Rachael Dailey Goodwin (Dr. Ralph Brown, Sociology Dept,
According to US Embassy reports, the economic stability of
Rachael Dailey Goodwin (Dr. Ralph Brown, Sociology Dept,
According to US Embassy reports, the economic stability of
Conference Paper Part I: Abstract
“Non-Governmental Organizations & Government Relations in Ethiopia: Are Non-Governmental Organizations Doing More Harm Than Good?”
Through personal observation, interviewing those involved with NGOs operating in
Title: Pioneers and Converts: an African heritage
Topic: Church history and Pioneers in Rural Africa.
Background: We often focus on the pioneer heritage of the early Latter Day Saints of European decent. There are, however, many unsung heroes of church history relating to other parts of the world.
Scope: This essay addresses the history of early pioneer converts in Africa and their influence.
Justification: The research will help others to greater understand and appreciate modern pioneers in Africa
Title: Music is Key to Learning
Background:
For decades people have questioned if music really does have an impact on children’s lives. Numerous experiments and case studies have been conducted to search for an answer to this important question. From personal experience, I know that every phase of my life has been incredibly benefited as a result of my adolescent classical music training. Although the positive effects of early musical training in elementary schools is evident, the Utah Legislature is diminishing the importance and availability of music courses. Music education in the elementary schools is instrumental in helping children not only perform better in school, but also in many areas of their lives.
Purpose:
It is unmistakable that musical training is an important tool which improves every aspect of a child’s life. So, why are the school districts threatening to remove the fine arts departments from their schools? Currently, the
This in turn would guarantee that children would not have enough time in the day to take fine arts classes. As Lois Birkenshaw-Fleming points out, “other subjects such as math and science may give children the tools for living, but music and the other arts are what give them a reason for living” (qtd. in
Good music instruction touches the child’s mind where it lives—the body. It is essential for the rhythm, the balance, the emotions, the social awareness, and the increasingly sophisticated thinking of the kindergarten and elementary school child. (
Method:
I plan to research many different studies that have been done focused on children within music education. Using those studies, quotes, and statistics in my paper will give it more credibility.
Anticipated Results:
After reviewing the evidence, one can conclude that musical training can drastically improve every aspect of a child’s life. Some of the benefits a child could expect are: improved mathematical reasoning, improved reading scores, enhanced memory, social benefits including greater self-esteem and confidence, and enhanced coordination and motor skills. It has been said that, if a child feels like he has no friends, music can be a jumpstart to new friendships. Studying rhythm and tone can help him advance in his schoolwork. Also, the “grace and mastery” of a musical instrument can help him feel coordinated and able to successfully participate in other activities. Finally, music is a means of communicating his deepest emotions and feelings (
"...Intelligence, or the light of truth, was not created or made. Neither indeed can be" (D&C 93:29). I have chosen to research that which has been of the greatest fascination to me throughout most of my young-adult life: Strengthening the conduit of communication between the conscious mind and the supernal higher intelligence.
My purpose is to find a way to more readily access the relatively untapped reservoir of knowledge, absolute truth, creativity, and genius I believe each of us has encapsulated within the subconscious mind. How we live here in mortality will determine our state of happiness or misery for the rest of eternity (see Alma 41:4); then why not use every possible resource we have, to live life to the fullest, and to prepare for the time to meet our Maker which will shortly come to pass (see D&C 110:16)?
The methods I plan to research in connecting with my own higher intelligence include, meditation, kinesiology, monitoring intake of physical and mental content, exercising faith, and seeking further light and knowledge.
Among the results of my research, I anticipate to find that there is a real and valid relationship between the things we physically and mentally permit to enter our beings, and our ability to put off the natural man and frequent the conduit of communication between that which we are consciously aware of, and what lies dormant within, the embryo of Deity. I expect to compile a concise list of proven methods so people can readily access their own higher intelligences in their personal quests to communicate.
Book Review
Citation:
Bach, Richard. Jonathan Livingston Seagull. New York, NY, 1970. Pages, 127. Front pages, tribute page, three parts/chapters.
Jonathan Livingston Seagull is a delightful fable written in prose narrative, telling the journey of a seagull named Jonathan who is determined to find more to the meaning of life. Though fiction, this easy-to-read novella is simple yet profound, and can be applied to the life of almost any audience in the present. To many, the quest of Jonathan Livingston Seagull is not just another story, but a three-part spiritual guide or homily for self-perfection.
This book lives up to the high recommendations and excellent ratings it has been given across the United States. From one flight’s lesson to the next, the author brings his readers to the sky for practice in areas of speed, technique, and thought (psychology), while visions of hope, eternal progression, freedom, belief, and service are instilled in each student.
In Part I, Jonathan is made a very likeable character of persistence, determination, and perseverance. While Jonathan lives to fly (most gulls fly only to eat), and he flies very well, the author speaks openly of his falls as well as his world records in flight, so that each reader may relate his/her own experiences with Jonathan’s failures and successes. Although Jonathan wants to fly more than anything, there are moments of upset wherein he almost lets himself give up. Upon one instance after a particularly challenging day of high-speed crashing, Jonathan tells himself, “there would be no more challenge and no more failure,” in his decision to stop his radical flight pursuits. The author inspires readers endowing Jonathan with an ability to think through and discover ways to overcome the thoughts of failure that are certainly not unique to just, Jonathan, but a part of everyday life to those reading.
The reader is taught along with Jonathan in an active style, that revolutionary ideas are often unkindly received by those uncomfortable with change. Upon discovering the beginnings of his abilities in flight, Jonathan proclaims his excitement to share his new-found knowledge with the Flock he belongs to: “When they hear of it, he thought…they’ll be wild with joy. How much more there is now to living!...We can lift ourselves out of ignorance, we can find ourselves as creatures of excellence and intelligence and skill. We can be free! We can learn to fly!” And yet, he is outcast from the Flock, from his own family, friends, and leaders, “forever.”
In Part II the reader is taught that when “one school is finished…the time has come for another to begin.” We journey with Jonathan from his isolated, banished state to a new place. “So this is heaven, he thought....It felt like a seagull body, but already it flew far better than his old one….His feathers glowed brilliant white now, and his wings were smooth and perfect as sheets of polished silver.” From a writer’s perspective, Brilliant imagery is used to paint the picture of heaven, where “…the most important thing in living was to reach out and touch perfection in that which they most loved to do…” Bach uses simple words and phrases that sink deep into the heart when pondered. A reader may wonder, ‘how do I reach out and touch perfection…?’ as he/she is inspired to do so in taking their own flight, and a writer may be inspired to write his/her response to such questions.
Jonathan’s question in heaven is thought-provoking: “Why aren’t there more of us here? Where I came from there were…thousands and thousands of gulls….” The answer is even more profound: “We went from one world into another….we choose our next world through what we learned in this one.” If Jonathan “learned so much at one time that [he] didn’t have to go through a thousand lives to reach this one,” can I do the same? Bach leaves several unasked, unanswered questions for readers and writers to mull over while learning how to fly.
While Jonathan is on a physical quest to fly, his moral quest is also evident. “Is there no such place as heaven?” he asks. Jonathan is taught (along with the readers of his story), how to find heaven on earth: “Heaven is not a place, and it is not a time. Heaven is being perfect.” A gull must know his “true nature” to become perfect, to overcome limitations, and to obtain freedom. The reader is intrigued, and the writer is taught how to use narrative in a simplistic but profound, and even symbolic manner.
Through his process of learning, young, overzealous Jonathan becomes wise Fletcher Lynd Seagull who acknowledges that flying the speed of thought is nothing without love, forgiveness, and serving others. To be a student is not enough to Fletcher, who willingly accepts the call of one higher to return to those who still knew him as an outcast, to help them learn all that he has. How does one fly or teach others to fly when they don’t want to see you as anything but an outcast? “Don’t believe what your eyes are telling you. All they show is limitation. Look with your understanding, find out what you already know, and you’ll see the way to fly.” Bach provides uplifting tidbits of advice for the quest of the reader and writer alike, in sharing his own flight, leaving both with the challenge of overcoming limitations, through an eternity of progressive learning.
(“The Poems of Emily Dickinson”----1999 edition, by R.W. Franklin. The Belknap Press of Harvard University Press. Cambridge, MA)
Life is Life, and death but death!
Bliss is but bliss, and breath but breath!
And if, indeed, I fail,
At least to know the worst is sweet.
Defeat means nothing but defeat,
No drearier can prevail!
Emily Dickinson seemed to have an outlook on life that a lot of us at this time forget about. We worry about every little thing, and we put too much weight into so small things. We need to remember that “Defeat means nothing but defeat,” This is one of my favorite lines that Emily has written. I read this and realized that I need to not worry so much.
A lot of her poems have this uplifting feeling to them. She really had a feel for the way life was supposed to be lived. She saw things for what they were and wrote about them they way she felt and wanted not the way the world told her to.
Another thing about Dickinson that really catches my eye and makes me think is her interest in a higher being, in God. She grasps the concept so well.
Prayer is the little implement
Through which men reach
Where presence is denied them
They fling their speech
By means of it in God’s ear;
If then He hear,
This sums the apparatus
Comprised in prayer.
I find this poem so interesting. Often we are told that praying is how we communicate with God. We send our hopes, concerns, dreams, and questions, up to heaven. To a place where, at this moment is not within our reach. Though through our prayers we are in a way reaching for that place, but because we cannot reach, we “fling” our words to God’s ear. Dickenson says that sums up a prayer. We send our words to him hoping he will hear us.
Along with Dickenson knowing of a God, she knew there was a Son as well. She knew that he died to show his love for us, and that is love will never die.
That I did always love,
I bring thee proof:
That til I loved
I did not love enough.
That shall I love always,
I offer thee
That love is life,
And life hath immortality.
This, dost thou doubt, sweet?
Then have I
Nothing to show
But Calvary.
“That love is life, and life hath immortality.” Christ showed his love for us throughout his life, and even gave it for our sakes. The gift of his life was his love. And being immortal means you can never die. Dickenson was saying that the love that that Son has for us will never die. No matter what we do, or how much we doubt, we will always have His love.
In reading Emily Dickenson’s poems you not only find excellent writing, but I believe you can find inspiration as well. She captures her feelings so well. I have found many of her poems that seem to come alive and express how I feel at times.
I really feel as though Emily Dickenson was an inspired writer. As a writer this gives me ideas and hopes for my own creations. She wrote for herself, yet at the same time she is not the only person to ever feel that way, other can read her word and relate. It is for that reason that she has such amazing works and masterpieces.
I find that her writing flows very well and it makes you think at times.
Death is a dialogue between
The spirit and the dust.
“Dissolve,” says Death. The Spirit, “Sir
I have another trust.”
Death doubt it, argues from the ground.
The Spirit turns away,
Just laying of the evidence,
An overcoat of clay.
I highly recommend reading Dickenson. She has such a style. Not only do you get to read excellent writing, but you get to read words that inspire, and isn’t that what good writing is? Something that will inspire us.
It was too late for man,
But early yet for God;
Creation impotent to help,
But prayer remained our side.
How excellent the heaven,
When earth cannot be had;
How hospitable, then, the face
Of our old neighbor, God!