The Main Types Of Depression - 1078 Words

Every 11.9 minutes someone commits suicide in the U.S. Every day about 121 Americans take their own lives due to depression (Suicide). Depression affects 14.8 million, or 6.7 percent of people age 18 and older within the United States population (Hotline). Many causes and effects result from depression as well as those affected, and how long it lasts. There are three main types of depression. Major depression can cause the sufferer to have a hard time functioning in their daily life. Episodes of this kind may occur many times in their lifetime. A less severe type of depression, known as Dysthymia, has long term symptoms that keep one from feeling good or happy. Bipolar disorder, formerly called manic depression, normally caused by a†¦show more content†¦Depression has many effects, unfortunately. Depression can be short term or last a lifetime. The number of teenagers with serious depression adds up to 500,000 (Wilkinson). Depression involves both body and mind. These can involve eating, sleeping, and the way someone feels about themselves and the world. Depression may emotionally consist of constant mood of sadness and anxiety, feeling hopeless, feeling negativity, feeling guilt, feeling worthlessness, losing interest in hobbies and activities, insomnia (waking early or oversleeping), change in appetite (gaining or losin g weight), decrease in energy, trouble concentrating, trouble remembering things, trouble making decisions, self-mutilation, suicidal thought, and suicidal attempts. Someone with depression may try to use drugs in order to numb the feelings above. The sufferer begins to experiment because the drugs made them feel more in control of their emotions. A person may even fall-back on eating disorders because it makes them feel that they have control over their body image (Wilkinson). 50-75% of those with eating disorders have depression (Hotline). Self-mutilation, one way some cope with depression, consists of cutting, hurting, and burning. Self-mutilation gives one a distraction when the emotional pain gets too great. Drugs, eating disorders, self-mutilation and other things result from a depressed person that feel they have no control of their emotions and bodies. They feel that they control of theirShow MoreRelatedA Brief Note On Diabetes And Its Effects1729 Words   |  7 PagesThe main organ that makes the hormone called insulin that helps the glucose get into our bodies properly, is the pancreas, which lies near the stomach. When you develop diabetes, that means your body is not making enough insulin or cannot use its own insulin as it should. When that happens, it causes sugar to build in our blood which causes diabetes (Diabetes. (n.d.). Retrieved February 14, 2017, from https://www.cdc.gov/media/presskits/aahd/diabetes.pdf). What is Depression Depression is aRead MoreDepression and Anxiety Essay example1021 Words   |  5 Pagespeople experience this on an everyday basis, sometimes even or no reason at all. Those people might have an anxiety disorder, depression, or both. It is highly likely for someone with an anxiety disorder to also be suffering from depression, or the other way around. 50% of those diagnosed with depression are also diagnosed with an anxiety disorder. What is depression? â€Å"Depression is a condition in which a person feels discouraged, sad, hopeless, unmotivated or disinterested in life in general. When theseRead MoreDepression : Depression And Depression1363 Words   |  6 Pagesone out of ten Americans have some form of depression at any given time, and another study by NIH states that over 15 million people have depression in any given year (Depression The Gale). There are many different parts to depression such as: what depression is, what leads up to depression, and the treatment for the depression. Depression is a disorder depicted by sadness, inactivity, having a hard time concentrating (Depression The Gale). Depression is a disturbance of a person’s mood (â€Å"DepressiveRead MoreDepression And Its Effects On Depression1531 Words   |  7 Pagesknown as depression. Depression causes a deep sadness to a person and can have major effects on a human being’s life. As humans know life is sacred and no one wants to live life in a depressed state. In some cases depression can be repressed and even cured. Certain treatments like therapy and antidepressants are viable solutions for depression. About nine percent of Americans suffer from some form of depression. The different types of depressions include: dysthymia, postpartum depression, seasonalRead MoreThe Beginning Of Purpose And Depression1216 Words   |  5 PagesKara Davis Ms. Carroll Pre-AP English 1 28 March, 2016 Depression â€Å"The beginning of purpose is found in creating something that only you understand,† this was said by Tyler Joseph, a man that knew what it was like to deal with and beat depression and find purpose for their life by creating things that meant something. Depression is defined as a severe despondency and dejection, typically felt over a period of time and accompanied by feelings of hopelessness and inadequacy. About 350,000,000Read MoreThe Negative Effects Of Teen Depression1117 Words   |  5 PagesTeenage depression Teen depression ultimately impacts this society generation . Recognizing the signs and diagnostics that could prevent teenagers with this mental illness. , Be aware there are several different types of depression . Teens from one or more types. Teenage depression is becoming a problem in today’s society. However, Depression, it’s a mood disorder that causes persistent feelings of sadness and lost of interest also called clinical depression, it’s affectsRead MoreDepression Paper1107 Words   |  5 PagesAssignment: Depression Paper Stress and situational depression are seen as just a part of life. As people grow and experience life they encounter events that trigger stress and signs of depression. These events can include changes in the professional world, death, and academics. Changes in mood such as these are temporary, and are pretty common. Aside from these normal occurrences actual depression, or clinical depression, is seen in 1 in 10 Americans. Clinical depression is a mental illnessRead MoreDepression And Bipolar Disorder : The National Institute Of Mental Health Essay1358 Words   |  6 PagesDepression and Bipolar Disorder Whitney Keeton Mr. John Davis Jr., MFA, M. Ed. English Composition 1 - ENC 1101 Monday, Tuesday, and Thursday 6-10 PM Keiser University â€Æ' Depression and Bipolar Disorder The National Institute of Mental Health (NIMH) has stated that depression is a common but serious mood disorder. Depression is also a form of mental illness; that have many different types. Some of the types of depression are as follows: †¢ Persistent depressive disorder †¢ Perinatal depression †¢ PsychoticRead MoreMaternal Depression On Child Wellbeing And Development1415 Words   |  6 Pagesfindings about paternal perinatal depression. The study conducted by Goodman in 2004, has shown that the postpartum depression’s prevalence among fathers varied from 1.2% to 25% in the population sample. Furthermore, these percentages rose to achieve 24 to 50 per cent when the paternal postpartum depression was associated with maternal postpartum depression. The literature review and studies asserted the detrimental consequences of paternal perinatal depression on child wellbeing and developmentRead MoreEssay on Depression and Finding Help1333 Words   |  6 Pages Depression and Finding Help Depression is defined as an illness; the feelings of depression persist and interfere with a child or adolescent’s ability to function. Depression can be a very difficult and painful experience that affects not only the individual suffering from it, but also the people around them. There comes a point in some peoples’ lives where social isolation, low energy, sadness, low self-esteem, and the feeling of hopelessness, cannot be taken anymore. The feelings are so strong

Wizard of Oz Essay - 865 Words

Tiffini Bates ENGL 387.010 Introduction to Film Analysis Final Exam The Wizard of Oz Film Form (Form and Narrative Form) The Wizard of Oz uses film form by using similarity and repetition. With Dorothy being the main character, she is always reappearing in the film. As well as all of the characters, The Tin Man, The Lion, and The Scarecrow, have similarities to Dorothy. Each of them need something, Dorothy needs to go back home, The Tin Man needs a brain, The Scarecrow needs a heart, and The Lion needs courage. The film also progresses from the beginning to the end, as well as the characters. Dorothy starts at one spot, follows the yellow brick road and eventually makes it to her destination to see The Wizard of Oz, gets what†¦show more content†¦The image is brighter and sharper in the film. The contrast of the film really affects the mood. Since the contrast is so bright the viewer is bound to stay focused and aware because everything is so catchy and noticeable. Also, the exposure changes throughout the film. At the very beginning the film starts in black and white and changed to color as the story progressed. The filmmaker uses a lot of Long Takes, each shot of Dorothy meeting someone new is pretty lengthy. (Editing) The Wizard of Oz is an early film but editing is used quite a bit. First off, the absence of color in the beginning and the ending of the film. This sets an overall feeling of Dorothy being home. Next the film turns to color once Dorothy dreams of being in a different world, the color, yet again, set an overall mood for Dorothy in this new world â€Å"Over the rainbow.† The first steps of Dorothy being in the world of The Wizard of Oz gives off an example of inside and outside editing. The shot begins with a close up of Dorothy’s face and the camera slowly moves out to show everything else around Dorothy, which was the start of the yellow brick road and Munchkin land. After the viewer see all of that, the camera moves back in to Dorothys face when she says that they are not in Kansas anymore. One editing transition used a lot in The Wizard of Oz is the fade-in and dissolve. Another is cross-cut, two events occurring at the sameShow MoreRelatedWizard of Oz1349 Words   |  6 PagesThe Wizard of Oz (1939) uses both mise en scà ¨ne and sound to create an immense sequence of dream imagery, particularly in the second to last scene where Dorothy is at the point of going back to Kansas. This scene is distinctly significant in terms of mise en scà ¨ne and sound as it concludes the film and highlights the themes that have been revealed throughout, giving a clearer message to the film’s audience. The mise en scà ¨ne is used to describe what it is the frame and why it is there. The sceneRead Morewizard of oz824 Words   |  4 Pagesis the capacity or power of persons to produce an effect on the actions of others. Victor Flemming, the director of the 1939 film The Wizard of Oz, depicts a message that revolves around the reversal of power and gender roles. Moreover, Dorothy is a child in her physical presence but lives the role of a hero as she leads the scarecrow, lion, and tin man to the Wizard himself. Through the archetypes such as the hero being a women, Cultural values, and the stages of the journey, Flemming raises the argumentRead MoreWizard of Oz1706 Words   |  7 PagesThe Wizard of Oz The Wizard of Oz is a classic American film interpreted from L. Frank Baum’s book published in 1900. We have all seen the film as a child and enjoy it equally as adults. It is a film we watch repeatedly to experience the wonders of our imaginations. There are many key elements that have made this film a notorious childhood memory as well as an American classic that we have treasured for generations. How could we forget the magical characters, the music, and the outstandingRead MoreThe Wizard Of Oz Poster1234 Words   |  5 Pagesof fame and I believe that the Wizard of Oz poster should be included with the many other posters. These posters help to preview the characters, setting, mood, and overall feel of the movie before watching the flick. Ordinarily, good movie posters should create interest for the viewers leading them to want to watch the movie and draw people in using typography, colors, facial expressions, symbols, and people’s personal interpre tations. Therefore, the Wizard of Oz movie poster accomplishes makingRead MoreTheme Of The Wizard Of Oz799 Words   |  4 PagesThe book I read was the wizard of Oz, written by Frank Baum. This classic novel contains several major themes, self sufficiency, the importance of life’s journey and friendship. The first theme of self sufficiency is illustrated throughout the story. All of the main characters, Dorothy, the Scarecrow, the Tin Man and the Lion are looking to the wizard to solve their problems. The Scarecrow is in search of a brain. Although he is constantly making remarks on how stupid he is actually solving theRead MoreThe Wonderful Wizard Of Oz1446 Words   |  6 PagesAP Book Report 1. The Wonderful Wizard of Oz 2. L. Frank Baum was the author of The Wonderful Wizard of Oz. Written in the 1900’s was later on published on September 1, 1900 3. Lyman Frank Baum better known as, L. Frank Baum, was born May 15, 1856 in Chittenango, New York. He was a newspaper editor, author, film producer, author, and screenwriter. 4. Characters: Major: Dorothy: Dorothy is a little girl who lives in Kansas who lives with her aunt and uncle. After a cyclone hits her aunt and unclesRead MoreThe Wizard of Oz Film1371 Words   |  5 PagesThe Wizard of Oz film came out in 1939, 39 years after the novel it was based off of, The Wonderful Wizard of Oz. The children’s novel was written by L. Frank Baum and became such a great success, he wrote thirteen more Oz books. It also sparked a Broadway musical. The movie is seen as a timeless classic. It had a duration of fourteen different writers and five different directors.The Wizard of Oz is a musical fantasy film about a girl named Dorothy who lives in dull, colorless Kansas. She livesRead MoreWizard of Oz Narrative Report1711 Words   |  7 Pagespresent in a film, in essence the film in its entirety including nondiegetic images. In The Wizard of Oz, the plot begins with Dorothy (Judy Garland), a young farm girl from Kansas who dreams of escaping to ‘somewhere over the rainbow ’ without troubles and torment for her dog Toto from a horrible neighbour Miss Gulch (Margaret Hamilton). During a tornado she is hit on the head and is transported to the World of Oz where she meets characters transformed from her Kansas life at home, meeting three companionsRead MoreThe Wizard Of Oz : Film Review802 Words   |  4 PagesIn the summer of 1939, the magical movie The Wizard of Oz was released from Hollywood. The movie was remarkably popular at the time, and many impoverished Americans of the Great Depression forked out precious change to see it in theater. Perhaps, the movie’s immense popularity was due to its release at the time of the Great Depression, to viewers who were desperate for hope and empathy. Therefore, the Wizard of Oz’s popularity should be attributed to its representation of: common Americans in moviesRead MoreThe Wonderful Wizard Of Oz1615 Words   |  7 Pages L. Frank Baum’s children’s novel, The Wonderful Wizard of Oz became a favorite read for America. The novel became a huge part of the American culture. The Wonderful Wizard of Oz impacted twentieth and twenty-first century ethos. The book influenced people around the globe. The story of The Wonderful Wizard of Oz created several forms of entertainment, such as film and theatre. Baum’s novel cannot necessarily be classified as childish because of all the adult themes and topics covered in the

The Good Man Jesus and the Scoundrel Christ Chapter 15 Free Essays

string(167) " looked so like Jesus, and yet he was not the same; but surely death would change him, so he was bound to be a little different; and yet the resemblance was so close\." Mary from Magdala at the Tomb After the crucifixion Peter, John, James and the other disciples had gathered in a house not far from Joseph’s garden, where they sat like men bereft of their senses, stunned and silent. The execution of Jesus had come upon them like a thunderbolt out of a blue sky; of all things, they had not expected that. It was no less a shock than if the foundations of the earth had shifted under their feet. We will write a custom essay sample on The Good Man Jesus and the Scoundrel Christ Chapter 15 or any similar topic only for you Order Now As for the women who had gathered at the foot of the cross and helped Joseph take down the body, they had wept and prayed until they could weep no more. Mary the mother of Jesus had seen him into the grave, and soon she would return to Nazareth. The woman from Magdala, who was also called Mary, was going to remain in Jerusalem for a little while. Very early on the morning after the sabbath, Mary the Magdalene went to the garden where the tomb was, taking some spices in case any more were needed to preserve the body. It was still dark. After the burial she had seen Joseph and Nicodemus roll the stone into place over the tomb, and she was surprised to see, in the half-light, the stone rolled back and the tomb yawning open. She wondered if she had come to the right grave, and she looked inside fearfully. There she saw the linen cloth wrapped up and empty, but no body. She ran out and hurried to the house where the disciples were staying, and said to Peter and John, ‘The master’s tomb is empty! I’ve just been there, and the stone is rolled back, and the body is gone!’ She told them everything she had seen. A woman’s testimony being of little value, Peter and John hastened to the garden to see for themselves. John ran faster and got to the grave first, and looked inside to see the linen cloth lying empty; and then Peter pushed past him and went inside, and found the cloth just as Mary had described, with the cloth that had wrapped Jesus’s head not lying with the rest, but apart by itself. John said, ‘Have the Romans taken him away?’ ‘Why would they do that?’ said Peter. ‘Pilate released his body. They wouldn’t be interested.’ ‘What else can have happened?’ ‘He might not have been dead when they took him down. Only fainted, like. Then he might have woken up†¦ ‘ ‘But how could he have rolled the stone away from inside? His legs were broken. He couldn’t move.’ They could make no sense of it at all. They left the tomb and hurried back to tell the other disciples. Mary the Magdalene, who had remained outside, was weeping. But then through her tears she saw a man close by, and took him for the gardener. ‘Why are you weeping?’ he said. ‘They’ve taken my master’s body away, and I don’t know where he is. Sir, if you know where they’ve taken him, please tell me, I beg you, and I’ll bring him back here and look after him properly.’ Then the man said, ‘Mary.’ She was startled, and she looked at him more closely. It was still not quite light, and her eyes were sore, but surely this was Jesus, alive. ‘Master!’ she cried, and then moved to embrace him. But Christ stepped back and said, ‘No, don’t touch me now. I shan’t be here for long. Go to the disciples and tell them what you’ve seen. Tell them I shall ascend soon and go to my father, to God. To my God and your God.’ Mary ran and told the disciples what she had seen, and what Christ had said to her. ‘It was him!’ she told them. ‘Truly! Jesus was alive, and he spoke to me!’ They were half-sceptical, but Peter and John were more ready than the others to believe her. ‘She told us how the cloth was laid out in the tomb, and we went and we saw it, just as she said. If she says he’s alive ?C well, that would explain it! It would explain everything!’ They passed that day in a state of half-hopeful wonderment. They went again and again to the garden where the tomb was, but saw no more there. The Road to Emmaus Later that day some of the disciples set out to go to a village called Emmaus, about two hours’ walk away from Jerusalem, to tell the news to some friends who lived there. Christ’s informant had set off back to Galilee, and was not among them. As they walked along the road they fell into conversation with a man who was travelling the same way. This too was Christ. ‘You seem agitated,’ said the traveller. ‘What were you all discussing with such passion?’ ‘You haven’t heard what happened in Jerusalem?’ said a disciple called Cleopas. ‘No. Tell me.’ ‘You must be the only man in Judea not to have heard about it. We’re friends of Jesus of Nazareth, the great prophet, the great teacher. He angered the priests in the temple, and they handed him over to the Romans, and they crucified him. And he was buried. That was three days ago. And then this morning we heard he’d been seen alive!’ Their talk was only of that. They didn’t look closely at Christ, because they were too excited and bewildered still; but by the time they came to the village night had fallen, and they invited him to stay and eat with them. He accepted the invitation, and went into the house of their friend, where he was made welcome. When they were sitting down to eat, the disciple Cleopas, who was sitting directly opposite him, stopped what he was saying, took hold of the lamp and raised it close to Christ’s face. ‘Master?’ he said. In the flickering lamplight the others stared in amazement. Truly, this man looked so like Jesus, and yet he was not the same; but surely death would change him, so he was bound to be a little different; and yet the resemblance was so close. You read "The Good Man Jesus and the Scoundrel Christ Chapter 15" in category "Essay examples" They were struck almost dumb. But one man called Thomas said, ‘If you’re really Jesus, show us the marks in your hands and your feet.’ Christ’s hands were unmarked, of course. They could all see them as he held the bread. But before he could speak, another man intervened and said: ‘If the master’s risen from the dead, of course all his wounds would be healed! We’ve seen him walk ?C we know his broken legs are mended. He’d be made perfect again, so his other scars are gone as well. Who can doubt that?’ ‘But his legs weren’t broken!’ said another. ‘I heard it from one of the women! He died when a soldier stuck a spear into his side!’ ‘I never heard that,’ said another. ‘I heard they broke his legs first of all, before they did the other two. They always break their legs†¦ ‘ And they turned to Christ, full of doubt and confusion. Christ said, ‘Those who see no evidence, and still have faith, are the blessed ones. I am the word of God. I existed before time. I was in the beginning with God, and soon I shall go back to him, but I came down into time and into life so that you should see the light and the truth, and testify to them. I shall leave you a sign, and here it is: just as the bread has to be broken before you can eat it, and the wine has to be poured before you can drink, so I had to die in one life before I rose again in another. Remember me as often as you eat and drink. Now I must return to my father, who is in heaven.’ They all wanted to touch him, but he stood back and blessed them all, and then he left. After that, Christ took care to keep out of the way. He watched from a distance as the disciples, fired by the energy of their hope and excitement, became transformed just as the stranger had promised: as if a holy spirit had entered them. They travelled and preached, they won converts to this new faith in a risen Jesus, they even managed some healing miracles, or at least things happened that could be reported as miracles. They were full of passion and zeal. And as time passed, Christ began to hear the story changing little by little. It began with Jesus’s name. At first he was Jesus, simply; but then he began to be called Jesus the Messiah, or Jesus the Christ; and later still it was simply Christ. Christ was the word of God, the light of the world. Christ had been crucified. Christ had risen from the dead. Somehow, his death would be a great redemption, or a great atonement. People were happy to believe that, even though it was hard to explain. The story developed in other ways too. The account of the resurrection was greatly enhanced when it began to be reported that after Thomas asked to see the wounds, Jesus (or Christ) had shown them, and let Thomas lay his finger in them to settle his doubts. That was vivid and unforgettable, but if the story said that, it couldn’t also say that the Romans had broken his legs, as they did with almost every other victim of crucifixion; for if one kind of wound had remained in his flesh, so would another, and a man with broken legs would not have been able to stand in the garden or walk to Emmaus. So whatever had really happened, the story came to say that he died from the thrust of a Roman spear, his bones remaining unbroken. Thus the stories began to weave themselves together. Christ himself, of course, had made so little mark on the world that no one confused him with Jesus, because it was so easy to forget that there had been two of them. Christ felt his own self gradually dwindling away as the Christ of speculation began to grow in importance and majesty. Soon the story about Christ began to extend both forwards and backwards in time ?C forwards to the end of the world, and backwards even before that birth in a stable: Christ was the son of Mary, that was undeniable, but he was also the son of God, an eternal and almighty being, perfect God and perfect man, begotten before all worlds, reigning at the right hand of his Father in heaven. The Net-maker Then the stranger visited him for the last time. Christ was living under another name in a town on the sea-coast, a place where Jesus had never been. He had married, and he was working as a maker of nets. As often before, the stranger came at night. He knocked at the door just as Christ and his wife were sitting down to their evening meal. ‘Martha, who is that?’ said Christ. ‘Go and see.’ Martha opened the door, and the stranger came in, carrying a heavy bag. ‘So,’ said Christ. ‘What trouble have you brought me this time?’ ‘Such a welcome! This is your work, all the scrolls you gave to me. I have had them diligently copied, and it is time you had them back and began putting the story in order. And this is your wife?’ ‘Martha,’ said Christ, ‘this is the man I told you about. But he has never told me his name.’ ‘Please sit with us and share our food,’ said Martha. ‘I shall do that with pleasure. That little ritual you invented,’ the stranger said as Christ broke the bread, ‘has been a great success. Who would have thought that inviting Jews to eat flesh and drink blood would be so popular?’ Christ pushed the bread away. ‘That is not what I told them to do,’ he said. ‘But it’s what the followers of Jesus are doing, Jews and Gentiles both. Your instructions were too subtle, my friend. People will leap to the most lurid meaning they can find, even if it’s one the author never intended.’ ‘As you explained on another occasion, you think very little of people.’ ‘I see them as they are. You too used to have a realistic idea of their capabilities and limitations. Are you becoming more like your brother as time goes past?’ ‘He knew them well, and he wasn’t deceived, but he loved them.’ ‘Indeed he did,’ said the stranger, helping himself to the bread, ‘and his love is the most precious thing imaginable. That is why we must guard it so carefully. The vessel that will carry the precious love and teaching of Jesus Christ to the ages of the future is the church, and the church must guard that love and teaching night and day, to keep it pure and not let it be corrupted by misunderstanding. It would be unfortunate, for example, if people came to read some of his sayings as a call to political action; as we know, they are nothing of the sort. Instead we should emphasise the spiritual nature of his message. We need to make our position hard to argue with, my dear Christ, and by talking of the spirit we do just that. Spirituality is something we are well equipped to discuss.’ ‘I have no taste for that sort of talk any more,’ said Christ. ‘You had better take your scrolls away with you. Let someone else tell the story.’ ‘The story will be told many times. We shall make sure of that. In the years to come we shall sort out the helpful versions from the unhelpful. But we have spoken of these things before.’ ‘Yes, and I’m sick of it. Your words are smooth, but your thoughts are coarse. And you have become coarser with your success. When you first spoke to me you were more subtle. I begin to see now what it is, this story you and I and my brother have been playing out. However it ends, it will be a tragedy. His vision could never come to pass; and the vision that will come to pass is not his.’ ‘You talk of my vision and his vision; but if it were your vision it would have all the merit of truth as well as-‘ ‘I know what your truth means,’ said Christ. ‘Of course you do. But which is better,’ said the stranger, breaking off some more bread, ‘to aim for absolute purity and fail altogether, or to compromise and succeed a little?’ Christ felt sick for a moment, but he couldn’t remember why. Martha slipped her hand into her husband’s to steady him. But as Christ sat and watched the stranger eating his bread and pouring himself more wine, he couldn’t help thinking of the story of Jesus, and how he could improve it. For example, there could be some miraculous sign to welcome the birth: a star, an angel. And the childhood of Jesus might be studded with charming little wondertales of boyish mischief leavened by magic, which could nevertheless be interpreted as signs of greater miracles to come. Then there were matters of more profound narrative consequence. If Jesus had known about his execution in advance, and told his disciples that it was going to come about, and gone to meet it willingly, it would give the crucifixion a far more resonant meaning, and one that would open depths of mystery for wise men to explore and ponder and explain in the times to come. And the birth, again: if the child born in the stable had been not just a human child, but the very incarnation of God himself, how much more memorable and moving the s tory would be! And how much more profound the death that crowned it! There were a hundred details that could add verisimilitude. He knew, with a pang that blended guilt and pleasure, that he had already made some of them up. ‘I leave it in your hands,’ said the stranger, brushing the breadcrumbs off his own as he stood up from the table. ‘I shall not come to you again.’ And without another word he turned to leave. When he had gone Martha said, ‘You still didn’t ask his name.’ ‘I don’t want to know his name. How deluded I was! How can I ever have thought he was an angel? He has the look of a prosperous dealer in dried fruit or carpets. I don’t want to think about him ever again. Martha, I’m tormented; everything he says is true, and yet I feel sick when I think of it. The body of the faithful, the church, as he calls it, will do every kind of good, I hope so, I believe so, I must believe so, and yet I fear it’ll do terrible things as well in its zeal and selfrighteousness†¦ Under its authority, Jesus will be distorted and lied about and compromised and betrayed over and over again. A body of the faithful? It was a body of the faithful that decided for a dozen good reasons to hand him over to the Romans. And here am I, my hands red with blood and shame and wet with tears, longing to begin telling the story of Jesus, and not just for the sake of making a record of what happened: I want to play with it; I want to give it a better shape; I want to knot the details together neatly to make patterns and show correspondences, and if they weren’t there in life, I want to put them there in the story, for no other reason than to make a better story. The stranger would have called it letting truth into history. Jesus would have called it lying. He wanted perfection; he asked too much of people†¦ But this is the tragedy: without the story, there will be no church, and without the church, Jesus will be forgotten†¦ Oh, Martha, I don’t know what I should do.’ ‘You should eat your supper,’ said Martha. But when they turned back to the table the bread was all gone, and the wine-jar was empty. How to cite The Good Man Jesus and the Scoundrel Christ Chapter 15, Essay examples

Powers Of Ched Essay Example For Students

Powers Of Ched Essay I. IntroductionUnder Article XIV of the Constitution of the Philippines specifically under Sec. 1 states that â€Å"The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all.† This means that every citizen whether at Level 1, 2 or 3 shall be entitled to quality education and that the government should take actions to ensure that this right from the constitution that is granted to the citizen will not be infringed and that quality education will be provided and accessible to all. To ensure that quality education is given to the citizens of the Philippines, the government had vested its powers to different administrative agency to make sure that this right granted to the citizens will not be infringed. The Department of Education for Culture and Sports (DECS) is an example of an administrative agency that was created to ensure that quality education is given to the citizens at all levels. In 1994, the commission on Higher Education (CHED) was created to govern mainly the higher education or otherwise known as the tertiary education. The Commission is a body independent and separate from the DECS, and attached to the Office of the President for administrative purposes only. Its coverage shall be both public and private institutions of higher education as well as degree-granting programs in all post secondary educational institutions, public and private. As a Commission created to govern the higher education, it follows the mission of â€Å"gearing higher educa tion towards the pursuit of better quality of life for all Filipinos by emphasizing the acquisition of knowledge and formation of those skills necessary to make individual a productive member of society. It shall accelerate the development of high-level professionals who will search for new knowledge, and provide leadership in the various disciplines required by a dynamic and self assuring economy.† In short, the mission of the CHED is what is stated in Sec. 1 of Article XIV of the constitution, which is to provide quality education to the citizens and make education accessible to the citizens. In Sec. 2 of RA 7722, the same is mentioned. The state shall protect, foster, promote the right of all citizens to affordable quality education at all levels and shall take appropriate steps to ensure that education shall be accessible to all. The State shall likewise ensure and protect academic freedom and shall promote its exercise and observance for the continuing intellectual growth, the advancement of learning and research, the development of responsible and effective leadership, the education of high-level and middle-level professionals and the enrichment of our historical and cultural heritage. State-supported institutions of higher learning shall gear their programs to national, regional or local development plans. Finally, all institutions of higher learning shall exemplify through their physical and natural surrounding the dignity and beauty of as well as their pride in, the intellectual and scholarly life. In short, the main mission or goal of the CHED is what is stated in Sec 1 of Article XIV of the constitution, which is to provide quality education to the public and to ensure its accessibility to all. Moreover, to achieve Sec. 2 of RA 7722, which is to ensure quality and accessible education, powers are granted to the CHED. Some powers which are obtained transitory from the DECS, meaning the powers of DECS in governing tertiary education are transferred to the CHED. This is in Sec. 18 of RA 7722. Such personnel, properties, assets and liabilities, functions and responsibilities of the Bureau of Higher education, including those for higher and tertiary education and degree-granting vocational and technical programs in the regional offices, under the DECS and other government entities having function similar to those of the Commission are herby transferred to the Commission. From this it is established that the powers that were once granted to DECS in governing the tertiary education are hereby transferred to the CHED. To ensure accessibility of education, one of the most prominent factor will be the tuition fee. The rate at which the tuition fee is established will determine the accessibility of the school, thereby to ensure accessibility for students, tuitions fees should be regulated by the CHED. To be able to regulate the increase of tuition the implementation of the rules and regulation of Presidential Decree (PD) No. 451 was issued. This was to govern increase in tuition fee and other school charges of private schools beginning the school year 1975-1976. Under Sec. 2 of PD 451 â€Å"The Secretary of Education and culture has the authority to regulate on any increase or change in the rates of tuition fee and other school charges collected from students or their parents by all private schools. Any increase or change in the approved rates, including new tuition fee and/or other school charges, of private schools shall not be effective without the prior approval of the Secretary of Education and Culture. Any violation shall be considered unlawful and subject to the penal provision of the law.† Moreover, in the implementation of RA 8292 or otherwise known as the Higher Modernization Act of 1997, which is an act providing for the uniform composition and powers of the governing boards, the manner of appointment term of office of the president of chartered state universities and colleges and for other purposes. In pursuant to Sec. 4 of RA 8292, which is â€Å"the governing board shall have the following specific powers and duties in addition to its general powers of administration and the exercise of all the powers granted to the board of directors under Sec. 36 of BP Blg. 68, otherwise known as the Corporation Code of the Philippines.† Furthermore, under paragraph A of Sec. 4 the government board â€Å"can enact rules and regulations not contrary to law as my be necessary to carry out the purposes and functions of the university or college†. Also Paragraph E of Sec. 4 which specifies that the government board shall â€Å"adopt and implement a socialized scheme of tuition and school fees for greater access to poor but deserving students.† II. Definition of Termsa.) Tuition Fee- covers the school charge for the course or subjects enrolled in by students as indicated in the respective prospectuses, bulletins of information, or catalogues of private schools, which may either be paid on a monthly, semestral, or yearly basis, or per unit or units. Reconstruction EssayFrom Section 18 of RA 7722 alone it is established that powers from the DECS were transferred to the CHED, thus giving the CHED the power to act, and implement rules and regulations. B. Whether or not the order to prohibit the increase of tuition fee by the Commission on Higher Education is valid. Now that it is established that the power of DECS was indeed transferred to the CHED. It is clear that CHED will have all the power to govern the higher education or the tertiary education. However, the issue whether the order to prohibit the increase of tuition fee is valid, still remains. To determine whether the order issued is valid or invalid, the author researched on the law governing the powers of the Secretary of Education, and as well researched on Jurisprudence that dealt with question of the validity of the order of the Secretary of Education. In the search for the laws governing the power of the Secretary of Education, the researcher found two laws that gave the Secretary of Education the authority to regulate the increase on tuition fees. The first law being from SEC. 2 of PD No. 451. â€Å"The Secretary of Education and Culture has the authority to regulate any increase or change in the rate of tuitions and or other school fees or charges collected from pupils or students and/or their parents by all private schools, colleges, and universities† Also in SEC. 57 and 70 of Batasang Pambansa Blg. 232 or otherwise known as the Education Act of 1982 the same is mentioned. In Sec. 57 paragraph 3 it states that â€Å"the Ministry shall promulgate rules and regulations necessary for the administrations, supervision and regulation of the educations system in accordance with declared party.† And Sec. 70 states â€Å"The Minister of Educatoin and Culture, charged with the administration and enforcement of this Act, sh all promulgate the necessary implementing rules and regulation.† From the provisions stated above namely Sec. 2 of PD No. 451, SEC 57 (3) and SEC 70 of BP No. 232, the secretary of education which in this case is the CHED is given the authority to indeed regulate the tuition fee of the higher education, and thus, the order of prohibiting the increase of tuition fee for the school year 2001-2002 is valid. Furthermore, the author consulted the jurisprudence to be sure that the order given by the CHED is indeed valid. In the case of Jose D. Lina Jr., petitioner, vs Isidro D. Carino in his capacity as Secretary of Education, Culture, and Sports, respondent, where the petitioner was questioning the authority of the secretary of education in his issuance of DECS order No. 30 whereby it outlines the rate of increase in tuition which all schools should follow. The issue was â€Å"whether DECS order no. 30 is valid, that is, whether respondent DECS secretary has the legal authority to issue DECS order no. 30 prescribing guidelines concerning increases in tuition and other school fees.† The court basing the facts on the case of Philippine Consumers Foundation, Inc. vs. the Secretary of Education, Culture and Sports, maintained that the DECS order No. 30 was indeed valid and thus, should be implemented by the schools. It followed that â€Å"since no other government agency was vested wi th the authority to fix the maximum school fees, that power should be considered with the DECS Secretary.† With this as a fact on the Jurisprudence of the Philippines, thereby, the Secretary of Education indeed has the authority to regulate the rate of tuition fees of the schools. The secretary of Education in this case being the CHED, as proven in the previous issue that the powers of DECS on the higher Education were transferred to the CHED thereby giving the CHED the power the DECS had before on the higher education. Needless to say, the order issued by the Commission on Higher Education was valid for the reason that the CHED maintains the power to regulate the tuition fees of the school as provided in sec. 2 of PD no. 451, sec. 57(3) and sec. 70 of BP. Blg. No. 232, and lastly the jurisprudence giving the Secretary of Education the authority to regulate the tuition fees of the schools. VII. Statement of Position and ConclusionsHaving presented all the facts the author holds that the orders issued by the Commission on Higher Education prohibiting the increase of tuition fee for the school year 2001-2002 valid. The order is valid because the Commission on Higher Education had the authority to regulate the rate of tuition fee as prescribed in the Presidential Decree No. 451 and Batasang Pambansa blg. 232. Moreover, it is prescribed in the constitution that education should be made accessible to all the citizens of the Philippines, and that the state shall ensure that the citizens are given access to a better education. With the order of the CHED in prohibiting the increase of the tuition fee, it was ensured that this right under the constitution is not infringed, as the administrative body of the government took step to ensure that the citizens will not be deprived in access to education by prohibiting the increase of the tuition fees especially at the time when the c itizens are having financial difficulty. Furthermore, in the Higher education modernization act of 1997 it is further specified under section 4 (e) of the act that a socialized scheme in determining the rate of tuition fee. It specifically states that the tuition fee should provide â€Å"greater access to the poor†, thus in this case, issuing an order prohibiting the increase of tuition fee for the year 2001-2002 is beneficiary to the poor and will provide them with a greater access as the issue of the CHED was to ensure that education does not become burdensome to parents who experience financial difficulty. Lastly, the jurisprudence of the Philippines had shown that the authority to issue and order regarding the regulation on the tuition fees rests in the hands of the Secretary of Education which in this case is the CHED. In both cases presented above, the court had affirmed that the Secretary of Educations indeed has the right to regulate the tuition fee of the schools. VIII. Legal Issues