Running Head: Discussion Board Essay

1. What are a few different ways the Christian gospel is seen in our way of life? The Christian gospel is seen in our way of life as â€Å"confusion† or that Christians believe themselves to be more prominent than individuals of different religions. The one that annoys me is that Christians are frauds and that Christians state a certain something and do another. A portion of the discernment are all around grounded in light of the fact that Christians, particularly bodily Christians tend to bundle the gospel in a manner that would profit them as opposed to carrying others to ask about the expression of God. 2. What are some particular good reasons individuals may dismiss the Christian gospel? Many individuals accept that there’s no chance that Jesus could be completely human and completely God simultaneously. Some state that it is highly unlikely that God could love and spare them, being that they are negligible humans. A few people dismiss the Christian gospel in light of sexual, conjugal or political reasons. Being a Christian implies that you should hold fast to a specific good code and standard that the vast majority will decay to cling to. 3. What are some particular enthusiastic reasons individuals may dismiss the Christian gospel? Many individuals just uncertainty that all you need to do so as to be spared is to have confidence in the demise, internment, and restoration of Jesus Christ and you will be spared. To accept is to be joined by confidence and a changed brain. The vast majority have an issue having confidence in something that can’t be seen. The dread of progress is consistently troublesome when an individual has been accustomed to doing things a specific way. â€Å"But the normal man receiveth not the things of the soul of God.† (1Co. 2:14, King James Bible,) 4. What are some particular scholarly reasons individuals may dismiss the Christian gospel? Many individuals are so set on having a deep understanding of everything that when they are defied with reality of the gospelâ it’s for the most part met with incredulity. Scholarly people like thing to be legitimately introduced and the Christian gospel conveys with it the component of confidence and confidence is something that a ton of scholarly people aren’t ready to put a great deal of time into or whatever else so far as that is concerned. 5. What would christians be able to do to address these complaints and better impart the Christian gospel? Above all else the Christian gospel must not be constrained on anybody. Furthermore the most ideal approach to impart the Christian gospel is for people to see the distinction that Christ has made in your life. â€Å"Preach with gentleness and profound respect† (2 Timothy 2:25 King James form). â€Å"Believe what we are teaching†. ( Deuteronomy 6:6, King James variant). Christians ought to likewise be available to furnishing more data with the circumstance present itself.

Should or Should Not Doping Be Allowed in Sports Essay

Ought to or Should Not Doping Be Allowed in Sports - Essay Example Then again, the abuse of medications is likewise inconvenient to the strength of contending competitors. As a rule doping cheapens the trustworthiness and picture of sports. Doping has evoked horrible discussion from both the clinical and donning viewpoint. While others question where the respectability of game falls, when family unit character in sport winds up in troublesome spots when found to have utilized execution improving medications, others appreciate the utilization of execution upgrading drugs (Wiesing 168). In serious game, doping has been viewed as a dishonest endeavor that doesn't underscore the uprightness of sports. A few prominent competitors †people have had their profession tossed to the doldrums in the wake of having been seen as blameworthy of doping or offering an open expression on doping. Then again, defenders of doping guarantee that doping in sports is essential particularly for those hotshots who feel that they have to stay large and in charge and they would need to do that no matter what. The substance is that they would not have any desire to lose their popularity in sports and consequently, they resort to doping. They are good examples, symbols and adored names to their fans and that is the thing that they dread losing (Eber 345). This paper takes a gander at doping in the two settings with regards to whether it ought to be permitted or not in sports. It additionally gives applicable instances of competitors who have discarded their respectability in sports subseq uent to being found to have utilized doping substances. While doping is considered as an opposite activity to reasonable play, there are a few competitors who trust in reasonable play. Certain serious competitors weight on the requirement for reasonable play, and they are viewed as contingent cooperators in light of the fact that are guided by the qualities and standards of reasonable play. At the end of the day, they don't ingest medications since they accept their rivals don't utilize them too. The most serious issue, in any case, becomes coordination of their aims that would meander and resort to utilizing execution improving medications in rivalries (Devine 637). Doping has become a worldwide issue in light of numerous universal games world over. Most worldwide games affiliations guided by International Olympic Committee (IOC), have for quite a while chipped away at methods of halting the spread of doping, yet they have met obstruction. True to form, the presentation of testing, instruction programs and other clinical treatment, would diminish the conduct. Lamentably, the endeavors have figured out how to hold up under little organic products in light of the fact that imperceptible and all the more impressive doping strategies have come up. There are a few doping strategies

Exit Through The Gift Shop documentary film Essay

Exit Through The Gift Shop narrative film - Essay Example Grierson built up a conviction that films could assume a focal job in advancing this process.† (Alternative Perth History online source). As it were, Grierson accepted that movies have the ability to convey issues in the public eye to a more extensive crowd and can motivate them to engage with social and policy centered issues. On account of Exit Through The Gift Shop, this would imply that in the wake of seeing the film, a group of people wouldn't 'fall into the snare' of a bogus road craftsman like Guetta and would not accepting any of his product or advance his work any further to be 'workmanship'. In my basic investigations paper I contended that Banksy utilized his narrative film to unveil Thierry's deceptive investigation of road craftsmanship as he appeared to a group of people that Thierry is ‘no genuine artist’-as Banksy and other road specialists state in the film. I trust Banksy’s objective was to cause the crowd to understand that Thierry took hi s thoughts so that later on they won’t purchase his copycat craftsmanship any more. The film additionally urges us to take a gander at craftsmanship and be progressively basic in passing judgment on its worth and the craftsman's innovation. The film's general message was that what checks is the first thought of the craftsman. And yet I contend that Banksy additionally had a childish motivation behind why he made this film: to advance himself and his craft. Thus, my theory is that Banksy utilized Exit Through The Gift Shop as a component of his self-advancement system that depends on secret. With the end goal of this factious article, I distinguish my crowd to be cinemagoers who I need to persuade that Exit Through The Bookshop isn't only a narrative, yet in addition a circuitous special advert for Banksy and his craft that is 'veiled' as a narrative. Having perused various online audits of Exit Of The Giftshop by film-pundits and papers, the general assessment of writers conc urs with my explanation that Banksy likewise utilized the film to advance himself. Nonetheless, there are a few pundits who have disregarded Banksy's self-advancement in the film, or don't give it much significance. For instance, film pundit Devin Faracu alludes to this issue just to act naturally 'confusion' and doesn't call it 'self-advancement'. Rather, Faracu picks in his audit to concentrate on the significant message about road craftsmanship the film imparts: ‘Exit Through the Gift Shop chips away at a great deal of levels †as a past filled with the road workmanship scene, as a gander at an exceptionally odd Frenchman and his odd life, and as a friendly exchange on what is acceptable workmanship and what is awful workmanship. It is by all accounts a discussion that’s particularly pertinent to the road craftsmen, as they’re working in a medium that’s illicit, looked downward on and for the most part the region of estranged multi year olds. Theyâ €™re clearly accomplishing an option that could be greater than straightforward spray painting †one gander at Banksy’s bewildering and moving work on the West Bank Barrier demonstrates that.' But I contend that the film can't simply be broke down in regards to what it has done to raise the profile of road craftsmanship for the most part, yet in addition that the film should be dissected considering exposing that it is additionally an advert for Banksy himself. There are a few signs that Banksy painstakingly developed the film as a component of his self-advancement system: 1) He

How effective is cognitive behavioural therapy in treating stress-related disorders - Free Essay Example

Introduction Individuals respond to stressful events in different ways and their responses are influenced by a number of factors, such as personality characteristics or temperament, that can have an effect on the how the stressor is perceived (Anthony, Frederici, and Stein, 2009). Anxiety and stress are closely related, although stress tends to relate to a specific event or circumstances, whereas anxiety can be a non-specific, internal anticipation of something that might happen (Kahn, 2006). However, anxiety can cause stress for example, imagining the consequences of being late (anticipation). Anxiety disorders are very common and can be debilitating and chronic, with patients experiencing distress over many years. It is suggested that anxiety is multifaceted and may be caused by biological factors for example, high levels of serotonin, which is also a factor in depression. Another contributing cause to anxiety appears to be hyperactivity in the amygdala region of the brain, which results in high levels of neuroticism and anxiety. People who have a tendency towards neuroticism, for example, are more likely to experience anxiety disorders and negative emotions in response to stressors (Eysenck, 1967; Gray 1982). Psychological treatments and interventions focus on cognitive processes and behavioural responses that attempt to explain the acquisition and continuation of anxiety disorders (Anthony, et al. 2009). The aim of the following essay is to examine the efficacy of CBT interventions on treating anxiety and stress-related disorders. Anxiety Disorders The Diagnostic and Statistical Manual of Mental Disorders fifth edition (DSM-V) classifies anxiety disorders into three main groups: anxiety disorders, obsessive compulsive disorders (OCD), and trauma and stress related disorders (American Psychiatric Association, APA, 2013). Anxiety disordersinclude separation anxiety disorder, phobias, social phobia, panic disorder, agoraphobia, and generalised anxiety disorder. Obsessive-compulsive disordersincludes hoarding disorder, while the third group, trauma and stressor-related disorders,includes post-traumatic stress disorder (PTSD) and acute stress disorder (DSM-V, APA, 2013). The DSM-V classifications of anxiety emphasise the relationship between disorders and therefore the possibility of comorbidity between anxiety, stress and depression (APA, 2013). Cognitive Behavioural Therapy (CBT) As will be discussed in the following section, many of the stress and anxiety related conditions listed in the DSM-V category of anxiety disorders can be treated using cognitive behaviour therapy (CBT). CBT aims to change negative and maladaptive thought patterns and behaviours to more positive ways of dealing with stress-related problems. Therapy is non-directive and a therapist will facilitate change through working with the client or patient to achieve a series of goals. The therapist will also challenge the clients negative beliefs and help the client develop strategies to manage their stress more effectively in the long term in order to prevent any relapses (Beck, 2011). Exposure-based CBT (Torp et al. 2015) has also been reported to be effective with young people and children. As discussed by Beck (2011) the relationship between the therapist and the patient is central to the success of the intervention, as it is necessary to have a rapport in order to sometimes discuss di fficult topics. The Efficacy of CBT in Stress-Related Disorders In their meta-analyses of 269 studies that used CBT in studies, including anxiety disorders and general stress, Hoffman, Asnaani, Vonk, Sawyer and Fang (2012) found that the most effective results were for anxiety disorders and general stress (together with bulimia, somatoform disorders and anger control). A study comparing 65 patients with generalised anxiety disorder (GAD), who were randomly allocated to one of three groups CBT, relaxation techniques, and a control group of patients on the waiting list was undertaken by Dugas et al. (2010). The follow-up sessions took place 6-, 12- and 24-months after the intervention and consisted of self-report and clinician ratings. It was found that both CBT and relaxation were more effective than the control group, although long-term improvement continued only with CBT (Dugas et al. 2010). Other research has also found that CBT has been effective in generalised anxiety for example, Otte (2011) states that a number of studies have demon strated that CBT is effective for patients with anxiety conditions and states the efficacy and effectiveness of CBT in anxiety in adults appears to be well established (Otte, 2011, p.418). However, despite the positive findings, Otto also states that there are there are various methodological problems in many studies, for example studies that do not include a control group, and therefore the effect size of the intervention is more difficult to assess. CBT has also be found to be effective in anxiety disorders in children, although as Hogendoorn et al. (2014) reports there are children who do not respond and therefore greater research is necessary in order to understand the mechanism that allows some children to respond well, while other children do not. In a study that investigated childhood anxiety and depression using CBT intervention it was found that there were more positive effects for anxiety than for depression in terms of behaviour and coping strategies used by the children (Chu and Harrison, 2007). It was concluded that there are different factors involved when using CBT in the treatment of anxiety and/or depression. According to Leichsenring et al. (2013) social anxiety is a prevalent disorder that can cause severe psychosocial problems and can co-exist with other disorders such as depression. Social anxiety is characterised by an individual having a fear of social interactions and therefore affects a person ability to work and have a good quality of life (Yoshinaga et al. 2013). There have been a number of reports regarding the efficacy of CBT in treating social anxiety, although many studies have small sample sizes and are conducted in one location. In their study Leichsenring et al. (2013) assessed 495 outpatients who were randomly allocated to either CBT intervention, (n=209), psychodynamic therapy (n=207), or a waitlist control group (n=79). The patients baseline and post-treatment scores were compared using the Liebowitz Social Anxiety Scale (Liebowitz, 1987). It was found that both CBT and psychodynamic therapy were effective in treating social anxiety. Yoshinaga et al. (2013) also evaluated CBT and social anxiety in Japan using the Liebowitz Social Anxiety Scale (Liebowitz, 1987). The aim of the study was to assess whether results in Japan would be similar to those in Western countries. The intervention was over a 14 week period and measurements of social anxiety were taken before during and after the intervention. It was found that CBT was effective although there were a number of limitations in the study. The sample size was very small, with only 15 patients, which limits the generalisability of the study to other patients, particularly as it was a single-centre study. Another limitation was that the participants were mainly females, which again can limit generalisability of the findings to male patients. There was also no long-term follow-up, so the effects of CBT in preventing relapse were not assessed. Furthe rmore many patients were also taking medication which was not controlled for and may have had an effect on the results. Another stress-related condition which can cause serious impairment is OCD. The condition in adolescents and children is similar to that of adults, and OCD often begins in childhood (Torp et al. 2015). In a study undertaken in Denmark, Sweden and Norway, patients aged between 7- and 17-years diagnosed with OCD received CBT intervention in a community setting over 14 weeks. The study was an uncontrolled trial, which meant all patients received exposure CBT and were assessed using the Children Yale-Brown Obsessive Compulsive Scale (Scahill, et al. 1997), which both children and their parents completed, as well as other measures. The children had a range of behavioural and emotional problems and the study involved therapists and health professionals who evaluated the intervention. A strength of the study was that it was undertaken in different centres in three coun tries, which means it has good generalisability. The number of participants was also relatively high, which was also a strength of the study. The professionals helped the children and their parents complete the treatment and the findings showed a high success rate which was rated independently. It was concluded by Torp et al. (2015) that exposure-based CBT is an effective treatment for OCD in community children and adolescent outpatient clinics. The severity of the symptoms decreased in the patients and some were described as being in remission. However, there were a few limitations in the study for example, the group was not ethnically diverse and the trials were not randomised (Torp et al. 2015). A final area where CBT has been found to be effective in stress-related disorders is PTSD, which is a disorder which can occur after an individual has experienced a major traumatic event. Typical symptoms include re-living the event, recurring thought of the event, avoidance, numbing and detachment and estrangement from family and other people. In looking at the efficacy of CBT in treating PTSD, Bisson and Andrew (2007) undertook a systematic review of research in which patients had been evaluated by clinicians for traumatic stress symptoms as well as self-rating by the patient of stress, anxiety and depression. Treatment included Trauma focused CBT (TFCBT), exposure therapy, stress management which included hypnotherapy and group CBT and eye movement desensitisation and reprocessing (EMDR) and a waitlist control group with no intervention. The findings showed that TFCBT, EMDR and group CBT were all effective in treating PTSD. In the long-term TFCBT and EMDR were found to be more effective, although some of the studies were found to have methodological flaws which means the data must be interpreted with caution. After the attack on the Twin Towers in New York, the CATS consortium was established to help deal with the trauma experienced by young people and als o to assess the outcomes of the intervention using CBT. The CATS Consortium (2010) report on the efficacy of CBT being used with children and adolescents aged between 5- and 21-years who were traumatised after the attack. The young people (n=306) were allocated to one of two groups depending on the severity of their trauma. The first group involved trauma-specific CBT and the second group, brief CBT. The findings showed that for both groups there was a decrease in their symptoms and they were no longer diagnosed as having PTSD, and it was also found that the therapy could be effectively delivered in the community by trained professionals. The limitations of the study were that the design did not conform to a typical randomised controlled study and a control group was not used. The circumstances around the study were chaotic in the days after the attack and, as the authors state, the children may have improved without any treatment or intervention, which is, of course, the purpose of a controlled group. Nonetheless, the study has provided useful information regarding the use of CBT for young people after a traumatic event. Conclusion Overall, the evidence presented demonstrates that CBT is an effective intervention in a number of different stress-related conditions identified by the DSM-V (APA, 2013). Meta-analyses and systematic reviews are able to provide robust evidence regarding the effectiveness of interventions using CBT, although, as has been discussed, there are a number of methodological issues with some of the studies used in meta-analyses. Some of the limitations include small sample sizes, for example, which means that generalisation to other groups is not possible. Another limitation is the lack of a control group, where, as discussed by CATS Consortium (2010), the patients who were traumatised after the attack on the Twin Towers in New York may have recovered spontaneously over time without any intervention, and this can only be observed in a control group which has no intervention. Another potential issue is the use of different measures such as self-report and clinicians measures (Dugas et al. 2 010), in comparison to other studies which used validated questionnaires such as Liebowitz Social Anxiety Scale (Leichsenring et al. 2013). This means that comparisons between studies are more difficult. However research using CBT has taken place in a number of different contexts and cultures for example, Norway, Sweden and Denmark (Torp et al. 2015) and also Japan (Yoshinaga, et al. 2013) and has been shown to be effective. References American Psychiatric Association, (APA, 2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-V, fifth edition). Washington, DC: American Psychiatric Association. Anthony, M.M., Frederici, A. and Stein, M.B. (2009). Overview and introduction to anxiety disorders. In M.M. Anthony and M.B. Stein (Eds) Oxford Handbook of Anxiety and Related Disorders, pp. 3-18. Oxford: Oxford University Press. Beck, J.S. (2011). Cognitive Behaviour Therapy: Basics and Beyond. New York: Guildford Press. Bisson, J, and Andrew, M. (2007). Psychological treatment of post-traumatic stress disorder (PTSD). Cochrane Database of Systematic Reviews, 3, Art. No.: CD003388. CATS Consortium (2010). Implementation of CBT for youth affected by the world Trade Center disaster: matching need to treatment intensity and reducing trauma symptoms. Journal of Traumatic Stress, 23(6), 699-707 Chu, B.C. and Harrison, T.L. (2007). Disorder-specific effects of CBT for anxious and depressed youth: a meta-analysis of candidate mediators of change. Clinical Child and Family Psychology Review, 10, 352-372 Dugas, M.J., Brillion, P., Savard, P., Turcotte, J., Gaudet, A., Ladouceur, R., Leblanc, R. and Gervais, N.J. (2010). A randomized clinical trial of cognitive-behavioural therapy and applied relaxation for adults with generalized anxiety disorder. Behavior Therapy, 41(1), 46-58. Eysenck, H.J. (1967). The Biological Basis of Personality. Springfield, Il. Charles C. Thomas. Gray, J.A. (1982). The Neuropsychology of Anxiety. Oxford; Clarendon. Hoffman, S.G., Asnaani, A., Vonk, I.J.J., Sawyer, A.T. and Fang, A. (2012). The efficacy of cognitive behavioral therapy: A review of meta-analyses. Cognitive Therapy Research, 36(5), 427-440 Hogendoorn, S.M., Prins, P.J.M., Boer, F., Vervoort, L., Wolters, L.H., Moorlag, H., Nauta, M.H., Garst, H., Hartman, C.A. and de Haan, E. (2014). Mediators of cognitive behavioral therapy for anxiety-disordered children and adolescents: co gnition, perceived control, and coping. Journal of Clinical Child and Adolescent Psychology, 43(3), 486-500. Kahn, A.P. (2006). The Encyclopedia of Stress and Stress-Related Diseases, (second edition). New York: Infobase Publishing Leichsenring, F., Salzer, S. Beutel, M.E., Herpertz, S., Hiller, W., Hoyer, J., Huesing, J., Joraschky, P., Nolting, B., Poehlmann, K., Ritter, V., Stangier, U., Strauss, B., Stuhldreher, N., Tefikow, S., Teismann, T., Willutzki, S., Wiltink, J. and Leibing, E. (2013). Psychodynamic therapy and cognitive behavioural therapy in social anxiety disorder: A multicentre randomized controlled trial. American Journal of Psychiatry, 170, 759-767. Liebowitz, M.R. (1987). Social Phobia. Modern Problems of Pharmacopsychiatry, 22, 141-173 Otte, C. (2011). Cognitive behavioural therapy in anxiety disorders: current state of the evidence. Dialogues Clinical Neuroscience 13, 413-412. Price, M. and Anderson, P.L. (2011). The impact of cognitive behavioral therapy on post event processing among those with social anxiety disorder. Behaviour Research and Therapy 49(2) 132-137. Scahill, L., Riddle, M.A., McSwiggin-Hardy, M. and Ort, S.I., King, R.A., Goodman, W.K., Cicchetti, D., and Leckman, J.F. (1997). Childrens Yale-Brown Obsessive Compulsive Scale: reliability and validity. Journal of American Academy of Child and Adolescent Psychiatry, 36(6) 844-852 Torp, N.C., Dahl, K., Skarphedinsson, G., Thomsen, P.H., Valderhaug, Weidle, B., Melin, K.H., Hybel, K., Nissen, J.B., Lenhard, F., Wentzel-Larsen, T., Franklin, M.E. and Ivarsson, T. (2015). Effectiveness of cognitive behavior treatment for pediatric obsessive-compulsive disorder: Acute outcomes from the Nordic Long-term OCD treatment study (NordLOTS). Behaviour Research and Therapy, 64, 15-23. Yoshinaga, N., Ohshima, F., Matsuki, S., Tanaka, M., Kobayashi, T., Ibuki, H., Asano, K., Kobori, O., Shiraishi, T., Ito, E., Nakazato, M., Nakagawa, A., Iyo, M. and Shimizu, E. (2013). A preliminary study of individual cognitive behavioural therapy for social anxiety disorder in Japanese clinical setting: a single arm uncontrolled trial. BioMed Central (BMC) Research Notes 6, 74-81

A Report On Pneumonia Vaccine - 1786 Words

Pneumonia Vaccine Policies in Kenya Tram Nguyen Arizona State University Pneumonia Vaccine Policies in Kenya Pneumonia is a form of acute respiratory infection which is caused by a bacterium called Streptococcus pneumoniae. Pneumonia is transmitted via air-borne droplets from coughing and sneezing, and it may also spread through blood. In 2015, pneumonia killed 15 percent of all deaths in children under the age of five, becoming the leading cause of death in children all over the world (World Health Organization [WHO], 2015a). Many efforts were made to reduce the prevalence of pneumonia, including the free vaccination program in 2011 against pneumonia in Kenya, which is supported by WHO and GAVI Alliance (WHO, 2015b). However, in 2012, Kenya was still ranked among the 15 countries with the highest number of deaths caused by pneumonia, suggesting problems with the current policies (Onyango, Kikuvi, Amukoye, Omolo, 2012). This paper will evaluate these existing policies and discuss potential solutions to overcome the epidemic of pn eumonia in Kenya. Population and Geographic Area Located in Eastern Africa, Kenya lies across the equator in central Africa. Kenya is surrounded by Somalia to the east, Ethiopia to the north, Tanzania to the south, and Uganda to the west. Kenya has a young population of 45,925,301 people with 5.3 percent of the adult population living with HIV/AIDS in 2014. English and Kiswahili are two official languages in Kenya. Christianity is theShow MoreRelatedThe United Nations Children s Fund ( Unicef ) And The World Health Organization1447 Words   |  6 PagesWorld Health Organization (WHO) 1 published the report, Pneumonia: The forgotten killer of children which identified pneumonia as one of the world’s leading causes of childhood mortality accounting for one in five under-five deaths. 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Teaching Using Technological Tools For Education - 1283 Words

One of my teachers told me about her children. They use some of the technological learning tools to teach themselves and do their homework. I asked her about the experiences of her children. She said, â€Å"They learned more skills on their own. She feels her children are more active with doing their homework online. How is digital learning going to change schools and education? Is technology improving the teachers and the students? Technology such as digital learning tools, virtual learning, and full-time online schools with blended learning will continue to alter education as we know it for the better in the future. Integrating technology in the school will produce new kinds of schools. Significantly, using technological tools with†¦show more content†¦According to the Educationweek website. (2014) in the article Technology in Education,schools is The rapid and constant pace of change in technology is creating both opportunities and challenges for schools. There are many uses of technology in the classroom, however, digital tools have provided many interesting ideas by combining technology and prior knowledge. Also, technology has created new ways to teach, learn, and practice at home. Most schools are equipped with computer labs, therefore students are also able to use and implement technology inside the classroom in schools facilities and campuses. The idea of incorporating technology in the classroom aids students when doing PowerPoint presentations, using electronic forms of communication, doing homework online, and accessing their grades. For example, at LCI Houston, teachers allow us to use digital devices and computers to look for specific informati on, read articles, or look for research. Technology is actually useful for us, moreover, it can be used in many ways. Teachers can stimulate visual learners with pictures. Tactile learners can also benefit by having the ability to go up to a smart board and physically answer questions. For learners that can hear something and remember it, audio technology ranges from cd players, speakers, and websites with listening practices for group or individual instruction. Students can also hear

Freedom Fighters of India free essay sample

His brave deeds earned Vallabhbhai Patel the title of the iron man of India. For his role in the Bardoli Satyagraha, Patel came to be called the Sardar. Sardar Patel was a famous lawyer but gave up his practice in order to fight for the freedom of the country. After independence he became the deputy PM of India and played an important role the integration of India by merging numerous princely states with the Indian Union. Bal Gangadhar Tilak Bal Gangadhar Tilak was one of the firebrand freedom fighters of India. He gave the slogan- Swaraj is my birthright and I shall have it. To serve the cause of freedom and countrymen Tilak founded schools and published newspapers. Tilak was famous as one of the trios- Bal, Pal and Lal. People loved him and accepted him as their leaders and so he was called Lokmanya Tilak. Ram Prasad Bismil Ram Prasad Bismil was one of those young revolutionaries who laid down their life for the sake of the motherland. While often clashing with British officials on civic issues, he did not show any interest in politics. Patel was deeply impressed when Gandhi defied the British in Champaran for the sake of the areas oppressed farmers. So Patel gave a speech in Borsad in September 1917, encouraging Indians nationwide to sign Gandhis petition demanding Swaraj—independence—from Britain. As the first Home Minister and Deputy Prime Minister of India, Patel organised relief for refugees in Punjab and Delhi, and led efforts to restore peace across the nation. Patel took charge of the task to forge a united India from the British. Using frank diplomacy, backed with the option and use of military force, Patels leadership persuaded almost every princely state. Often known as the Iron Man of India or Bismarck of India, he is also remembered as the Patron Saint of Indias civil servants for establishing modern all-India services. Subhas chandra bose Subhas Chandra Bose also known as Netaji, was an Indian nationalist whose unsuccessful attempt in the waning years of World War II to liberate India militarily from British rule roused patriotic feelings in India. He was born in 23 January 1897 and he unfortunately died on August 18, 1945. Earlier, Bose had been a leader of the younger, radical, wing of the Indian National Congress in the late 1920s and 1930s, rising to become Congress President from 1938 to 1939. However, he was ousted from the Congress in 1939 following differences with the high command, and subsequently placed under house arrest by the British before escaping from India in early 1941. He turned to Nazi Germany and Imperial Japan for help in gaining Indias independence by force. [ With Japanese support, he organised the Indian National Army, composed largely of Indian soldiers of the British Indian army who had been captured in the Battle of Singapore by the Japanese. Boses effort, however, was short lived. In 1945 the British army first halted and then reversed the Japanese U Go offensive, beginning the successful part of the Burma Campaign. Boses Indian National Army was driven down the Malay Peninsula, and surrendered with the recapture of Singapore. Bose died soon thereafter from third degree burns received after attempting to escape in an overloaded Japanese plane which crashed in Taiwan, which many Indians believe did not happen. Bhagat singh Bhagat Singh was an Indian socialist considered to be one of the most influential revolutionaries of the Indian independence movement. He was born on 28 September 1907 and sacrified his life for the nation in 23 March 1931. He is often referred to as Shaheed Bhagat Singh, the word Shaheed meaning martyr in a number of Indian languages. As a teenager Singh studied European revolutionary movements and was attracted to it. He became involved in numerous revolutionary organisations, and quickly rose through the ranks of the Hindustan Republican Association (HRA) to become one of its main leaders, eventually changing its name to the Hindustan Socialist Republican Association (HSRA) in 1928. Seeking revenge for the death of Lala Lajpat Rai at the hands of the police, bhagat Singh was involved in the murder of British police officer John Saunders. Together with Batukeshwar Dutt, he undertook a successful effort to throw two bombs and leaflets inside the Central Legislative Assembly while shouting slogans of revolution. Subsequently they volunteered to surrender and be arrested. Held on this charge, he gained widespread national support when he underwent a 116 day fast in jail, demanding equal rights for British and Indian political prisoners. During this time, sufficient evidence was brought against him for a conviction in the Saunders case. He was convicted and subsequently hanged for his participation in the murder. bhagat Singh, Rajguru and Sukhdev were sentenced to death in the Lahore conspiracy case and ordered to be hanged on 24 March 1931. Sri Aurobindo Sri Aurobindo, born Aurobindo Ghosh was an Indian nationalist, freedom fighter, philosopher, yogi, Maharishi, guru and poet. [2] He joined the Indian movement for freedom from British rule, for a while became one of its influential leaders and then turned into a spiritual reformer, introducing his visions on human progress and spiritual evolution. Sri Aurobindo studied for the Indian civil service at Kings College, Cambridge. After returning to India he took up various civil service works under the Maharaja of Baroda and started to involve himself in politics. He was imprisoned by British India for writing articles against British rule. He was released when no evidence was provided. During his stay in the jail he reputedly had mystical and spiritual experiences, after which he moved to Pondicherry, leaving politics for spiritual work. During his stay in Pondicherry, Sri Aurobindo evolved a new method of spiritual practice, which he called Integral Yoga. The central theme of his vision was the evolution of human life into a life divine. He believed in a spiritual realisation that not only liberated man but also transformed his nature, enabling a divine life on earth. In 1926, with the help of his spiritual collaborator, Mirra Alfassa (The Mother), he founded the Sri Aurobindo Ashram. His main literary works are The Life Divine, which deals with theoretical aspects of Integral Yoga; Synthesis of Yoga, which deals with practical guidance to Integral Yoga; and Savitri, an epic poem which refers to a passage in the Mahabharata, where its characters actualise integral yoga in their lives. His works also include philosophy, poetry, translations and commentaries on the Vedas, Upanishads and the Gita. But this great soul died on 5 December 1950 in Pondicherry. He got his name as the first Indian to create a major literary corpus in English. [6] swami dayanand saraswati\ Dayanand Saraswati was an important Hindu religious leader of his time. He is well known as the founder of the Arya Samaj, a Hindu reform movement of the Vedic tradition. he was born on 12 February 1824 and unfortunately died on 30 October 1883. He was a profound scholar of the Vedic lore and Sanskrit language. He was the first to give the call for Swarajya as India for Indians – in 1876, later taken up by Lokmanya Tilak. Denouncing the idolatry and ritualistic worship prevalent in Hinduism at the time, he worked towards reviving Vedic ideologies. Subsequently the philosopher and President of India, S. Radhakrishnan, called him one of the makers of Modern India, as did Sri Aurobindo. Maharshi Dayananda advocated the doctrine of Karma (Karmasiddhanta in Hinduism) and Reincarnation (Punarjanma in Hinduism). He emphasized the Vedic ideals of brahmacharya (celibacy) and devotion to God. The Theosophical Society and the Arya Samaj were united from 1878 to 1882, becoming the Theosophical Society of the Arya Samaj. In 1883 Dayananda was invited by the Maharaja of Jodhpur to stay at his palace. Once Dayananda went to the Maharajas rest room and saw him with a dance girl named Nanhi Jan. Dayananda boldly asked the Maharaja to forsake the girl and all unethical acts and follow dharma like a true Aryan. Dayanandas suggestion offended the dance girl and she decided to take revenge. She bribed Dayanandas cook to poison him. At bedtime, the cook brought him a glass of milk containing poison and powdered glass. Dayananda drank the milk. He immediately realized that he had been poisoned and attempted to purge his digestive system of the poisonous substance, but it was too late. The poison had already entered his bloodstream. Many doctors came to treat him but all was in vain. His body was covered all over with large bleeding sores. On seeing Dayanandas suffering the cook was overcome with unbearable guilt and remorse. He confessed his crime to Dayananda. On his deathbed, Dayananda forgave him and gave him a bag of money