers including Hodoji Zen, and Sakuma Yoken took â€Å"sangaku pilgrimages† to teach mathematics, encourage amateurs and lovers of geometry, and to hang and see previously hung sangaku in temples around the country. Among these itinerants was Yamaguchi Kanzan, a mathematician from the school of Hasegawa Hiroshi. In his journeys, he recorded a substantial travel diary that describes the sights, meetings with friends and other mathematicians, and the sa ngaku, problems he came across.With many distant mathematicians, he has discussed new technical methods of solving mathematical problems. â€Å"If you buy this book,† he claimed, â€Å"then you will be able to know and obtain without traveling the new technical 25 methods of solving problems of far-away mathematicians† (Fukagawa & Rothman 2008, 244). () Pilgrimages were an important method of self-cultivation for people from all walks for life, with interests ranging from martial arts to moral philosophy. There are many reasons for the rise in popularity of pilgrimages, but it is probably the case that the roots of this trend come from Zen Buddhism.The history of Zen begins in Japan with the samurai class of Kamakura. Zen Buddhism had little chance of becoming popular in Heian period Kyoto due to the strong opposition of the older schools of Buddhism. Where as in Kamakura, there were no such difficulties. Due to its philosophical and moral nature, Zen appealed greatly to the military classes (Suzuki 1959, 60). As the samurai’s became a new force in politics, they brought with them the newly embraced religion to the court.This in turn had significant influence in not only the court, but through general cultural life of the Japanese people all the way to the Edo period. Buddhist models inspired many of these pilgrimages that we see throughout history. The prototypical pilgrimages example in Japan is when Zen priests go on angya ‘pilgrimage’ , which literally means, â€Å"to go on foot. † Historically, angya referred to the common practice of Zen monks and nuns travelling from master to master, or monastery to monastery, in search of someone to practice Zen with (Baroni 2002, 8).So pilgrimages in Japan took the introduction of Buddhism, which later became associated with prominent Chinese cultures like Daoism, as we can tell from the various pilgrims mentioned earlier. The interesting thing about it is that this religious practice of undertaking a pilgrimage as a method of self-cultivation is emulated by 26 various other disciplines like the ones mentioned in example (5). It is also interesting to note the varying degree of prominence the intellectual journey has in the context of Japanese culture as opposed to the anglophone culture.Although the concept of an intellectual journey exists in the English-speaking world (e. g. visiting national parks, field trips etc. ), it is not quite as common or close to everyday consciousness as it is in Japan. The lack of explicit metaphors that reflect the notion of LEARNING IS A JOURNEY in English languaculture suggests a correlation of this difference with cultural behavior. The question then arises, what is the nature of the correlation between the observations we make in the linguistic and non-linguistic behavior we see about the Japanese?Is it the fact pilgrimages have had played a big role in the history of Japanese culture that because of the metaphorical bias of LEARNING IS A JOURNEY? Or is the causal relation the other way around? Or is there some third explanation? The main reason for the correlation we find between these two types of behavior is probably not a direct causal relationship between the two. Instead, the impact of Daoism and Buddhism on Japanese thought have probably played a role in making both the metaphor and the pilgrimage behavior prominent in Japan.This is indicated by the fact that many pilgrimages were inspired by Buddhist models, which also had a great impact on vocabulary and the content of literature; the relationship therefore seems the result of a common set of historical circumstances affecting both linguistic and non-linguistic behaviors. Both are an expression of this influence. 6. Concluding remarks 27 In this paper, I have given a contrastive analysis of the role the journey metaphor plays in the English and Japanese languages.I have argued that although there are many similarities in the use of the journey metaphor in the two languages, there also are remarkable differences in that the LEARNING IS A JOURNEY metaphor is a much more salient feature of the Japanese language. Based on the concepts languaculture and rich points, I have attempted to show that the LEARNING IS A JOURNEY metaphor is a locus of an important rich point in Japanese culture, in the sense that it is an underlying conceptual metaphor, which manifests itself in both the linguistic and nonlinguistic behavior of the Japanese culture.To illustrate how this finding might be applied to non-linguistic behavior, I have also examined the issue of pilgrimages. It seems that the correlation between the salience of the metaphor and pilgrimages are due to a common set of historical causes; it does not seem to be the case that the salience of the metaphor was caused by the practice of pilgrimages or vice versa. A contrastive analysis of metaphorical conceptualization proves to be a useful method when examining behavioral differences between two cultures.Further research of this kind should help understand similarities and differences in cultural cognition, linguistics, sociology, and ideology. 28 Work Cited: Agar, Michael. 1994. Language Shock: Understanding the Culture of Conversation. New York: William Morrow and Company, Inc. Baroni, Helen. 2002. The Illustrated Encyclopedia of Zen Buddhism. New York: The Rosen Publishing Group, Inc. Deutscher, Guy. 2010. Through the Language Glass: Why the World Looks Different In Other Languages. New York: Metropolitan Books Frellesvig, Bjarke. 2010.A History of the Japanese Language. Cambridge: Cambridge University Press. Freud, Sigmund. 1889 [1998]. The Interpretation of Dreams. Trans. James Strachey. New York: Avon. Fukagawa, Hidetoshi & Rothman, Tony. 2008. Sacred Mathematics: Japanese Temple Geometry. Princeton: Princeton University Press. Keene, Donald. 1996. The Narrow Road to Oku. Tokyo: Kodansha International Ltd. Lakoff, George & Johnson, Mark. 1979. Metaphors We Live By. Chicago: University of Chicago Press 29 Herodotus. 1889. The History of Herodotus: A New English Version.Trans. Rawlinson, George, Rawlinson, Henry, & Wilkinson, John. New York: D. Appleton and Company Suzuki, Daisetz. 1959. Zen and Japanese Culture. Princeton: Princeton University Press Totman, Conrad. 1993. Early Modern Japan. Berkley and Los Angeles: University of California Press Vaporis, Constantine. 2008. Tour of Duty: Samurai, Military Service In Edo, and The Culture of Early Modern Japan. Hawai’i: University of Hawai’i Press Watson, Brian N. 2008. Judo Memoirs of Jigoro Kano. Victoria: Trafford Publishing 30