It's important to study the data and information carefully before you write. Then mentally structure your essay as if you're reporting the information to someone who are interested in knowing more about the subject.
Remember you have only 20 minutes to write 150 words. In other words, you can write a little bit more than 150 words.
Think about the overall structure as if it contains an introduction, main body and a conclusion. Since the essay is not meant to express your opinions but to describe and analyse the relevant data and/or information by comparing and contrasting the main findings.
Try not to directly copy words from the question, graphs and diagrams. But it takes time to rephrase or mentally search for synonyms, so you must practise writing various types of data descriptions: charts/Graphs - pie charts, flow charts, bar charts, line charts, trend charts, and flow charts ; diagrams - tables, maps, floor plans, life cycles, etc.
----------------
First Paragraph
Assume that the examiner won't look at the charts or diagrams. Start by Briefly stating what it is about, i.e. The chart is about xxx. Please also mention the date and time if they are given. Also mention the overall information and trends that may emerge from your general analysis.
Other Paragraphs
Report the relevant information in terms of the main features or topics of the subject; e.g. length of route, number of visitors, means of vehicles, etc. Start with the key findings, i.e. important trends, summarize other data to support your key description. But avoid unnecessary details.
However, you need to write to ensure a full coverage of the task requirements. For example, you will provide all the names of cities ( London, Paris, Tokyo, Washington DC, Kyoto, Los Angeles). You must summarize as much information as you can with the skill to organize the relevant information by comparing and contrasting the data.
Last Paragraph
The conclusion can be as short as a couple of sentences. Briefly summarise the main points. You may also leave reader with a predictive thought drawn from the major trends of your findings.
3/22/2010
Lesson of Giving - Proverbs 22:9
Proverbs 22:9
He that hath a bountiful eye shall be blessed; for he giveth of his bread to the poor.
Generosity brings blessings. Are you bountiful and liberal in giving to the needy? Do you look for opportunities to give, or do you hide your eyes from needy causes and persons (28:27)? When you pity the poor, you lend to the LORD, and He repays well (19:17)!
God will bless the man who gives eagerly and generously. He looks out for the poor, for He withheld from them the abilities and opportunities He gave the rich. He is pleased to see a successful man giving cheerfully to help those in trouble. But it is not enough to think kindly about the poor; there must also be performance (II Cor 8:11; Jas 2:16).
Solomon wrote about caring for the poor elsewhere (19:17; 21:13; 28:27). And he also wrote about the financial returns to generous men, “The liberal soul shall be made fat: and he that watereth shall be watered also himself” (11:25). Contrary to arithmetic and the depraved human heart, giving your money away is a simple way to get ahead! Give, and it shall be given back to you in the same degree, so give generously (Luke 6:38)!
The LORD provided for the poor in the Law of Moses, when He commanded Israel to keep their hearts tender and their hands open wide to any brother in need (Deut 15:7-11). And there also He promised a blessing on those who would give. Job knew these principles well, and he appealed to his careful attention to the poor (Job 31:16-23).
David described many blessings on those who help the poor. Consider them. He wrote, “Blessed is he that considereth the poor: the LORD will deliver him in time of trouble. The LORD will preserve him, and keep him alive; and he shall be blessed upon the earth: and thou wilt not deliver him unto the will of his enemies. The LORD will strengthen him upon the bed of languishing: thou wilt make all his bed in his sickness” (Ps 41:1-3).
David also identified giving to the poor as a mark of a righteous man (Ps 112:1-9), which will bring many and precious rewards on a man and his descendants. Isaiah warned that the true worship of God required mercy on the poor, and he promised many wonderful blessings for the effort (Is 58:7-12). God is well pleased with such sacrifices (Heb 13:16), and He is able to repay in proportion to a man’s liberality (II Cor 9:6-11).
Capitalism motivates the most to produce the best for the highest standard of living, while justly punishing the foolish and lazy. Yet, God warns against charging whatever price the market will bear, when you control a needful commodity (11:26). God and men will reward fairness and generosity, though free market economics may allow gouging.
Mathematics and personal finance are only true to a point. If you withhold money that you could give to someone in need, you are heading toward poverty! If you scatter your money to godly charitable causes, you are heading toward increase (11:24)! Though you cannot calculate it or explain it, giving money away without worrying works (Ec 11:1-6)!
How about a long life and good life? The surest and fastest way is to honor your parents (Eph 6:2-3), and verbal respect and birthday cards are not enough. Full honor includes financial honor, or giving money to provide for them or make their lives comfortable and pleasant (I Tim 5:3-4). To not do this is to deny the religion of Jesus Christ and be worse than an infidel (I Tim 5:8). Have a bountiful eye to your parents, if they are in need.
But giving also proves eternal life. Paul told the rich to be “ready to distribute, willing to communicate.” By so doing, they could lay “up in store for themselves a good foundation against the time to come, that they may lay hold on eternal life” (I Tim 6:17-19). Jesus Christ will remember any act of charity done to the least of His brethren (Matt 25:31-46).
Who can you bountifully help? It ought to be a priority of your life to help those that need assistance. It should be exciting! God has not charged you to help all the world’s poor, but He will bring opportunities your way (Luke 10:25-37). And He loves a cheerful giver, so be sure you do not begrudge the giving (II Cor 9:7; Acts 20:35; Rom 12:8).
The most bountiful eye in the universe belongs to the blessed God of heaven, the LORD Jehovah. He sends sunshine, rain, and fruitful seasons on all men, even His enemies (Matt 5:45; Acts 14:17). The LORD is good to all: and his tender mercies are over all His works (Ps 145:9). But far beyond daily natural blessings, He gave His only begotten Son to die for those who had no strength to help themselves (Rom 5:6; II Cor 8:9; 9:15).
Extracted from Let God Be True
He that hath a bountiful eye shall be blessed; for he giveth of his bread to the poor.
Generosity brings blessings. Are you bountiful and liberal in giving to the needy? Do you look for opportunities to give, or do you hide your eyes from needy causes and persons (28:27)? When you pity the poor, you lend to the LORD, and He repays well (19:17)!
God will bless the man who gives eagerly and generously. He looks out for the poor, for He withheld from them the abilities and opportunities He gave the rich. He is pleased to see a successful man giving cheerfully to help those in trouble. But it is not enough to think kindly about the poor; there must also be performance (II Cor 8:11; Jas 2:16).
Solomon wrote about caring for the poor elsewhere (19:17; 21:13; 28:27). And he also wrote about the financial returns to generous men, “The liberal soul shall be made fat: and he that watereth shall be watered also himself” (11:25). Contrary to arithmetic and the depraved human heart, giving your money away is a simple way to get ahead! Give, and it shall be given back to you in the same degree, so give generously (Luke 6:38)!
The LORD provided for the poor in the Law of Moses, when He commanded Israel to keep their hearts tender and their hands open wide to any brother in need (Deut 15:7-11). And there also He promised a blessing on those who would give. Job knew these principles well, and he appealed to his careful attention to the poor (Job 31:16-23).
David described many blessings on those who help the poor. Consider them. He wrote, “Blessed is he that considereth the poor: the LORD will deliver him in time of trouble. The LORD will preserve him, and keep him alive; and he shall be blessed upon the earth: and thou wilt not deliver him unto the will of his enemies. The LORD will strengthen him upon the bed of languishing: thou wilt make all his bed in his sickness” (Ps 41:1-3).
David also identified giving to the poor as a mark of a righteous man (Ps 112:1-9), which will bring many and precious rewards on a man and his descendants. Isaiah warned that the true worship of God required mercy on the poor, and he promised many wonderful blessings for the effort (Is 58:7-12). God is well pleased with such sacrifices (Heb 13:16), and He is able to repay in proportion to a man’s liberality (II Cor 9:6-11).
Capitalism motivates the most to produce the best for the highest standard of living, while justly punishing the foolish and lazy. Yet, God warns against charging whatever price the market will bear, when you control a needful commodity (11:26). God and men will reward fairness and generosity, though free market economics may allow gouging.
Mathematics and personal finance are only true to a point. If you withhold money that you could give to someone in need, you are heading toward poverty! If you scatter your money to godly charitable causes, you are heading toward increase (11:24)! Though you cannot calculate it or explain it, giving money away without worrying works (Ec 11:1-6)!
How about a long life and good life? The surest and fastest way is to honor your parents (Eph 6:2-3), and verbal respect and birthday cards are not enough. Full honor includes financial honor, or giving money to provide for them or make their lives comfortable and pleasant (I Tim 5:3-4). To not do this is to deny the religion of Jesus Christ and be worse than an infidel (I Tim 5:8). Have a bountiful eye to your parents, if they are in need.
But giving also proves eternal life. Paul told the rich to be “ready to distribute, willing to communicate.” By so doing, they could lay “up in store for themselves a good foundation against the time to come, that they may lay hold on eternal life” (I Tim 6:17-19). Jesus Christ will remember any act of charity done to the least of His brethren (Matt 25:31-46).
Who can you bountifully help? It ought to be a priority of your life to help those that need assistance. It should be exciting! God has not charged you to help all the world’s poor, but He will bring opportunities your way (Luke 10:25-37). And He loves a cheerful giver, so be sure you do not begrudge the giving (II Cor 9:7; Acts 20:35; Rom 12:8).
The most bountiful eye in the universe belongs to the blessed God of heaven, the LORD Jehovah. He sends sunshine, rain, and fruitful seasons on all men, even His enemies (Matt 5:45; Acts 14:17). The LORD is good to all: and his tender mercies are over all His works (Ps 145:9). But far beyond daily natural blessings, He gave His only begotten Son to die for those who had no strength to help themselves (Rom 5:6; II Cor 8:9; 9:15).
Extracted from Let God Be True
3/19/2010
Children Chastening (Proverbs 19:18)
Read the article below. Summarise the ideas and reflect on the suggested teachings regarding today's parenting skills on chastening children.
------------------------
Proverbs 19:18 (New King James Version)
"Chasten your son while there is hope, And do not set your heart on his destruction.趁 有 指 望 ， 管 教 你 的 兒 子 ； 你 的 心 不 可 任 他 死 亡 。"
-------------------------
Train your children today: tomorrow may be too late. Do not waste a single day. You do not have forever. They quickly grow beyond training, and then they are gone from your control. Efforts to train or chasten磨鍊 then will only provoke對...挑釁 them. It will be too late.
God gave them to you helpless and open to instruction. He gave you only a window of time to train them, which closes quickly. Then you must pray for a miracle, which He has not promised to give, if you chose to ignore or reject His wisdom earlier in their lives.
Our proverb makes two strong points. Child training and chastening must be done early in life, and they must be done severely without regard for foolish pity or tearful appeals.
Child training is not an option; it is a commandment (22:6; Eph 6:4). Chastening is not an option; it is a commandment (23:13-14). Chastening is the enforcement of training.
Chasten. To inflict disciplinary or corrective punishment on; to visit with affliction for the purpose of moral improvement; to correct, discipline, chastise.
The corrective punishment God teaches is by the use of the rod (13:24; 22:15; 23:13-14; 29:15). As horses are trained to run fast with a whip, or riding crop; and as asses are kept controlled and made useful by bridles; so a fool is corrected from foolishness by a rod (26:3; 10:13). Some stripes on the back are a wonderful training method, as many generations of sober Americans can testify (19:29; 20:30). See the comments on 22:15.
Two generations have neglected chastening, and youth today are given to pride, selfishness, laziness, rebellion, and social dysfunction. Traits not allowed fifty years ago in any children are now accepted as the norm. Public, academic, and employment standards must be reduced regularly to accommodate an undisciplined generation.
Children, daughters included, will be well behaved when they are old, if we train them when young (22:15). We must chasten them betimes – early in life, while there is hope, before it is too late (13:24). Dear parent, get a strong sense of urgency today!
Betimes. At an early time, period, or season; early in the year; early in life. In good time, in due time; while there is yet time, before it is too late.
Chastening is God’s method for training your children for godly and successful lives, but it must be done early in life. If you wait too long, children become hardened in rebellion, established in their own thoughts, formed in their own habits, resentful of corporal correction, and able to leave the home and live on their own. As we know from the delay of civil punishment, the hearts of men become set to do wickedly (Eccl 8:11)
You must begin when they are very young, and then only reminders will be needed later. Self-discipline and right conduct can be taught early, and they must be taught early. Every year of life makes it more difficult to change habits and attitudes. Train them now, while they are young. Consistent chastening early will do more good than harder and more frequent chastening later. The earlier you begin, the less is required. Start today!
Training can begin in infancy嬰兒期, for we read that Hannah delivered Samuel permanently to the priests at Shiloh immediately after his weaning (I Sam 1:24-28). He was prepared to live away from home, follow instructions, and worship God from a very, very early age.
We must chasten early, and we must also chasten severely. Do not let their tears and crying move you, for children quickly learn to beg, plead, promise, cry, and scream to avoid discipline. Ignore his tears now to save him and you much worse crying later. It is ungodly pity that hinders us from doing our duty for their happiness and good. Eli’s choice to compromise with his sons brought infinitely more pain to him and his entire family than any short difficulty that chastening them would have caused. Consider it!
No good parent enjoys chastening his child, for he would much rather hold him tenderly and enjoy his happy company. But the goal of saving him from hell in life must drive us in our duty. True love is not just hugs and kisses: true love is correction; withholding correction is hatred (13:24). If you spare the rod, you hate your son, for you are creating future trouble for him; and this choice will come back to haunt both of you (29:15). David chose to spare the rod on Adonijah, and it cost his son his life (I Kings 1:6; 2:23).
Exalting friendship with children will lead to problems, for it will be hard to chasten with the right consistency and severity. You must first be a parent. Chasten them, and you will bring rest to your soul; reject the tempting and momentary ease now when they are young, so you can take perpetual ease later when your chastening has earned it (29:17).
If you have young children, there is hope today. Do not plan on tomorrow, for your case may soon be hopeless. If you have been negligent in the past, then confess your sin fully to God and beg Him for mercy for the children already past the point of no return. He does forgive and can mercifully help you recover the lost opportunity (Joel 2:25-27).
We are God’s sons by adoption through Jesus Christ (Gal 4:4-7), and He proves His love by correcting us when we disobey. He does pity our frame (Ps 103:13-14), but He chastens and scourges every adopted son (Heb 12:6). Chastening proves His love, for only bastards are ignored to go their own way (Heb 12:7-8). If you receive painful results in your life for sin, on the inside or outside, you can know you are greatly loved!
------------------------
Proverbs 19:18 (New King James Version)
"Chasten your son while there is hope, And do not set your heart on his destruction.趁 有 指 望 ， 管 教 你 的 兒 子 ； 你 的 心 不 可 任 他 死 亡 。"
-------------------------
Train your children today: tomorrow may be too late. Do not waste a single day. You do not have forever. They quickly grow beyond training, and then they are gone from your control. Efforts to train or chasten磨鍊 then will only provoke對...挑釁 them. It will be too late.
God gave them to you helpless and open to instruction. He gave you only a window of time to train them, which closes quickly. Then you must pray for a miracle, which He has not promised to give, if you chose to ignore or reject His wisdom earlier in their lives.
Our proverb makes two strong points. Child training and chastening must be done early in life, and they must be done severely without regard for foolish pity or tearful appeals.
Child training is not an option; it is a commandment (22:6; Eph 6:4). Chastening is not an option; it is a commandment (23:13-14). Chastening is the enforcement of training.
Chasten. To inflict disciplinary or corrective punishment on; to visit with affliction for the purpose of moral improvement; to correct, discipline, chastise.
The corrective punishment God teaches is by the use of the rod (13:24; 22:15; 23:13-14; 29:15). As horses are trained to run fast with a whip, or riding crop; and as asses are kept controlled and made useful by bridles; so a fool is corrected from foolishness by a rod (26:3; 10:13). Some stripes on the back are a wonderful training method, as many generations of sober Americans can testify (19:29; 20:30). See the comments on 22:15.
Two generations have neglected chastening, and youth today are given to pride, selfishness, laziness, rebellion, and social dysfunction. Traits not allowed fifty years ago in any children are now accepted as the norm. Public, academic, and employment standards must be reduced regularly to accommodate an undisciplined generation.
Children, daughters included, will be well behaved when they are old, if we train them when young (22:15). We must chasten them betimes – early in life, while there is hope, before it is too late (13:24). Dear parent, get a strong sense of urgency today!
Betimes. At an early time, period, or season; early in the year; early in life. In good time, in due time; while there is yet time, before it is too late.
Chastening is God’s method for training your children for godly and successful lives, but it must be done early in life. If you wait too long, children become hardened in rebellion, established in their own thoughts, formed in their own habits, resentful of corporal correction, and able to leave the home and live on their own. As we know from the delay of civil punishment, the hearts of men become set to do wickedly (Eccl 8:11)
You must begin when they are very young, and then only reminders will be needed later. Self-discipline and right conduct can be taught early, and they must be taught early. Every year of life makes it more difficult to change habits and attitudes. Train them now, while they are young. Consistent chastening early will do more good than harder and more frequent chastening later. The earlier you begin, the less is required. Start today!
Training can begin in infancy嬰兒期, for we read that Hannah delivered Samuel permanently to the priests at Shiloh immediately after his weaning (I Sam 1:24-28). He was prepared to live away from home, follow instructions, and worship God from a very, very early age.
We must chasten early, and we must also chasten severely. Do not let their tears and crying move you, for children quickly learn to beg, plead, promise, cry, and scream to avoid discipline. Ignore his tears now to save him and you much worse crying later. It is ungodly pity that hinders us from doing our duty for their happiness and good. Eli’s choice to compromise with his sons brought infinitely more pain to him and his entire family than any short difficulty that chastening them would have caused. Consider it!
No good parent enjoys chastening his child, for he would much rather hold him tenderly and enjoy his happy company. But the goal of saving him from hell in life must drive us in our duty. True love is not just hugs and kisses: true love is correction; withholding correction is hatred (13:24). If you spare the rod, you hate your son, for you are creating future trouble for him; and this choice will come back to haunt both of you (29:15). David chose to spare the rod on Adonijah, and it cost his son his life (I Kings 1:6; 2:23).
Exalting friendship with children will lead to problems, for it will be hard to chasten with the right consistency and severity. You must first be a parent. Chasten them, and you will bring rest to your soul; reject the tempting and momentary ease now when they are young, so you can take perpetual ease later when your chastening has earned it (29:17).
If you have young children, there is hope today. Do not plan on tomorrow, for your case may soon be hopeless. If you have been negligent in the past, then confess your sin fully to God and beg Him for mercy for the children already past the point of no return. He does forgive and can mercifully help you recover the lost opportunity (Joel 2:25-27).
We are God’s sons by adoption through Jesus Christ (Gal 4:4-7), and He proves His love by correcting us when we disobey. He does pity our frame (Ps 103:13-14), but He chastens and scourges every adopted son (Heb 12:6). Chastening proves His love, for only bastards are ignored to go their own way (Heb 12:7-8). If you receive painful results in your life for sin, on the inside or outside, you can know you are greatly loved!
3/15/2010
7 Ways to Get Your Teen Closer to You
Have you ever felt that 'time flies' and your kids are older than you feel they are? Before you knew it your infant started toddling around, finished kindergarten and primary school and got all set for the rebellious teens. Suddenly all the love and affection that you had been showering that they loved seemed like interference and over indulgence to them. They began to hate you and kept complaining of the 'generation gap'. Everything you did seemed wrong to them and they did not want to listen to anything you had to say. Have you ever felt that you just don't know how to handle them anymore? Here are a few tips to help you out.
1. Listen. We are so used to talking and lecturing as to what we believe is right and better for them that we never notice or make time to listen to them or their point of view. Teenagers have over the years developed a mind of their own. Their set of limited experiences has taught them quite a few things too. They believe they know what's good for them. Make time to hear out their point of view. If you feel the need to change it, first empathize with it, win your child's confidence and then suggest a change. Half your battle is won the moment you stop correcting and imposing instead start listening and suggesting.
2. Let them make mistakes. As parents we always want to protect our children and make sure nothing hurts them. However, teenage in an age when children want to experiment and learn. Overprotecting them frustrates them. So does this mean we just watch them do what they want? Definitely not. We need to warn them about all potential dangers of the experiment and encourage them to make an informed choice rather than follow an order. They will commit more to their choice than your order.
3. Give them responsibility. Make them feel like an adult in charge of certain things in the family and their life. For example, make them in charge of their finances by giving a fixed pocket money for the month. Do not indulge them over and above that amount so that they learn to value money and budget.
4. Negotiate. Teenagers need their freedom and space to grow. You cannot keep controlling their timings and activities. It is important to let them feel in charge. However you can set the limits with their consent. For example you want them home by 10pm from a party and they want to stay till 11pm, suggest a 9pm deadline and they will be happy with 10pm. That way they feel they got their way and stick to the deadline with a smile rather than a sulk and fight.
5. Trust. Teenagers are vulnerable and parents get paranoid. The more you doubt them, their friends, their activities the more they tend to lie to you. This obviously makes you trust them less and makes them distance themselves from you more. Have faith in them and their judgment. Give your opinions about their friends, activities etc as suggestions rather than doubts.
6. Do not criticize. None of us like being criticized and teenage is a time when we are a lot more sensitive. It is very important as parents that we are supportive and encouraging in these years rather than critical and corrective. Focus on what your child has done well and either ignore or casually suggest ways of improving for wherever he has not well.
7. Be open to learn. We as parents don't always know best. Our teenagers have a lot to teach us if we are willing and open to learn. Accept your mistakes and give them their due credit. You will become best friends and relationships will become very smooth and easy.
Teenage is a time when children want to discover themselves. It is a time when they develop their individuality and identity. It is important for us as parents to understand and respect this. We need to give them the space to learn by their experience and mistakes and yet gently guide them with our experience and knowledge.
| I'm a clinical psychologist practicing in Mumbai, India. Helping people explore and enhance their potentials is my passion. You can get to know more from my blog http://www.makethemostoflife.net Article Source: http://EzineArticles.com/?expert=Saloni_Sawnani |
3/12/2010
IELTS Writing Task 2 (Acadamic Paper)
Task 2
You should spend no more than 40 minutes on this task.
Write about the following topic.
Is the protection of environment the responsibility of individuals or of the Government? Discuss. What is your opinion regarding the issue?
Give reasons for your views and include any relevant examples from your own knowledge or experience.
You should write at least 250 words.
You should spend no more than 40 minutes on this task.
Write about the following topic.
Is the protection of environment the responsibility of individuals or of the Government? Discuss. What is your opinion regarding the issue?
Give reasons for your views and include any relevant examples from your own knowledge or experience.
You should write at least 250 words.
IELTS Writing Task 1 (Acadamic Paper)
Writing Task 1You should spend no more than 20 minutes on this task.
The bar-chart below shows the percentage of primary students who exercise regularly in different countries. The pie-chart records the three reasons why children in Hong Kong did not do exercise regularly.
Summarize the information by selecting and reporting the main findings, and compare and contrast the data to describe your findings.
You should write at least 150 words.
3/10/2010
'Blind' Communication VS Insightful Communication.
'Blind' Communication
Insightful Communication
- Matt. 7:1-4 "1 “Judge not, that you be not judged. 2 For with what judgment you judge, you will be judged; and with the measure you use, it will be measured back to you. 3 And why do you look at the speck in your brother’s eye, but do not consider the plank in your own eye? 4 Or how can you say to your brother, ‘Let me remove the speck from your eye’; and look, a plank is in your own eye?"
Insightful Communication
- Phili 2:3-4 3 Let nothing be done through selfish ambition or conceit, but in lowliness of mind let each esteem others better than himself. 4 Let each of you look out not only for his own interests, but also for the interests of others.
3/05/2010
Chinese Style of Pain Killing & Health Maintenance
What is the main healing concept of Chinese medicine?
The overall concept is to engage one's life style with a full use of automated self-repairing systems of human body. To maintain one's health, it is necessary to ensure a healthy life style which enhance the operational systems of human body.
Life Style
The good life style includes physical, mental, and even spiritual well beings of individuals. It can help determine how well our health will be like. Those who live according to hostile nature guarantees a poor conditions to one's health; but those who live in accordance with the harmonious nature, a strong health is granted.
Body Meridians
One of the concepts mentioned in the book, "The User's Manuel For Human Body" by Alex Wu regarding the anger illustrates the point. Anger can be considered as a way to venting negative and hostile "air" in one's spleen. The "air" can break the veins in the spleen. The spleen will emit the damaged blood cells and turn them into toxic substance. If the toxic substance accumulate too much, they will clot and turn into tumor.
Meridians
Meridian is the vein system spread over human body. They are the basic energy carrying system of human body. The meridian control the energy gas, body fluid to run along the main meridians, between the various parts of the body in conjunction with each other channels.
Stretching Exercise
">
Headache Healing
">
The overall concept is to engage one's life style with a full use of automated self-repairing systems of human body. To maintain one's health, it is necessary to ensure a healthy life style which enhance the operational systems of human body.
Life Style
The good life style includes physical, mental, and even spiritual well beings of individuals. It can help determine how well our health will be like. Those who live according to hostile nature guarantees a poor conditions to one's health; but those who live in accordance with the harmonious nature, a strong health is granted.
Body Meridians
One of the concepts mentioned in the book, "The User's Manuel For Human Body" by Alex Wu regarding the anger illustrates the point. Anger can be considered as a way to venting negative and hostile "air" in one's spleen. The "air" can break the veins in the spleen. The spleen will emit the damaged blood cells and turn them into toxic substance. If the toxic substance accumulate too much, they will clot and turn into tumor.
Meridians
Meridian is the vein system spread over human body. They are the basic energy carrying system of human body. The meridian control the energy gas, body fluid to run along the main meridians, between the various parts of the body in conjunction with each other channels.
Stretching Exercise
">
Headache Healing
">
3/03/2010
Figure of Speech
Figure of Speech - Word, phrase or sentence that (1) presents a “figure” to the mind of the reader, (2) presents an imaginative or unusual use of words that the reader is not to take literally, or (3) presents a special arrangement or use of words or word sounds that create an unusual effect. Ordinary language that does not contain a figure of speech is called literal language. Language that contains a figure of speech is called figurative language. Figurative language is also sometimes called imagery because it presents an image to the mind. Consider the following sentences:
The leaves blew across the lawn. (Literal language)
The leaves danced across the lawn. (Figurative language)
Notice that the second sentence presents a figure to the mind of the reader: The leaves are dancing as if they were people. Obviously, the writer does not mean that the leaves literally danced. However, they “figuratively” danced. Now consider the following additional examples:
Mr. Piper harvested a bushel of green vegetables. (Literal language)
Peter Piper picked four pecks of peppers. (Figurative language)
The repetition of the "p" in the second sentence is considered a figure of speech because it presents a sound to the mind. This glossary contains definitions of various figures of speech. The most common figures of speech are Alliteration, Irony, Metaphor, Metonymy, Onomatopoeia, Oxymoron, Paradox, Personification, Simile, and Synecdoche.
Alliteration - Repetition of consonant sounds. Examples: (1) But now I am cabined, cribbed, confined, bound into saucy doubts and fears.–Shakespeare. (2) Duncan is in his grave; after life's fitful fever he sleeps well–Shakespeare. (3) When I was one-and- twenty–A.E. Housman. (Note that "one" has a "w" sound. (4) I sent thee late a rosy wreath–Ben Jonson. (Note that "wr" has an "r" sound.)
Irony (1) Saying the opposite of what is meant, or verbal irony; (2) result or ending that is the opposite of what is expected, or situational irony; (3) situation in which the audience attending a dramatic presentation grasps the incongruity of a situation before the actors do, or dramatic irony. Examples: (1) "What a beautiful day," Maxine said, opening her umbrella. (2) In the movie Planet of the Apes, an astronaut who lands on another planet where intelligent apes rule discovers a startling irony at the end of the movie: When looking over a vast wasteland, he sees the head of the Statue of Liberty and realizes he was on earth all the time. Apparently, a nuclear war had destroyed humankind while he was time-traveling. While in his Einsteinian time warp, the apes had evolved to an almost human level. (3) In Oedipus Rex, by Sophocles, Oedipus is unaware that he has married his own mother even though the audience is well aware of the incestuous union.
Metaphor - Comparing one thing to an unlike thing without using like, as or than. Examples: (1) The iron tongue of midnight hath told twelve.–Shakespeare. (The striker or clapper of the bell is being compared to the tongue of a speaking human being.) (2) The sea being smooth, how many shallow bauble boats dare sail upon her patient breast .–Shakespeare. (The sea is being compared to a woman with a "patient breast.") (3) I am a man whom Fortune hath cruelly scratched.–Shakespeare. (Fortune is being compared to an entity that can be cruel.) (4) In battle, the soldier is a tiger. (5) Michael Casey's face is a map of Ireland.
Metonymy - Substitution of one word or phrase to stand for a word or phrase similar in meaning. Examples: (1) In Shakespeare's time, the crown was anti-Catholic. ("Crown" stands for Queen Elizabeth I.) (2) The White House was severely criticized for its opposition to the tax increase. ("White House" stands for the president or the president and his advisers.) (3) Wall Street welcomes the reduction in interest rates. ("Wall Street" represents investors.) (4) Sweat, not wealth, earned her the respect of her peers. ("Sweat" stands for hard work.)
Onomatopoeia Figure of speech in which (1) a word mimics a sound or (2) an arrangement of words in a rhythmic pattern suggests a sound or an image. Examples of No. 1: burp, varoom, oink, crackle, moo, hiss, gong, thud, splash, zip, creak, boom, slurp, crunch, quack, twitter, honk, hoot, squeak, buzz, and zoom. Example of No. 2, from Sylvia Plath's poem "Daddy," in which the the rhythm of the words in one stanza imitates the chug of a locomotive:
An engine, an engine
Chuffing me off like a Jew.
A Jew to Dachau, Auschwitz, Belsen
I began to talk like a Jew.
I think I may well be a Jew.
Notice that the words mimic the rhythm of a chugging locomotive–an engine, an engine; like a Jew, a Jew.
Oxymoron - Combining contradictory words to reveal a truth. Oxymoron is a form of paradox. However, unlike paradox, oxymoron places opposing words side by side. Examples: (1) Parting is such sweet sorrow.–Shakespeare. (2) Working in a coal mine is living death. (3) The hurricane turned the lush island retreat into a hellish paradise.
Paradox - Contradictory statement that may actually be true. Paradox is similar to oxymoron in that both figures of speech use contradictions to state a truth. However, paradox does not place opposing words side by side, as oxymoron does. Examples: (1) They called him a lion. But in the boxing ring, the lion was a lamb. (2) For slaves, life was death, and death was life.
Personification - Giving humanlike qualities or human form to objects and abstractions. Personification is a form of metaphor. Examples: (1) Thou has done a deed whereat valor will weep.–Shakespeare. (Notice that valor, an abstraction, weeps.) (2) Fortune brings in some boats that are not steered–Shakespeare. (3) Because I could not stop for Death, He kindly stopped for me. –Emily Dickinson. (4) The house pleaded for a new coat of paint.
Simile - Comparing one thing to an unlike thing by using like, as, or than. Examples: (1) The barge she sat in, like a burnished throne, burned on the water.–Shakespeare. (2) And the muscles of his brawny arms are strong as iron bands–Longfellow. (3) His hand was small and cold; it felt like wax.–Margaret Truman. (4) In the morning the dust hung like fog, and the sun was as red as ripe new blood–John Steinbeck.
Synecdoche - Substitution of a part to stand for the whole, or the whole to stand for a part. Examples: (1) The Confederates have eyes in Lincoln's government. (The word "eyes" stands for spies.) (2) Jack bought a new set of wheels. ("Wheels" stands for a car.) (3) The law pursued the bank robbers from Maine to Florida. ("Law" stands for police.)
Extracted form Cummings Study Guides
The leaves blew across the lawn. (Literal language)
The leaves danced across the lawn. (Figurative language)
Notice that the second sentence presents a figure to the mind of the reader: The leaves are dancing as if they were people. Obviously, the writer does not mean that the leaves literally danced. However, they “figuratively” danced. Now consider the following additional examples:
Mr. Piper harvested a bushel of green vegetables. (Literal language)
Peter Piper picked four pecks of peppers. (Figurative language)
The repetition of the "p" in the second sentence is considered a figure of speech because it presents a sound to the mind. This glossary contains definitions of various figures of speech. The most common figures of speech are Alliteration, Irony, Metaphor, Metonymy, Onomatopoeia, Oxymoron, Paradox, Personification, Simile, and Synecdoche.
Alliteration - Repetition of consonant sounds. Examples: (1) But now I am cabined, cribbed, confined, bound into saucy doubts and fears.–Shakespeare. (2) Duncan is in his grave; after life's fitful fever he sleeps well–Shakespeare. (3) When I was one-and- twenty–A.E. Housman. (Note that "one" has a "w" sound. (4) I sent thee late a rosy wreath–Ben Jonson. (Note that "wr" has an "r" sound.)
Irony (1) Saying the opposite of what is meant, or verbal irony; (2) result or ending that is the opposite of what is expected, or situational irony; (3) situation in which the audience attending a dramatic presentation grasps the incongruity of a situation before the actors do, or dramatic irony. Examples: (1) "What a beautiful day," Maxine said, opening her umbrella. (2) In the movie Planet of the Apes, an astronaut who lands on another planet where intelligent apes rule discovers a startling irony at the end of the movie: When looking over a vast wasteland, he sees the head of the Statue of Liberty and realizes he was on earth all the time. Apparently, a nuclear war had destroyed humankind while he was time-traveling. While in his Einsteinian time warp, the apes had evolved to an almost human level. (3) In Oedipus Rex, by Sophocles, Oedipus is unaware that he has married his own mother even though the audience is well aware of the incestuous union.
Metaphor - Comparing one thing to an unlike thing without using like, as or than. Examples: (1) The iron tongue of midnight hath told twelve.–Shakespeare. (The striker or clapper of the bell is being compared to the tongue of a speaking human being.) (2) The sea being smooth, how many shallow bauble boats dare sail upon her patient breast .–Shakespeare. (The sea is being compared to a woman with a "patient breast.") (3) I am a man whom Fortune hath cruelly scratched.–Shakespeare. (Fortune is being compared to an entity that can be cruel.) (4) In battle, the soldier is a tiger. (5) Michael Casey's face is a map of Ireland.
Metonymy - Substitution of one word or phrase to stand for a word or phrase similar in meaning. Examples: (1) In Shakespeare's time, the crown was anti-Catholic. ("Crown" stands for Queen Elizabeth I.) (2) The White House was severely criticized for its opposition to the tax increase. ("White House" stands for the president or the president and his advisers.) (3) Wall Street welcomes the reduction in interest rates. ("Wall Street" represents investors.) (4) Sweat, not wealth, earned her the respect of her peers. ("Sweat" stands for hard work.)
Onomatopoeia Figure of speech in which (1) a word mimics a sound or (2) an arrangement of words in a rhythmic pattern suggests a sound or an image. Examples of No. 1: burp, varoom, oink, crackle, moo, hiss, gong, thud, splash, zip, creak, boom, slurp, crunch, quack, twitter, honk, hoot, squeak, buzz, and zoom. Example of No. 2, from Sylvia Plath's poem "Daddy," in which the the rhythm of the words in one stanza imitates the chug of a locomotive:
An engine, an engine
Chuffing me off like a Jew.
A Jew to Dachau, Auschwitz, Belsen
I began to talk like a Jew.
I think I may well be a Jew.
Notice that the words mimic the rhythm of a chugging locomotive–an engine, an engine; like a Jew, a Jew.
Oxymoron - Combining contradictory words to reveal a truth. Oxymoron is a form of paradox. However, unlike paradox, oxymoron places opposing words side by side. Examples: (1) Parting is such sweet sorrow.–Shakespeare. (2) Working in a coal mine is living death. (3) The hurricane turned the lush island retreat into a hellish paradise.
Paradox - Contradictory statement that may actually be true. Paradox is similar to oxymoron in that both figures of speech use contradictions to state a truth. However, paradox does not place opposing words side by side, as oxymoron does. Examples: (1) They called him a lion. But in the boxing ring, the lion was a lamb. (2) For slaves, life was death, and death was life.
Personification - Giving humanlike qualities or human form to objects and abstractions. Personification is a form of metaphor. Examples: (1) Thou has done a deed whereat valor will weep.–Shakespeare. (Notice that valor, an abstraction, weeps.) (2) Fortune brings in some boats that are not steered–Shakespeare. (3) Because I could not stop for Death, He kindly stopped for me. –Emily Dickinson. (4) The house pleaded for a new coat of paint.
Simile - Comparing one thing to an unlike thing by using like, as, or than. Examples: (1) The barge she sat in, like a burnished throne, burned on the water.–Shakespeare. (2) And the muscles of his brawny arms are strong as iron bands–Longfellow. (3) His hand was small and cold; it felt like wax.–Margaret Truman. (4) In the morning the dust hung like fog, and the sun was as red as ripe new blood–John Steinbeck.
Synecdoche - Substitution of a part to stand for the whole, or the whole to stand for a part. Examples: (1) The Confederates have eyes in Lincoln's government. (The word "eyes" stands for spies.) (2) Jack bought a new set of wheels. ("Wheels" stands for a car.) (3) The law pursued the bank robbers from Maine to Florida. ("Law" stands for police.)
Extracted form Cummings Study Guides
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