Pagan Christianity by Frank Viola Essay Example for Free

Pagan Christianity by Frank Viola Essay The book â€Å"Pagan Christianity† by Frank Viola and George Barna leads readers into the world of religion, religious customs and rituals, sermons and religious clothing. The authors show how the church has changed over times and what new practices and beliefs it has adapted. Frank Viola is known to be an American writers and speaker who has published a series of books devoted to problems with church calling people to return to the biblical principles. Therefore, the central thesis of the book is that people should get back to biblical principles in their religious beliefs because modern church practices are rooted in secular or Pagan practices which have nothing to do with the Bible and God’s commandments, as well as the church doesn’t resemble the early church which was described in the book of Acts. Modern church is based on hierarchical structure; whereas the author claims Jesus came with the strong intent to put an end to legalism, structure and hierarchy. The book is very interesting from historical viewpoint and I think that it is broadly accurate offering us new insights and facts from religious past. Pagan Christianity The authors start their narration with strong claim that modern churches have little resemblance with the early centuries churches described in the New Testament. With the partaking of the Traditional Church the author became very interested trying to reveal what we went on. The first chapter is reflection of authors’ inquiries on the subject of interest. For example, Viola questions whether there was a need to turn down light and to wait when the Spirit would move on to another church. The author thinks we are the ‘Children of Lights’, although he admits that he doesn’t agree with any theologian and preacher offering his unbiased review. It is said that the word ‘pagan’ is a part of book’s title and it is applied to the churches being discussed. However, even the authors agree that often this term is not applicable. In the second chapter the author discusses the issue of the Church Building and ‘modern’ church-goers\believers. It is emphasized that the Church has built itself. The original meaning of the word refers to the Greek language ‘ekklesia’ and it means a group assembled. Viola argues that time and words are describing the gradual development of Holy Places and things which are considered important parts of religious world. The authors discuss Constantine as he was one of the first Christians who gave legitimacy to the Christian Religion. Constantine promoted and supported grand displays of religious architecture. Further, the authors review religious clothing, music, steeples, architecture, thrones borrowed from other cultures along with customs and rituals. In the third chapter Viola provides overview of the order of traditional Worship and description of Sunday morning sets. He argues that standard order should be held in all churches with only slight differences. For example, he writes: â€Å"You can scour your Bible from beginning to end, and you will never find anything that remotely resembles our order of worship†. Further, the authors describe contributions of historical Church leaders – Luther, the Puritans, the Pentecostals, etc. In the fourth chapter they describe the sermon abandoning principles of Protestantism. The authors argue that the early churches were not the sermons; instead, they were places for gathering and Jesus functioned as its Head. In the fifth chapter Viola and Barna introduce the Pastor which is viewed as an obstacle to functioning of every member. The pastor is the fundamental figure in Protestantism and he â€Å"is often better known, more highly raised, and more heavily relied on than Jesus Christ Himself†. (p. 65) And it is a serious mistake. It is noted that the word ‘pastor’ isn’t a tile – instead, it is a function. Viola notes that the word ‘pastor’ is referred to in Ephesians 4:11 only one time: â€Å"a scanty piece of evidence on which to hang the Protestant Faith. In this regard there seems to be more biblical authority for snake handling than there is for the present-day pastor†. p. 66) In the sixth chapter there is a detailed description of Sunday morning costumes. The authors describe dressing up for church, what clothing is appropriated and why. The next chapter is devoted to the origins of Music Ministry and description of the hierarchy of clergy. The eighth chapter analyzes Tithing stressing that it is used in the New Testament and Clergy Compensation, althou gh it is never used by the Christians. Further, the authors specify Baptism, its core principles and fundamentals. They explain that Baptism has replaced the Sinner’s Prayer. The Lord’s Supper was firstly a festive banquet and, therefore, lost its concrete picture of ‘The Body and Blood’. The final chapters are devoted to religious education and how it is possible to receive the qualification to Minister the gospel. Viola and Barna provide new insight into the New Testament offering so-called second glance at Jesus, churches, pastor functioning, religious customs and education. Conclusion: Strengths Weaknesses Frank Viola and Geroge Barna offer new ideas and facts about religious order, customs, traditional music and dressing. The book is very informative, innovative and well-organized. Moreover, it is very interesting from historical perspective as it is challenging and thought-provoking. The authors incorporate many references about the culture of time, adaptation of church, etc. I like their idea about church building that church is not the place – it is the people. Nevertheless, there were several controversial moments I can’t agree with. I see that Viola offers his own version of organized empire and it seems that he is supreme speaker and the founder of knowledge. It is evidence of hierarchy which he manages to escape. Moreover, he claims that such situation shouldn’t happen in church, although he puts himself on superior position. Viola calls people to leave their church as all of them don’t follow Biblical principles. However, he tells we are the Body of Christ contradicting himself. I think that we shouldn’t worry about such doctrinal issues. Despite certain weaknesses, the book is very informative and fresh.

Quality In Higher Education In India

Quality In Higher Education In India Just as water needs the wind to create waves of change so does every individual need a helping hand to achieve the impossible and education is that helping hand which can guide the individuals as well as the nations to the path of progress and success in this rapidly changing world. Primary education prepares a base for the whole education but higher education provides the cutting edge and the specialized skills required to move ahead. Higher education is the peak of the educational journey of any individual and it aims to contribute to the development and improvement of the society as a whole in a sustainable manner. Higher education should be able to meet the needs of all sectors of human activity. The World Bank and UNESCO report (2000) rightly presents a powerful message that higher education is no longer a luxury. It is essential for survival. So we are interested in higher education because we are interested in our survival. So, the importance of quality higher education is imm ense. But, Indian higher education does not stand anywhere among the world higher education in terms of quality and it is a matter of great concern for all the stakeholders of education i.e. students, teachers, institutions, society as a whole and policy makers etc. So, the higher education needs a total transformation to achieve the qualitative dimension of the higher education according to international standards. Present paper briefly talks about the factors which are influencing the quality of higher education in India and then recommends some of the ways through which the quality can be implemented to the Indian higher education system Key Words: Implement, Quality, Higher Education INTRODUCTION: We are living in an important and epoch- making age. This is an age of accelerated change and the age of unprecedented developments and Education is the tool through which individuals, societies and nations can live, progress and achieve success. Education is an enlightening experience which helps in making a meaning out of the complex realities of life. In India we have always believed that education is a liberating as well as evolutionary force, which enables the individual to rise from mere materiality to superior planes of intellectual and spiritual consciousness. Education is a dialogue between the past, present and future, so that the coming generations receive the accumulated lessons of the heritage and carry it forward. In the last two decades India has made rapid progress in the expansion of higher educational facilities and institutions and at present Indias higher education system is the second largest in the world, after the United States. Indian higher education system has expanded at a fast pace by adding nearly 20,000 colleges and more than 8 million students in a decade from 2000-01 to 2010-11. As of 2011, India has 42 central universities, 275 state universities, 130 deemed universities, 90 private universities, 5 institutions established and functioning under the State Act, and 33 Institutes of National Importance. Other institutions include 33,000 colleges as Government Degree Colleges and Private Degree Colleges, including 1800 exclusive womens colleges, functioning under these universities and institutions as reported by the UGC in 2012. Fig. 1, Growth of Higher Education: Universities/Colleges/Students enrolment/Teaching Staff: 1950-51 2010-11 (Source: Higher Education in India at a glance, UGC Brochure 2012) The growth is very impressive in numbers but quality is far behind the existed standards and requirements. And thats why quality of higher education in India is a matter of great apprehension. To stand at par with the developed countries we have to first meet out the challenges in imparting education especially in higher education. Reasons for concern for the quality of Higher Education: The quality in higher education is the biggest need of the hour as our country is progressing towards becoming the educational hub of the world. Prime Minister Manmohan Singh (2007) said that our university system is, in many parts, in a state of disrepairà ¢Ã¢â€š ¬Ã‚ ¦. In almost half the districts in the country, higher education enrolments are abysmally low, almost two-third of our universities and 90 percent of our colleges are rated as below average on quality parametersà ¢Ã¢â€š ¬Ã‚ ¦ I am concerned that in many states university appointments, including that of vice-chancellors, have been politicized and have become subject to caste and communal considerations; there are complaints of favoritism and corruption. These words reflect the concerns for the quality of higher education in India. The quality of higher education in most of our universities and colleges requires substantial improvements. The following problems are common enough to be a cause for quality concern in highe r education: First, curricula, which have remained almost unchanged for decades, have not kept pace with the times. Second, learning and creativity are at reducing in a system of evaluation that places its focus on memory rather than understanding. Third, the atmosphere is not favorable to anything beyond the classrooms, for it is caught in a 9.30 to 1.30 syndrome. Fourth, the academic calendar is no longer untouchable for classes or for examinations, as there are slippages in schedules so much so that, at several places, classes in the time table are not held and results are often declared with a time delay of 6 to 12 months. Fifth, the infrastructure is not only inadequate but also on the threshold of collapse. Sixth, the importance attached to research has eroded gradually over time. Seventh, the boundaries between disciplines have become dividing walls that constitute barriers to entry for new disciplines. Eight, there is little accountability, because there are no rewards for performance and no penalties for non-performance. Ninth, structures of governance are not responsive to changing times but the system is readily subverted by vested interests. Tenth, teachers are not playing their roles as per the changing needs and requirements. They are unable to prepare students to meet the demands of the digital, technological, interactive, collaborate changing world around us. Quality of teacher education curriculum also needs a transformation according to the present developments and needs. It is not possible here to provide a complete analysis of what are the other minor but relevant concern areas related to the quality of our higher education system. But, above mentioned areas need urgent transformation if India wants to move ahead or along with the world higher education systems. IMPLEMENTING QUALITY IN HIGHER EDUCATION: The following points provide a framework or guideline for improving the quality of higher education in India taking into account the various levels and key factors in education: Both, academic (institutional goals and objectives, curriculum design and review, teaching learning and evaluation, research and publications) and administrative (organization and management, infrastructure facilities, support services, student feedback and counseling and management of financial resources) aspects should be assessed and to be improved to improve the quality of higher education as it will be the first step towards the most needed education. Examination reforms like semester system, credit system are to be exercised to streamline them in a proper manner. As these are brought up from abroad, we should first of all check its feasibility for our organizational climate. Continuous and Comprehensive Evaluation is to be encouraged. Standardized assessment procedures to strengthen the evaluation system. Financial Accountability is more important which means that the fund is to be used for the enhancement of the laboratory and library facilities. Gaps or deficiencies in our educational system are to be bridged to suit our economic, social and cultural requirements. Education is emerging as a service influenced by market operations, and so, it has to meet quality requirements and expectations of stakeholders for its survival. Distance education has a great potential for high productivity and we must take advantage of it in a big way. Curriculum restructuring and innovations and evolvement, conducting training programmes, orientation programmes, refresher courses. Accessibility, accountability and affordability are the major requirements. While the notion of quality was not fully developed, it was recognized that expanding access alone would be insufficient foe education to contribute fully to the development of the individual and society. Need to raise investment in education: education can be the next big area of economic growth in the country. Despite promises by the policy planners to raise investment in education to 6% of GDP, state and central governments together have spent less than 4% of GDP on education. Anything less now would mean further delays in providing quality higher education. Fig. 2, Expenditure on Higher Education in India (As % of GDP) (Source: Analysis of Budgeted Expenditure on Education, MHRD) Promotion of higher education with good governance, management, development and planning is very essential. Education should allow the children to reach their fullest potentials in terms of cognitive, emotional and creative capacities. For this appropriate aims must be described at the higher education level. Need to stop commercialization of education: any initiative to reverse the rapidly deteriorating situation will have necessarily to begin with educational institutions. There is, in fact, plenty that can be done even within the existing pattern of education and academic and professional course content to raise the level of awareness and proficiency of the students, provided the temples of learning and scholarship live up to that description. Teachers need to be the drivers of the qualitative change in the higher education. It would be pertinent to list down the key areas that teachers are capable and need to do to make higher education impactful/meaningful: Fig. 3, what teachers need to do to improve the quality of higher education? Teacher Education: the preparation of teachers for all levels of education is the responsibility of higher education. Therefore it is also necessary to enhance the quality of teacher education within the higher education by adopting new learner centered approaches like constructivism etc. Accountability: the higher education system must provide for accountability vis-à  -vis the outside world and create accountability within the system. We need to create systems that enable students, or their parents, to choose between and assess universities. Information: institutions imparting higher education should be required to place basic information relating to their financial situation, physical assets, accreditation ratings, faculty positions, academic curricula, and so on, in the public domain. This would empower students and parents and can be an important step for maintaining qualitative standards. Thus these are only some of the steps which must be taken towards the qualitative higher education. But, implementing the above guidelines will require support from the management, government, teachers and students as well as the readiness to change as per required changing needs, and then only these guidelines can take a practical form. CONCLUSION: Thus, it can be concluded at the end that quality is a buzz word in todays world of education. It has become an important ideology of education which helps make education more relevant to the needs of the individual and society. Every educational institution must strive to achieve excellence through adopting the highest measures of quality as ongoing basis as fostering quality in higher education is a continuous journey. We all know that education is the key to success as well as a very powerful tool for change. Higher education is the peak time of education of individuals which must be qualitatively strong so that it can guarantee to high employability at good and reputed positions. Improvement in quality of higher education will eventually draw more and more students and problem of low enrolment will get solved. For this higher education curriculum must be relevant so that students can directly link with their routine lives and find it useful to study. Teachers must also change the ir traditional role and be ready for their role as learners first because teachers have a pivotal role to play in the transformation process and the need of the hour is to get things moving and put them in place. What is needed is a vision of quality that goes far beyond mere conformance to standard; we need a passion for quality and continuous improvement, a quest for improvement that is never ending so that our higher education will always be qualitative and as per the needs. REFRENCES: Akhtar, SW (2011): Quality in Higher Education at par with International Standards; University News, 49(52) December 26-01: Delhi. Chaudhary, S. (2011), Problems and prospects of Indian Higher Education in the Age of globalization, University News, vol. 49(23): Delhi. Deka, B. (2000): Higher Education in India; Atlantic Publishers and Distributors: Delhi. Dube, S.C. (1988). Higher Education and Social Change, in A. Singh and G.D. Sharma (Ed.), Higher education in India: The Social Context, Konark Publishers Pvt. Ltd.: New Delhi. Kurhade, MS (2011): In Quest of Quality Education; University News, 49(32) August 08-14: Delhi. PMs address at the 150th Anniversary Function of University of Mumbai: http://pmindia.nic.in/speech.content.asp?id=555. Premji, Azim (2004): Importance of Quality Education for the Development of the Nation; Legal News Views. Ranganathan, R. Rao, SVL (2011): Reformation of Higher Education in India: Quality Concerns; University News, 49 (10) March 07-13: Delhi. Sehrawat, SS (2012): Quality Assurance in Higher Education; University News, 50 (26) June 25-01 July: Delhi. Saleem, S. Gawali, VS (2011): India needs Quality Education: University News, 49 (06) February 07-13: Delhi. Singh, K.P. Ahmad, S. (2011), Higher Education in India: Major Concerns, University News, vol. 49(29): Delhi. Singh, UK Sudarshan, KN (1996): Quality Education; Discovery Publishing House: New Delhi. UNESCO (2000): Task Force on Higher Education and Society; UNESCO World Bank Report.

The Major Battles of the Civil War Essays -- Civil War History Histori

The Major Battles of the Civil War No other war seems to hold our focus like the Civil War. Scholars have chosen to make it their life's work, authors have written reams about it, and we all feel some kind of connection to the Civil War. This paper was created to highlight some of the major battles that took place during that conflict. Major battles usually marked a drastic change in the momentum from one side to the other or led to massive losses of troops. These battles and their results all played a huge part in the outcome of the war. One of the war’s first battles was the Battle of First Bull Run. Today's site of the Battle of First Bull Run is a tranquil pasture surrounded by trees and a split rail fence. Instead of the neigh of a horse, you'll hear, in the distance, the sound of passing cars. A community college has a campus nearby, couples enjoy the sunshine and a nice walk, and a few kites fly leisurely in the breeze held by the hands of children. It's nothing like July 21, 1861; it's quiet. Everyone in Washington and the surrounding area had heard talk of the troops gathering outside Manassas Junction, Virginia. Expectations ran high that the Union troops would quickly send their Confederate brothers running for the hills. Buggies of spectators traveled the thirty miles from Washington to see the battle. Picnic baskets were opened and folks prepared to watch the show. No one expected what they saw. This wasn't one of the biggest battles of the war, but it was the formal opening for both sides. Of the 32,500 Confederate soldiers, 1,982 of them became casualties, while the Union counted 2,896 casualties from 35,000 troops. Many thought this would quickly settle the dispute; all it did was prepare everyone for a long war and move the Federal government into action. Another major battle took place at Shiloh. Isn't it strange that a battle as bloody as the battle at Shiloh would begin on a Sunday morning and be named for a country church near the battlefield? Maybe the soldiers didn't even see the irony. Then again, maybe someone did. The Union soldiers weren't prepared for the charge of their Confederate brothers. Many of the Union troops were untrained and undisciplined, but as in so many battles of war, mundane events served to alter the future. General Albert S. Johnston, CSA, had given his commanding generals orders to attack ... ...uring the Peninsula Campaign in 1862. He impressed his commanding general, Major General George McClellan, and steadily made rank afterward. Meade commanded a division at Antietam and the V Corps at Chancellorsville. Lincoln chose Meade to replace Major General Joseph Hooker in June 1863, as the commander of the Army of the Potomac. Meade was criticized for not pursuing the Rebel forces after the battle, but that didn't shake Lincoln's faith in Meade. Meade held command of the Army of the Potomac until the end of the war and became the most successful and longest serving Union commander. There were many battles that followed the battle of Gettysburg. Some were more important than others, but all played a part in the outcome of the war. The victories by the Union at Petersburg and Richmond led General Robert E. Lee to surrender at Appomattox. This effectively brought the most horrifying war in American History to an end. Many American soldiers died but not in vein. They fought for our country and to help hold it together. These battles and many more just show us how horrible war was, but without these battles America wouldn’t be what it is today, a unified and free country.

Eating disorders Essay -- essays research papers

I choose to do these weeks health paper on eating disorders. I myself have dealt with an eating disorder and know the effects it can have on those you love and yourself both physically and mentally. Bulimia and Anorexia are serious, functional eating disorders. There are a lot of similarities between the two, but the few differences differentiate the two. Anorexia is an eating disorder in which a person has an intense fear of gaining weight or becoming obese. This person may eat little or nothing during the day, essentially starving themselves. This disease can cause a lot of damage to the body such as slowed heart rate, lowered body temperature and blood pressure, premature bone loss, loss of menstruation or irregular periods, change in body hair, grayish or yellowish skin and mood changes. According to several resources, approximately .5%-3.7% of females will suffer from Anorexia Nervosa in their lifetime. Bulimia is a person who binges and purges. The majority of bulimia nervosa patients are female. They will eat a large quantity of food in a short amount of time and then self-induce vomiting or will use laxatives or diuretics. They may also exercise compulsively. This person will can have damaged and discolored teeth, lung irritation, and muscle spasms, electrolyte imbalances that can lead to irregular heartbeats and heart failure and death. They may also have sores on the back of the hand that is for self induced vomiting. According to several resources, approximatel...

Indian Ghost Story Essay -- essays research papers

It was February in the year 1991 when I had my experience with a ghost. I was 17 years old at the time. One Saturday evening in Phoenix, my high school was having a basketball game, and afterward my cousin and I left the school gymnasium at around 10 p.m. My cousin is from Tohono O’dham, and I was going to spend the weekend with my aunt’s family. Like myself, my aunt is Yaqui. She married a Tohono O’dham man some years ago and had two kids. One is my cousin. We got on Interstate 10 and then switched on to South Highway 15 for the drive to the town of Sells on the Tohono O’dham Reservation. About 40 minutes into our drive, we were deep in the desert. Because my car needed new tires, I had to drive just below the speed limit. The treads were just about completely worn out. I guess I had the type of car that we Indians call an â€Å"Indian car.† It was a pretty beat-up looking car, but it got me where I wanted to go. Anyway, there we were, driving in the middle of the desert with the CD player going, and the darkness all around. Suddenly, a large javelina crossed the road, and I hit that wild pig with a big old â€Å"bang!† I didn’t have time to think about stepping on the brakes, because one second there was just the road before us, and the next there was this javelina. I knew we had some big trouble with the car, because the radiator began to hiss, and steam began pouring out. I immediately drove to the side of the road and stopped the car to check on the damage. Sure enough, that animal had hit the front grill head-on, and a piece of metal had punctured my car’s radiator. Directly behind the car in the darkness e could hear the pig loudly squealing. It was a weird experience to be alone at night in the desert and to hear ... ...e before dawn, we were awakened by a truck with two guys who were headed for Sells. They sure did give us a good scare when they knocked on the car’s window, but soon we were introducing ourselves, and they offered to take us home. The guys told us they were artists driving from California. They were on a photography trip, taking pictures of the desert and Indians for an art project. We tied one end of a rope to the back of their truck and the other end to the front of our car, and they towed us home. We never mentioned our experience with the ghost the night before. But when we did get home that morning, we told my aunt and her family everything. Everyone agreed that what we had experienced was the ghost of an Indian from the spirit world. Since my encounter with that ghost, I’ve decided, if at all possible, never to drive at night through the desert again.

Gender differences

Males will use the Splashradio in different ways than females and will react differently to how it is used. The Splashradio is designed for both males and females and they can use it in many similar situations, however, males and females may use it to play in very different ways and since the Splashradio has no major rules, it can be used however the players choose. Gender roles still hold their stereotypical values developed throughout time, but they are continuously changing. Some barriers are starting to break and girls are beginning to enjoy video games more. The difference between male and female has been culturally constructed and society teaches children what is appropriate and inappropriate based on social norms and stereotypes (Cassell 6, 28). For example, boys are generally more interested in computer games and electronics than girls. This is not due to lack of women's ability, but their access to technologies and prior negative beliefs about women and electronics (Cassell 11-12). Stereotypes wont stop girls from using the Splashradio, but it may effect how they use it. Stereotypically girls play house and Barbie's while boys play more aggressive games, like war and wrestling, due to social norms. They can still do this with the Splashradio, but it doesn't limit them to the stereotypical roles. It will allow them to easily cross the line between designated male only and female only games. Right now it is still too difficult to market towards girls alone, but since the Splashradio can be used in any situation, it should be easily marked for both sexes (Cassell 16). Just because games like Purple Moon and Hawaii High failed don't mean all will. Girls can still play with romance plots, secrets, Barbie's and other traditional interests if they wish, but they aren't limited to them (Cassell 21). Cassell and Jenkins suggested it is best not to design gender specific games, because they will tell users how they are supposed to act and what they should like. The Splashradio leaves these decisions entirely up to the user. Girls may seek â€Å"complexity in terms of character relations, not in terms of action elements† like boys do, but they will be able to create this with the Splashradio. Simplifying games or making things pink, like the tanks in â€Å"Barbie Quake† won't help girls enjoy using the Splashradio (Cassell 26). The genders are different; they think differently, like different things, and in some cases want to play differently. Girls and boys should be given equal opportunities to explore and play with the same toys and they will have this chance with the Splashradio. Typically boys tend to explore and roam more than girls do (Jenkins 267). Boys are, stereotypically, more outdoor-oriented and girls are more indoor-oriented (Jenkins 268). In the past, boys have grown up more independent, they have gained recognition for risky play, were more competitive, violent, aggressive, and participated in more role-playing activities than girls did (Jenkins 270-274). Girls grew up being more dependent, house ridden, quiet, and conservative. According to Jenkins, girls are more interested in romance novels, secrets, and gossiping. However, in the 21st century girls aren't as interested in the romance novels and slow â€Å"exploring† games, like Purple Moon (Jenkins 284). Some girls still choose to play stereotypical games, but others are interested in competitive games, just like boys. Gender roles are not as strict as they used to be and girls are discovering many new forms of play that earlier generations thought were only for boys. Girls and boys may use the Splashradio to play games like Star Wars, football, or Marco Polo. However, it can still be used to play with dolls or house, as well, but the device is not gender specific and does not limit the kind of games people play relating to gender. Only social experiences and past stereotypes will control the types of play people participate in while using the Splashradio. One major reason boys and girls will play differently with the Splashradio and other toys is gender segregation. â€Å"Not only do preschool-age children tend to self-segregate by sex, but that segregation leads to the development of different sets of social skills, styles, expectations, and preferences† (Cohen 1). Observational studies have proven that the more children play with same sex peers, the more they follow gender stereotypes created by society. Researchers Carol Lynn Martin and Richard A. Fabes of Arizona State call this phenomenon â€Å"the social dosage effect†, implying how a greater â€Å"dosage† of gender segregated play will increase gender differences (Cohen 2). It is important for children to experience mixed-gender play in order to eliminate falling into gender stereotypes, however, when playgroups include both genders, another problem may arise. Girls aren't as active in play when boys are around, because boys tend to â€Å"monopolize† toys (Maccoby 514). Powlishta's research shows when two kids are alone boys get more play time with the toy, in this case a movie viewer. When an adult is present boys are more inhibited and girls acquire at least equal access to the toys (Maccoby 515). This means that in coed situations girls may not play with the Splashradio as much as boys, unless an adult is present.

Close-Read of Life of Pi

The Power of Faith What power does Faith have? People who believe in a religion see faith as a powerful tool that can be used to solve life problems. In the novel Life of Pi, by Yann Martel, the protagonist Piscine M. Patel, or P', is a member of multiple belief systems. He has a strong faith in God, which helps him in the most troubling of times. Pi sees faith as very important and is possibly a key reason he was able to survive his ordeal. The importance of faith to Pi is clearly shown in the first part of the book Life of Pl. Bapu Gandhi said, ‘All religions are true. I Just want to love God. † (Martel 69). Pi is fascinated by multiple religions, and sees them all as a way to become closer with God. He sees the similarities between each religion and puts his beliefs and prayers into one higher entity. Pi has learned that faith is equal to love and he chooses to show his love for God by accepting multiple religions. â€Å"It is not atheists who get stuck in my craw, bu t agnostics†¦ To choose to doubt as a philosophy of life is akin to choosing immobility as a means of transportation† (28).Pi holds faith on a higher tandard and views people who do not have faith in something to be close-minded or unimaginative. His beliefs that faith is all we need conflicts with others who do not have the courage to believe in faith. Pi even mentions how he can imagine what an atheist would say on his deathbed, but an agnostic, â€Å"to the very end, [would] lack imagination and miss the better story' (64). Pi doesn't understand how someone can survive on doubt when there are many things to put their faith into. But his faith will be tested with the horrible event that awaits him.Pi's strong beliefs and faith in God help him to survive his terrible experience on the lifeboat. â€Å"l will not die. I refuse it†¦ Now I will turn miracle into routine†¦ Yes, so long as God is with me, I will not die. Amen. † (148). Pi turns to a system an d to faith to help him through the new life he must face. He creates a schedule for himself, planning â€Å"general inspection†¦ fishing†¦ [and] prayers† (190) to bring balance and order back to his life. Pi prays and has faith in God to help him survive, his faith pushing him to think wisely about his situations. grew weary of my situation†¦ But life would not leave me†¦ It was natural that, bereft and desperate as I was, in the throes of unremitting suffering, I should turn to God† (284). Even in his weakest moments, he still has faith in God, still believing that God will give him the strength to carry on each day. He prays to all his gods in times of trouble. â€Å"Jesus, Mary, Muhammad and Vishnu! ‘ I saw a sight that will stay with me for the rest of my days† (150). Pi's faith in God never ended, even when he felt he could not go on any longer.A voice in his head, his faith in his survival, kept pushing him to hold on. Or was it re ally his faith? Pi's faith may not be main reason he made it through his adventure. â€Å"It is life's only true opponent. Only fear can defeat life† (161). Pi's is suddenly thrust into a strange and terrifying situation, and to live he must fight off the fear that attempts to engulf him. He must push away the fear to think rationally and being able to make it out alive. Pi's fght for survival and the internal struggle he you†¦ Richard Parker, thank you.Thank you or saving my life† (286). Richard Parker could be the reason Pi survived. Richard Parker was there for Pi, to show Pi how other dangers paled compared to Richard Parkers presence, to keep Pi busy and distracted from the terrible life they have to live, and to provide Pi with some form of company. Without those things, Pi would have most certainly given up on life. Pi's strong belief in faith and his own faith in God may have been the reason for his survival. His faith kept him strong through his whole horr ific ordeal, keeping him from giving up on life.There are many other possible reasons he would have survived if it had not been faith in the first place. Faith is a powerful object, giving strength to some in times of need and weakening others when their power is too great. But one fact is evident. Everyone needs faith in something, whether it's a religious form, a theory, or a value. Without faith, people would not be able to see the point of living life and giving all you have to it.