Chinese Character Profile for æ©

æâ€" © (zÇŽo) means early in Chinese. It is often used in morning greetings. Both  Ã¦â€" ©Ã¥ ®â€° (zÇŽo Ä n) and  Ã¦â€" ©Ã¤ ¸Å Ã¥ ¥ ½ (zÇŽo shang hÇŽo) mean good morning. In Cantonese-speaking areas, æâ€" ©Ã¦â„¢ ¨ (zÇŽo chen) is how people say good morning. Sometimes, just a quick  Ã¦â€" © is a colloquial way of saying good morning. Other Chinese words or phrases that include the character æâ€" © usually have to do with the morning or being early. For example,  Ã¦â€" ©Ã© ¥ ­ (zÇŽo fà  n) or  Ã¦â€" ©Ã© ¤  ( zÇŽo cÄ n) both mean breakfast.æâ€" ©Ã¨ ¡ ° (zÇŽoshuÄ i) and  Ã¦â€" ©Ã¤ º § (zÇŽo chÇŽn) mean premature aging and premature birth respectively.   Radicals The Chinese character æâ€" © (zÇŽo) is made of two components. The top element is æâ€" ¥ (r à ¬), which on its own is the character for sun. But æâ€" ¥Ã‚  is also a radical, called the sun radical or also identified as radical #72. The lower element of the character is  Ã¥  . This looks like the ​modern Chinese character for the number 10,  Ã¥   (s hà ­), but that is not what this element is alluding to. Character Breakdown The symbol Ã¥   is an old form of ç” ² (jiÇŽ). Now,  Ã§â€ ² means â€Å"first† or â€Å"armor.† Thus, æâ€" © is a pictogram of the sun rising over a soldier’s helmet.  Therefore another way of interpreting æâ€" © (zÇŽo) is â€Å"the first sun.†Ã‚   Pronunciation æâ€" © (zÇŽo) is pronounced in the third tone, which is often described as the falling-rising tone. When you pronounce the syllable, make the pitch go down low and then bring it back up high. Mandarin Vocabulary with ZÇŽo Pinyin Characters Meaning ZÇŽo Ä n æâ€" ©Ã¥ ®â€° good morning ZÇŽo fà  n æâ€" ©Ã© £ ¯ breakfast ZÇŽo shang æâ€" ©Ã¤ ¸Å  early morning ZÇŽo xiÄ n æâ€" ©Ã¥â€¦Ë† previously; before ZÇŽo yÇ  æâ€" ©Ã¥ · ² long ago; for a long time

The American Of The United States - 1766 Words

Onyx Finn Katherine Jackson History 121 04 March 2015 The 1800s From 1819 to about 1839 many events took place in the United States. The Panic of 1819, this was the very first financial crisis in the United States. This caused many banks to close and many people to go into debt. The Monroe Doctrine was a document stating that the United States did not want the Europeans interfering with American affairs. The Jacksonian Democracy, Andrew Jackson wanted the Europeans to stop further colonization. The Indian Removal Act which eventually led to the Trail of Tears, forced Indians to move west of the Mississippi. Urbanization which led to the changes in technology, politics, communication, and sanitary conditions. These are only a select few things that happened during those twenty years. The Panic of 1819 was the first major financial crisis in the United States following the war of 1812. During this time banks everywhere in the country were failing. This was causing unemployment and most of all foreclosure, forcing people out of their homes and away from their farms. Prices began decreasing rapidly causing the agricultural and manufactural businesses to become the epitome of unemployment. As stated in the article Panic of 1819, â€Å"The primary cause of the misery seems to have been a change toward more conservative credit policies by the Second Bank of the United States. The Panic of 1819 was part of a new worldwide financial crisis but the inept management of the Second Bank ofShow MoreRelatedThe American Of The United States778 Words   |  4 PagesInduction From before it begins the Untied States has been a nation of immigrants. In 1607 the Virginia company of London sent a 34 Man crew to the new world efforts to find new land. These first ever settlers were the first immigrants to enter the Untied States. Immigrates would continue to flow into the US till the late 1800’s when the first immigration policies were created. 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American Literature Before 1865 Free Essays

While the land issue is frequently invoked as the reason behind the extermination of indigenous Americans by European settlers, the real issue was a clash of cultures that held incompatible world views. Among Native Americans (hereafter referred to as â€Å"Indians† for convenience and because this is actually Native peoples’ preferred appellation according to Coeur d’Alene writer Sherman Alexie), society was usually very egalitarian, and even democratic. Europeans on the other hand believed in top-down, societal structures with rigid orders and classes. We will write a custom essay sample on American Literature Before 1865 or any similar topic only for you Order Now Most Indians were hunters and gatherers; this is how they survived, acknowledging game and wild edible plants as gifts of nature. In light of the harsh, puritanical Yahwist world view of the Europeans, it is significant that those in a hunting-gathering society rarely have to work more than five or six hours per week in order to satisfy their basic needs; Euro-Christians were children of a vengeful, patriarchal god who demanded that they earn their bread by the sweat of their brow (unless of course, one was a successful capitalist, in which lower classes would do it on one’s behalf). Their warped belief system demanded that they till the earth; hunting was for sport. Many (not all) Indians found the thought of agriculture as an affront to the earth; if the Great Spirit had provided berries, roots and game animals, why would they scratch open the Great Mother seeking more? Sexuality was another issue; while most Indians embraced it as any normal, healthy life form and exhibited great tolerance for homosexuality and trans-gendered people (some of whom had high status, as was the case of the Cherokee â€Å"Two Spirit†), Europeans were – as many Americans are now – embarrassed, ashamed, intolerant and repressive when it came to sexual matters. Women among many Indian tribes also had a huge degree of freedom and equality with men, which was rigidly denied to European women. Different European groups had very different experiences and problems in encountering and interacting with Indians. In A Briefe and True Report of the New Found Land of Virgina, written in 1587 prior to the mysterious disappearance of the Roanoke Colony, the explorer Harriot – a product of the Elizabethan England of Shakespeare – wrote under the heading Of The Nature and Manners of the People that the Indians â€Å"†¦are not to be feared, â€Å" but warning â€Å"that they shall have cause to feare and love us, that shall inhabite with them† (241). Harriot goes on the describe them in some detail as to their animal-skin clothing, their lack of edged tools and their style of warfare. He writes, â€Å"In respect of us, they are a people poore, and for want of skill and judgement in the knowledge and use of our things, doe esteeme our trifles [toys, coins and cooking tools] before things of greater value† (242). This statement is significant, particularly in light of later experiences of the English in Virginia – experiences that involved great suffering, death and privation. Here, Harriot indulges in typical English chauvinism, judging Indian society and culture by the standards of his own. It should have become obvious over the ensuing twenty years that a lack of technology did not necessarily make for an inferior culture; masters of their environment, the Indians were well able to survive and even thrive in a place where the first English settlers starved, existed in poverty and frequently died. Even Harriot’s statement that â€Å"should they desire our friendship and love, [they will] have the greater respect for pleasing and obeying us† – a clear declaration of intentions to enslave Indians – proved to be based on this faulty logic as future English settlers discovered when they attempted to do just that. Harriot’s description of the local Indian’s religion indicates there were some traits shared with their own Christianity; immortality of the soul, analogues to Heaven and Hell, and even formal worship rituals held in â€Å"houses appropriate or temples† (243). While by no means typical of all Indian spirituality or religion, it was these kinds of similarities that some Catholic missionaries were able to use in their successful conversions elsewhere. With similarities such as described by Harriot, one wonders if some elements of Christianity had not filtered north from Spanish claims in Florida. Alternatively, given the chauvinistic tendencies of Europeans in general and the English in particular that led to so many misunderstandings, it is quite possible that Harriot may have been simply seeing what he expected and/or desired to see. In any event, the English did not hesitate to use the Indian’s own normal fears of the unknown against them for their own advantage. During a drought, local Indians (some of the few who did engage in agriculture, apparently) came to believe their problems had been brought on by their own actions, and offered to play to the â€Å"God of England, that he would preserve their Corne,† offering the English a portion when the harvest came in. Later, when diseases carried by the English were spread to those Indians who had no natural immunity, the English were all too happy to attribute the plague to their vengeful God for their â€Å"wicked practises† (245). In the case of Indians to whom such things had never happened and had no concept of how disease spread through bacteria and viruses, this self-serving explanation on the part of the English was all too acceptable. The Spaniards’ experiences with Indians were as varied as the Indian cultures they encountered. For example, with complex urban societies such as the Aztecs and Incas, the Spaniards were forced to deal with powers that were nearly equal to their own in terms of technology and organization; only through collaborators within these civilizations were leaders like Cortez and Pizzaro able to succeed in their conquests. Further north, the Dine (Navajo) and Zuni presented somewhat less of a challenge. Unlike the English who came for land, the Spaniard’s main objective was plunder; gold, silver, slaves and souls. Unlike the primarily secular English expeditions, the Spaniards operated under the blessings of an aggressive Roman Catholic church, whose tool was the Holy Inquisition (rather different from the â€Å"kinder, gentler† brand of Catholicism brought by French missionaries to Indians further north). The Zuni – linguistically related to the Nez Perce, Yakama, Klamath and Modoc peoples of the Pacific Northwest, yet living in New Mexico – embraced a kind of spirituality that was completely unlike Christianity. There religion was organized into different â€Å"societies,† each of which governed a specific aspect of the community (22). In many ways, Zuni religion resembled that of the ancient Mayans; a â€Å"sun priest† known as a Pekwin kept a calendar; there was also a belief in â€Å"Hero Twins,† hearkening back to the Mayan legends of Hunahpu and Xibalanque. The Hero Twins also appear in the mythology of other Southwest peoples, including the Navajo (34). This and many other aspects of Zuni culture are revealed in their own creation myth, whose relationship with the Spaniards was hostile practically from the beginning; taken as one of the â€Å"Seven Cities of Cibola,† this sedentary, semi-urbanized, agricultural people successful drove off the initial Spaniard invasion in 1540. A Catholic mission was eventually established some ninety years later, but in 1680, the Zuni were in rebellion once again, joining other Pueblo Indians against the Spaniards. Zuni attitudes toward the Spaniards are apparent in a later version on the Zuni creation story, in which the Trickster, or â€Å"mischief-maker,† is associated with Mexicans, or Spaniards. The Trickster is a common figure in nearly all myths in all cultures on the planet; the late Joseph Campbell considered the Trickster as an integral part of the archetype â€Å"mythic journey,† or Hero’s Quest. The purpose of a Trickster was to lead the Hero astray, or attempt to delay or even foil the Quest. Among American Indian cultures, the Trickster could take many forms, but most frequently appeared as a Coyote. While he could be a teacher and frequently force one to confront that which they might not otherwise wish to deal with, Coyote could also be a mischief-maker. Associated Coyote with Mexicans/Spaniards had a negative connotation. In this version of the creation story, Mexicans also emerge later than the Zuni. This is yet another point of significance; like many tribal peoples, their name for themselves translates as â€Å"The People,† with the implication that others are not â€Å"people. † The name Halona-Iriwana, the Zuni pueblo, means â€Å"The Middle Ant Hill of the World,† suggesting that chauvinistic self-centeredness was not unique to the English and Spaniards. It has been suggested that this type of mentality was what allowed the Europeans to decimate the Indian populations; had all Indian peoples been able to unite against the invaders, European settlers might not have been quite as successful. The problem with this idea is in the sheer diversity of Indian peoples, not only in terms of language, but culture and even physical traits. While warfare among American Indian tribes never reached the kind of wholesale slaughter that it did among Europeans, conflict and competition for resources and prestige was still quite common. Cultural diversity may be something to treasure today, but in American history, it has had great – and often tragic – consequences. Works Cited Baird, Forrest E. and Walter Kaufman, eds. From Plato to Derrida, 4th Ed. (Upper Saddle River: Prentice Hall, 1997). How to cite American Literature Before 1865, Essays

Why being late to school is bad free essay sample

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Martin Luther King, Jr. Was Perhaps One Of The Most Influential Person

Martin Luther King, Jr. was perhaps one of the most influential person of our time. As the father of modern civil rights movement, Dr.Martin Luther king, Jr., is recognized around the world as a symbol of freedom and peace. Born January 15, 1929, King was the son of an Atlanta pastor. King accomplished many achievements during his life. He graduated from Morehouse as a minister in 1948 and went on to Crozer Theological seminary in Chester, Pa., where he earned a divinity degree. After that King went on to earn a doctorate in theology from Boston University in 1955. King also achieved the Nobel Peace Prize in December of 1964. He was assassinated on April 4,1968, outside his motel room by James Earl Ray. While his views at the time seemed radical to many, Dr. Martin Luther King, Jr. is remembered and respected today as a martyr of the civil rights movement and an icon of change through nonviolent means. "The Ways of Meeting Oppression", by Martin Luther King Jr., is a story about the ways in which oppressed people deal with their oppression. Dr. King came up with 3 characteristics in which oppressed people deal with their oppression. In this essay we will discuss the three major ways that Dr. King talks about. We will also reveal the one method that King supports. He first characteristic that King mentions in his writing is acquiescence. In this characteristic, King explains how people give up to oppression and become accustomed to it. He believes that this form is not the way to solve the grief that the Negroes were being put through. In fact, he criticizes the people who utilize this method. The following line proves my statement, "To accept passively an unjust system is to cooperate with that system; thereby the oppressed become as evil as the oppressor." The second form that Dr. King talks about is hatred and violence. This is another method that he disagrees with. King explains how violence only creates temporary results and creates more complicated problems in the future. As a minister and deep believer in peace, King refused to accept this way. He also believed that this form will only bring injustice to future generations. He explained how violence today will bring chaos tomorrow. An excellent statement made by Dr. King to disprove this method is, "The old law of an eye for an eye leaves everybody blind". The third, and final, way that Marther Luther King Jr., talked about was nonviolent resistance. This form of dealing with oppression was strongly supported by King. He believed that the oppressed must consider the benefits of both methods, acquiescence and aggressiveness. A line that best describes my statement is "...the principle of nonviolent resistance seeks to reconcile the truths of two opposites-the acquiescence and violence-while avoiding the extremes and immoralities of both." King believed that this was the best method and in order for it to be successful the Negros "must work passionately and unrelentingly". Marher Luther King Jr., was a great leader. In the writing we've just discussed we've learned 3 ways in which King believes are options available to oppressed people. Among these options we also learn the one supported by Dr. King. He explained all methods from acquiescence to his favorite nonviolent resistance. King also gave great examples of each and everyone of these ways. If it wasn't for such beliefs, maybe todays wouldn't be shaped this way. King was undoubtedly a great leader whom we all admire. A man who changed history and the way people think about each other. A radical thinker who achieved many thing, and created great movements. Despite his death, his legacy and belief still stand strong. RESOURCES Transitions (Barbara Fine Clouse Pp.507-509) -The Ways Of Meeting Oppression -by Marther Luther King Jr.

The Movie “Serpico” and Police Corruption Research Paper Example

The Movie â€Å"Serpico† and Police Corruption Research Paper Example The Movie â€Å"Serpico† and Police Corruption Paper The Movie â€Å"Serpico† and Police Corruption Paper The movie, â€Å"Serpico†, (Maas, 1973) was based on a true story about Frank Serpico, a New York police officer who wanted to expose the corruption in law enforcement and went undercover in order to reveal their criminal activity. He is offered a share of the money in which the corrupt officers share and when he refuses to take part in their activity, he is shunned by his fellow officers and they don’t want to work with him and he remains in danger because he chooses to be honest. Serpico understands that the other officers in his force, are likely to place him in a position that is ultimately, life threatening. Al Pacino plays the role of Frank Serpico, in this movie, who was a real life NYPD detective, (Cannan, 1997) who almost died because of his loyalty to his belief that good cops really do exist. Even when Serpico talks to his superiors in his department, he gets nowhere. Police Commissioner, White acted as if he didn’t care about Serpico’s concerns and ignored his plea for help. Serpico was sure that there were as many crooked cops working in New York City, as there were criminals. He remains loyal, throughout the movie, to his strong belief that police officers should be trustworthy, even though it places his own life in imminent danger. When Commissioner White doesn’t help, Serpico took his plea to a New York Times editor. With the scandal being talked about causes the mayor of New York City to conduct an intense investigation; The Knapp Commission, into Frank Serpico’s bold claims. Frank Serpico became a police officer in 1960 when he had faith in law enforcement and thought that criminals were arrested with traditional methods without using excessive force while arresting them. Seeing all the corruption, Serpico wanted to refrain from joining in one the corruption and asks another officer, by the name of Bob Blair, whom he trusts, to help him in his battle against criminal activity within the New York City police force. Eventually, Serpico went to court, in order to expose the corrupt officers who had tried for so long to bring him down. He testified to the fact that he had witnessed the corruption with his own eyes. The definition of corruption is described as â€Å"forbidden acts involving misuse of office for gain.† (Trautman, 1997) Author, Jack Gattanella tells us about the movie, â€Å"Serpico. â€Å" He says, â€Å"The real powerhouse performance by Pacino, thirty years down the line, still one of his finest.† Al Pacino was perfect for the role of Frank Serpico. Pacino depicted Serpico as an honest and good natured cop who only wanted to do the right thing while exposing those officers who weren’t. Global standards to combat corruption in police forces and services, (Interpol, 2007) have a duty to ensure honesty and ethical behavior and should use force in normal boundaries, in police departments. Frank Serpico (U.S. News, 2007) states that, â€Å"Frank Serpico, the former New York City cop who became a symbol for police honesty, lashed out at society’s leaders.† Serpico continues to hold strong to his faith that society can be led by honest individuals who hold police positions. From the very beginning of the story, where Al Pacino is slumped over in his car seat and dripping blood on his car seat, on his way to the hospital to get treatment for his injuries from being shot, the movie is shown as flashbacks in Serpico’s mind as he thinks about his days of being an honest cop, until the end of the story where he is testifying against the corrupt officers who tried to kill him. Police corruption still remains in our society as we read in Daniel J. Shanahan’s book, â€Å"Badges, Bullets and Bars†. (Shanahan, 2006) We learn a firsthand account of police disloyalty on the force as Shanahan tells us about some of his own experiences while being a cop. Frank Serpico was very courageous in his fight to show human decency and honesty in this movie. He left behind guidelines for all officers who work in law enforcement and will always be remembered as an early display of the way cops are supposed to perform in their duties. In today’s society, there still remains corruption in law enforcement but we still do have loyal officers just like Frank Serpico who are truly dedicated to their careers and work toward upholding the proper standards of the law and not getting involved in pocketing money that doesn’t belong to them, while performing acts that are of criminal nature. â€Å"Serpico† proved to be both educational and enlightening about the corruption in New York City police forces.

The development of teaching physics through modeling as pedagogical Essay

The development of teaching physics through modeling as pedagogical method in the United States - Essay Example In 1821, when the first public high school in America opened, physics was already a part of the curriculum. By1886, Harvard College established a physics laboratory to improve the physics teaching establishment (Hurd, 1969). We may wonder how physics was taught back then. What caused the development of modeling? The purpose of this literature review is to understand the modeling method that is being applied in physics classrooms today, how this method developed and how physics teachers are being trained to have more effective teaching methods into the future. In scientific terms, a model is a representation of a phenomenon initially produced for a specific purpose. As a ‘phenomenon’ is any intellectually interesting way of segregating a part of the world-as-experienced for further study, models are omnipresent. Teaching science as inquiry is among the most important science standards to be passed to future generations. Modeling is part of teaching science as inquiry beca use it enhances students’ critical thinking skills. For this reason, teachers, such as physics teachers, who play a big role in applying inquiry in the science classroom must be knowledgeable in modeling techniques to encourage students to think critically in areas of inquiry. Modeling constitutes a complete open learning environment appropriate for students 11-17 years old. It supports students as well as teachers during learning/teaching activities.