American Dream essays

American Dream essays What exactly is the American dream? Most people have never really thought about this before even though deep down inside they have an idea of what their personal dream is. Ever since the first settlers arrived in Jamestown to set up a new colony in this vast new world, it stood as a place of freedom that was not available anywhere else in the world. People flocked here in search of a new, better life. Over the course of history, however, this dream has changed in many ways. Through interviewing people from different generations, this change in the American dream becomes evident. Helen was born in 1922 into a poor family that lived on a farm. She was put to work on the farm during her early childhood. When I was growing up, children were expected to do their share of the work. I worked some days from sunrise to sunset with my father on the farm along with my brothers and sisters (Bell). Though she had wanted to graduate, Helen only went to school through the eighth grade before she had to drop out in order to help her sick sister. She had dreams of growing up and becoming a music teacher, however she ended up working in a pants plant for 45 years of her adult life. According to her, the perfect life consisted of being ...a good, godly woman with a loving husband and a roof over our heads (Bell). To her, money was not as important as it is to many people in todays society. She found contentment in other things besides wealth, as she lived a happy life with her caring husband and, eventually, became the mother of a family of eight kids. Eddie was born in 1948. With the exception of not having a father, he had a fairly normal childhood until the age of 14 when he moved out to live on his own. Growing up, I always thought of the perfect life as having a loving family, lots of money, a nice house, and a nice car (Edwards, E). He stayed in school and eventually ...

Teetotaller - Definition and Origin

Teetotaller - Definition and Origin Definition: A teetotaller is someone who totally abstains from liquor. In the 19th century, the Preston Temperance Society in England and, later, the American Temperance Union encouraged a pledge of abstinence from intoxicating liquor, as part of the temperance movement. Those who had signed the pledge were asked to use a T with their signature to mean total abstinence. The T plus the total led to those whod signed the pledge being called T-totallers or teetotallers. The term was in use as early as 1836 when an explanation of it as meaning total abstainer appeared in print. From there, the term came to be used more generally, for anyone who voluntarily committed to abstinence, or simply for a nondrinker. The Pledge The pledge of temperance from the Preston Temperance Society (in Preston, England) read: We agree to abstain from all liquors of an intoxicating quality whether ale, porter, wine or ardent spirits, except as medicine. Also Known As: Abstainer, dry, nondrinker, prohibitionist Other words for teetotalism:  Abstinence, temperance,  abstemiousness, on the wagon, dry, sober. Alternate Spellings: t-totaller, teetotaler Examples: First Lady Lucy Hayes, wife of President Rutherford B. Hayes, was known as Lemonade Lucy because, as a teetotaller, she did not serve liquor in the White House. Henry Ford required a teetotaller pledge for those he hired in his new auto production industry, to promote better productivity and workplace safety. Learn more about how teetotallism fit into the more general movement to limit or ban the use of alcoholic beverages: Temperance Movement and Prohibition Timeline Image: the image included is an example of the Victorian era pledge, complete with very Victorian floral embellishment. Religious groups that require or encourage abstinence from the use of alcoholic beverages: Assembly of God,  Bahai, Christian Science,  Islam, Jainism, The Church of Jesus Christ of Latter-day Saints (LDS. also known as the Mormon Church), Seventh-day Adventist Church, the Church of Christ, Sikhism, Salvation Army.   Also, some Hindu and Buddhist sects, and some Mennonite and Pentecostal groups. Methodists in English and American history often taught abstinence but rarely do that currently. In the Victorian era, many in both the Evangelical and Unitarian movements taught at least restraint, if not temperance and teetotalling. Most of those religions that prohibit alcohol do so on the grounds that it is harmful, that it inhibits mindfulness, or can easily lead to unethical behavior. Some famous women teetotallers: In history, women becoming teetotallers was often an expression of religious values, or was based on general social reform principles.   In the modern world, some women become teetotallers for such reasons, and others because of a past history of alcoholism or alcohol abuse. Tyra Banks: a model and actress.Susan Boyle: singer.Pearl S. Buck: writer, won Nobel Prize for Literature, 1938.Faye Dunaway: actress.Janeane Garofalo: actress.Kathy Griffin: comedian.Elisabeth Hasselbeck: television personality.Jennifer Hudson: singer.Carrie Nation: temperance activist.Kelly Osbourne: actress.Marie Osmond: singer.Natalie Portman: actress.Anna Quindlen: writer.Christina Ricci: actress.Anne Rice: writer.Linda Rondstadt: singer.Sarah Silverman: comedian, actress and writer.Jada Pinkett Smith: actress.Lucy Stone: womens rights activist.Mae West: actress.  Frances Willard: temperance reformer.

Nonverbal communication in romantic relationships - literature review Essay

Nonverbal communication in romantic relationships - literature review - Essay Example What individuals do is also reliable indicator of internal feelings. Four studies comprise this literature review. â€Å"Nonverbal Immediacy Behaviors and Liking in Marital Relationships† (Hinkle, 1999) measured the frequency of positive nonverbal behaviors in married couples and found a strong correlation with the subjects’ reported liking for one another. â€Å"Relational Messages Associated with Nonverbal Involvement, Pleasantness, and Expressiveness in Romantic Couples† (Le Poire, Duggan, Shepard & Burgoon, 2002) focused on vocal involvement, showing that partners perceived intimacy based on tone. The results of â€Å"Patterns of Matching and Initiation: Touch Behavior and Touch Avoidance across Romantic Relationship Stages† (Guerrero & Anderson, 1994) indicated sex differences in the initiation of touch, with men choosing the dominant role of initiation early in the relationship and women becoming the initiators after marriage. â€Å"Adult Attachment Style and Nonverbal Closeness in Dating Couples† (Tucker & An ders, 1998) reported that secure attachment style resulted in more positive touching. Although it may seem obvious that nonverbal communication—in general, a subconscious act—should correlate with relational satisfaction, researchers may take nothing for granted. Thus, the Hinkle study cited research that reported relationships have a greater success if the partners like one another. They also defined nonverbal immediacy as â€Å"behaviors such as touching, smiling, and making eye contact with another person† (Hinkle, 1999) and hypothesized that the more immediacy behaviors displayed by an individual, the more their partner liked them. The focus of their research was related to the duration of the relationship. They found that correlation remained constant, but that liking behaviors were strongest in the first year of the marriage and after the twenty-fourth year (Hinkle, 1999). Guerrero and Anderson began with a

Young People in American Society Essay Example | Topics and Well Written Essays - 1000 words

Young People in American Society - Essay Example According to the essay in 1990, students’ (adolescents) violent attitude and violence in schools got dedicated attention from the society. The move was based upon ensuring peaceful atmosphere in schools and colleges and to invest educational resources on productive and learning targets rather than disciplining young students. But evil behind this oppression remained strong and untouched so far and this evil is called ‘adultism’. The adultism is discriminatory ‘ism’ for young members of the society. This particular ‘ism’ consists of closest family members, teachers and elders etc. The after effects of this oppression are very dangerous and endless for example adults may force their dependants to steal, beg, fight, break laws, deal with drugs and adopt prostitution. In addition to illegitimate and immoral activities differential oppression can be inflict with apparently positive and ethical dogmas based upon religious beliefs, cultural trad itions and   regional   limits.From this paper it is clear that governments are allegedly great contributors of differential theory via discriminatory legal system against young people. The lack of protective laws for young people should be considered as oppressive behavior against them.  Our current economic systems are also dominated by certain group which is largely made up of adults. Thus it violates young people’s desires to take part in competition with adults in business and offices.... Political Ageism Governments are allegedly great contributors of differential theory via discriminatory legal system against young people. The lack of protective laws for young people should be considered as oppressive behavior against them. Economic Ageism Our current economic systems are also dominated by certain group which is largely made up of adults. Thus it violates young people's desires to take part in competition with adults in business and offices. Cultural Ageism Even though we are living in more civilized societies, but discrimination on the basis of sex, color, race, religion, ethnicity and age is universally everywhere. Children are among top victims in cultural divisions, they are not even provided with simple choices such as career, education, marriage and employment. Interpersonal Ageism Young people are oppressed interpersonally not only by parents, guardians but also by friends and siblings and sometimes by neighbors and teachers as well. Kind of oppressions by these groups is of discouraging, disrespecting and unrecognized nature. The reaction by the young people in response to oppressions is of severe violence oriented and it can be witnessed everywhere. In United Sates of America this oppression has resulted into extreme youth reactions in form of high rising school crimes, rage, and unlawful activities among students. The introduction of overly restricted rules and regulations is another contributor in juvenile offenses in United Sates, consequently pushing youngsters towards more depression and ultimately societal epidemic. A distinctive element of differential oppression is that the already victimized people (at the time of their youth) are

Music Of Claude Debussy And Dmitri Shostakovich Music Essay

Music Of Claude Debussy And Dmitri Shostakovich Music Essay The Romantic era presented many European composers who referred to themselves, or were referred to by others, as nationalist. Nationalism was very important because it allowed societies to continue to remain loyal to their country and allowed the country to gain cultural identity and individuality. Our definitions of nationalism are extremely vague and inconsistent, as many composers music seems to fit under the nationalist category. This is why the definition of musical nationalism must be refined, so that only composers whose music truly represents all aspects of their nation may be called nationalist. This means that the music must first and foremost appeal to the people and must reflect the nations cultural identity, rather than superimpose a culture upon it. The composer must also keep in mind the nations past and reveal hopes for the future. This means that a true nationalists music, in essence, becomes the nation by not simply encompassing the views of one member of society, o r even one group in society, but of the nation as a whole. Claude Debussy is known today as one of the great French composers who, in the words of Robert Orledge, was ever concerned with the necessity for French music to be true to itself. Orledge described his final series of chamber sonatas as enveloping a nationalistic spirit looking back to Rameau. Debussy was known for incorporating many international influences into his music, most notably the music of the Russian Five, and the Javanese gamelan. All of this considered, is it truly logical to refer to Debussys music as nationalistic, or even French for that matter? Is it not equally possible to call it Russian, since, quite arguably, most of his musical influences stem from there? Before a decision can be made concerning nationalism in Debussys music, we must take a look at the music of Dmitri Shostakovich. The creation of the Soviet Union marked the beginning of the largest obstacle for Russian composers. It was first time in history where a government, a secular power, had a direct say in the subject matter and appropriate style of all art forms. During the Soviet Union, it was the composers job to acquire culture which already existed amongst the intelligentsia (the Russian intellectual class), rather than to invent their own culture. The artistic movement enforced by the Soviet government between 1936 and 1950 was known as Socialist Realism, described by Stalin as an art national in form and socialist in content. This made it nearly impossible to express or create without crossing the very fine line set by the State. Artists of the time faced constant fear of exile and unemployment. The composers who did comply with the rules, however, became terrifically wealthy and were able to thrive under Soviet rule, earning up to 10,000 rubles per work commissioned by the Union of Soviet Compo sers. Dmitri Dmitrievich Shostakovich was one such composer. During the social realist period, Shostakovich came back from a temporary downfall stronger than ever with the aim to write music which was consistent with the changes brought on by the Revolution and which was, above anything else, to be created for his people. Shostakovich composed symphonies which would restore his glory and forever mark him as one of the great symphonic composers. Shostakovich had managed to please his audience by progressing in innovativeness, continuing Beethovens and Tchaikovskys strong symphonic traditions, and composing in a way that can truly be considered nationalistic. Shostakovichs music represented the epitome of Soviet nationalism and there are numerous elements present in his music which prove this. Shostakovichs main goal as a composer after his revival was to please the people which formed his nation. During an interview with an American correspondent, Shostakovich illustrated this by saying: I consider that every artist who isolates himself from the world is doomed. I find it incredible that an artist should want to shut himself away from the people, who, in the end, form his audience. Shostakovichs music was in touch with the national character of the time: it contained quotations of popular folk songs, was historically significant, and reflected the social realist style of the time. In an article about Soviet music, Nicolas Slonimsky stated that, the musical biography of Shostakovich is a perfect mirror of the changing policies in Soviet music. Shostakovich is the product of Soviet life. An important example of this can be seen in Shostako vichs 7th symphony which was performed on March 1st, 1942 in the temporary capital of Kuibishev. It represented the survival and victory of the nation, inspired by the battle of Leningrad. The main theme is of a Soviet war hero which drowns out a second hesitant, puppet-like theme representing the Germans. Shostakovich used this piece to build the morale of the nation, and helped fight the war from a cultural standpoint. It is true, however, that Shostakovich did succumb to artistic compromise during the social realist movement in order to provide for his family and continue to work as a composer. At the time, Shostakovich wrote music which was loyal to the state, but he did not necessarily agree with the government`s policies. Of course, speaking out loud about his disagreement with the authorities was impossible. Contrary to popular belief, this couldn`t be more irrelevant to whether or not he composed in a nationalistic style. A nation, after all, is defined by the unity of its people, and has absolutely nothing to do with the policies of its government. A composer may whole-heartedly agree with the politics of a country, but still fail to represent its people, its history, its culture and the nation as a whole in their music. Of much importance, on the other hand, is the fact that Shostakovich kept the history of Russian music alive by incorporating compositional techniques used by his predecessors; however, he did not do so in a strictly imitative manner. He made use of the hopelessly sombre mood and the spirit of universal humanity of Tchaikovsky, the folk elements of Prokofiev and, finally the inventiveness of Stravinskys music. In utilizing these elements, Shostakovich was able to continue his countrys strong symphonic reputation and paved the way for new composers by applying innovative orchestration, contrasting orchestral timbres, increasing chromaticism, and vigorously precise rhythms. The innovativeness Shostakovich possessed is an essential quality to have as a nationalist composer, because without innovativeness, one cannot expect to continue the cultural and artistic legacy of a country. In the words of Ernest Newman musicians are generally driven to nationalism as a revolt against foreign influence., much like the Russians did during the 19th century when Italian and German influences were taking over. Rather than escaping foreign influence, Debussy turned to it and incorporated it into his music. Debussys music is no more French than French fries are. Just because one is called French and claims to love their country, does not mean they are intrinsically and whole-heartedly French. As Ernest Newman said: à ¢Ã¢â€š ¬Ã‚ ¦however typically Russian a Russian may be, he is not a Russian if he looks, as many Russians do, beyond the borders of his own country, and finds certain aspects of foreign art more interesting than the indigenous art of the home territory. There is no doubt that Debussy was a brilliant composer, but it is quite obvious that he did look far, far beyond the influence of his own nation. How is it then, that we can even begin to consider him as a music ien franà §ais, especially when comparing him to true nationalists like Shostakovich? Rollo H. Meyers argues that à ¢Ã¢â€š ¬Ã‚ ¦Debussy, from the very beginning of his creative career, always knew exactly what kind of music he wanted to write, and no influence whatever could have made him change his course. If he took anything from others, he only took what, in a sense, already belonged to himà ¢Ã¢â€š ¬Ã‚ ¦. This is not unlike modernizing verses of Romeo and Juliet or Hamlet and claiming them to be your own invention because Shakespeares timeless writing already belonged to you. It is people like Meyers who contribute to the constant false identification of nationalism in many composers music. 21Slonimsky, Dmitri Dmitrievitch Shostakovitch, 415. Shostakovich, unlike Debussy, was one of the few composers to truly combine being a good musician with being a good nationalist. He was a true professional when creating his music and always found new ways of appealing to his audience. On top of all of this, he managed to deliver ground-breaking techniques and advance the future of music. His music was revolutionary yet was not overly experimental as to cause a disconnection from his audience. This is especially remarkable considering the limitations set by the Soviet authorities. Even though Debussy is evidently a Frenchman, if one compares him to Shostakovich, it is hard to understand how one could ever consider Debussys music as being French. This so called French quality of his music is really just his Debussyist style of composing, which is purely unique to him, and is not a reflection of his country or his people. This comparison allows us to rethink the definition of nationalism in music and what it means to truly represent a nation. To be nationalist does not mean that one must be born or even grow up in a country. It means that one must act with the nations best interests at heart, and not look beyond that nation for influence. To be a nationalist is to, in essence, encapsulate the past, present, and future of the nation all at once, and to create music which is of the people, by the people, for the people. One must also not be too experimental on an audience, since that immediately disengages them and does nothing to unite a nation. The musical and cultural influences brought upon by truly talented and nationalist composers like Shostakovich were, and still are, extremely significant. Whether or not one agrees, or even whether or not Shostakovich himself agreed with the politics of the Soviet Union is irrelevant. Shostakovich wrote for his people above anything else. He reflected the cultural and historical significance of his country in his music and, despite the oppressive forces of the Soviet government, co ntinued to compose innovatively and in a way which advanced the future of music. It would be difficult to disagree that a figure like Shostakovich was exactly what the struggling country needed at the time: a truly nationalist composer who would write first and foremost for his country and for his people.

Professional Essay -- Teachers Teaching Education Essays

Professional I remember when my sister and I would play school with our friends. It was one of the best experiences that I had. It was this experience that helped me make up my mind about being a teacher. Now as I move through the different stages in the educational program, I have determined that I have developed certain beliefs. By teaching and working with children, people can see my beliefs. My philosophy towards education is progressivism. Progressivism can be found in my views about public schools, my teaching methods, and my curriculum. First, my view towards public schools comes from my own experiences, as a student and from my observations. The main purpose of education is to teach students knowledge that will help them out in the world. Education is important because times change, and as people, we need to have the knowledge that will help us survive. I want to teach knowledge of the past and present for they can prepare for the future. An example is that the students, from my first observation, were very curious about the war that is happening. They kept asking the teacher questions. Because of this she discussed with them other wars which America and other countries have fought and compared them to the war that is happening now. Now they can come to their own conclusions. Students can look at school as a challenge for them to master, not as a burden. As they move through the grades, they will build upon the knowledge they learned from me. Another objective of public schools is for students to realize that they are important not just as a class, but as an individual. As a teacher, I want my students to know that they have a voice in what we do as a class. Chi... ...on plans I notice that some part of my views have changed. I have gained a newfound respect for teachers. At my first placement all I had to do was just observe the classroom. I helped with lessons, and I graded papers. But during the second placement I had to play the role of the teacher. For this observation I had to teach 2 lessons. I went through the whole process. I did the research, paper work, and teaching the lesson itself. I now know how teachers feel about the process. It is hard work for a 15-minute lesson. The teachers do this for 7 subjects per day. Some people think teaching is an easy job, but they don’t know the whole process of teaching. Now I have a taste of all the views of education: student’s view, an outsider’s view, and finally a teacher’s view. The placements have been very educational for me. I can’t wait for my next placement.

Humans and Nature

How Religious Belief Connects with Humans And Nature Humans’ relationship towards nature is complicated. Phyllis Trible, a well known scholar, mentions in her paper A Tempest in a Text : Ecological Soundings in the Book of Jonah that â€Å"Theological language is ecological language† (Trible 189). It suggests that widespread religion has a reflection on the relationship between humans’ belief and nature. Besides, the two main characters, Arab and Jonah, from the movie Moby Dick and the religious book The book of Jonah, their different views of God are shown in their opposite actions towards nature. ? In the movie Moby Dick, Ahab, the captain, is the emblem of the pioneers leading in the exploration of the great nature. He challenges the mysterious nature fearlessly. Rather than praying to God for help when he encounters confronted and unexpected difficulties, he believes that he can overcome all those difficulties by himself and never ceases his expedition. In t he movie, Pequod, the whaling ship, is caught in a terrible storm. The sails should be put down for slowing ship’s speed in a storm. Starbuck, one of crew member, wants to furl a sail, but Ahab refuses.Ahab asks all of his sailors to hold sails tightly. When Starbucks tries to furl down sails, Arab threats Starbuck to stop by using an arrow. Ahab steadfastly continues battling with the nature to the end until finally his ship survives in bad weather. â€Å"Ahab called that Typhoon’s bluff; stood toe to toe with it and punched away till it hollared ‘quits’! † (Bradbury 158). Through the whole battle with the storm, Ahab even mocks at what he encounters. â€Å"Oh, how the gods enjoy playing with us. What’s the point of the game, I wonder?Sometimes I’m on the very edge of knowing-and then they toss me back in the box† (Bradbury 158). In Ahab’s mind, he is fighting against God, and choosing to put his own will above faith. Ah ab believes himself above the natural world, and almost a god. This belief lends him power and majesty that make him battle with nature. In the movie, Ahab’s persistence on chasing the white whale makes him act like a hero, however, his vengeance of whale also makes him overstep on the boundary of nature which leads him to the death.To Captain Ahab, the whale symbolizes the evil in the universe: â€Å"He is part of this wicked game that runs man from the cradle and bullies him into the grave, Moby Dick is evil ten times over, in a world where evil is common as sea-water† (Bradbury 90). So it is Ahab’s destiny to get rid of it. In the last part of scenes, Ahab has no chance of killing Moby Dick, yet he engages in his suicide plan to stab at the whale: â€Å"To the last I grapple with thee! from hell’s heart I stab at thee! ; for hate’s sake I spit my last breath at thee, though damned whale! Thus! I give up my spear! (BRADBURY 174). His plan to ki ll Moby Dick seals the tragic fate for himself and the crew of the Pequod. In the end the whale represents both noble peace and terrifying death. Besides, in the book, Ahab sees the graves of other sailors died in killing whales, and he gets predictions about his death from Fedallah. Those things not just happen accidentally to Ahab. In fact, it’s the fate already made by God try to stop Ahab’s actions of killing the whale. The whale is the combination of contradictions, a symbol of the universe's wide and mystery of God's boundless divine power, fate. ? God controls what we would consider â€Å"fate† in the casting of the fortune. In The Book of Jonah, Jonah opposes to God’s will and flees away which results in a storm created by the God in his journey. Jonah gets on a ship to Tarshish, and he encounters the storm: â€Å"The Lord, however, hurled such furious winds toward the sea that a powerful storm raged upon it; the ship expected itself to crack upà ¢â‚¬  (1:4). The storm is so powerful that all the sailors start to pray to the God for help. and the Lord, God of Heaven, I worship-he who made the sea, and the dry land as well† (1†10). Even though Jonah runs away from the Lord and has no thought for the spiritual condition of his shipmates; his life still brought them closer to God. However, the storm just gets worse. Jonah tells sailors in order to worship God, they can calm the sea by throwing him into the sea. â€Å"If you lift me and cast me overboard, the sea will calm its raging against you, for I personally acknowledge that this massive tempest raging against you is on my own account† (1:12).Jonah has no doubt that his rebellion against God is the cause of the storm that threatened to sink the ship they are sailing upon. Hence, humans fear of unexpected natural power and then pray to God for help. Contrary to how the white whale drives Ahab crazy which result in Ahab’s death with the whale, the whale in The Book of Jonah changes Jonah’s attitudes toward God and saves him from his sin. God does not put Jonah into death immediately, instead, he sends out a fish. â€Å"The Lord directed a large fish to swallow Jonah.Jonah remained in the belly of the fish three days and three nights† (2:1). Jonah is helpless in the fish’s belly and starts to repent and pray to God :â€Å" In my trouble, I appeal to the Lord; he answers me†¦ as for me, voicing gratitude, I shall offer you sacrifices; I shall fulfill all that I vow† (2: 10). By singing the thanksgiving song, Jonah starts to be thankful to God and he realizes that he is still connecting with God. God as a merciful and generous figure in The Book of Jonah, he saves Jonah from the fish. The Lord spoke to the fish and made it vomit Jonah upon dry land† (2:11). From an ecological point of view, Phyllis Trible clams in her book â€Å" If the verb ‘swallow’ suggest that fish is a ho stile environment for Jonah, the verb ‘vomit’suggests that the fish is a hostile environment for the fish†¦ In a bulimic exercise the animal of the sea rejects human fodder† (Trible 190). This ecological danger recalls Jonah’s inner instincts to God: â€Å"Yet God brought up his life from the Pit, and to this God he rendered thanks† (Trible 190).In other words, The whale as well as considered to be â€Å"hostile environment†, represents the nature power that given by God. It suggests that humans should always keep their faith to the God, thus, God can rescue humans from the danger and forgive their sins. When humans are building the relationship with nature, if they are going against nature they cannot get the results they want, instead, if they working along with nature which can actually leads to peace. In the movies, even if Ahab orders his crew to chase Moby Dick again and again, the white whale does not surrender but appears to coun terattack.It attacks the boats, wrecks the whaling ship and brings much pain to human beings. God’s power and embodiment of justice are shown through nature. God warns human beings that if they still destroy nature unshakably, they will be buried by divine nature eventually. It is difficult for human beings relying on our own insufficient power to win the battle between nature and them. In contrast, Jonah suppose to preach God’s will to Nineveh, however, he is from the country which is defeated by Nieveh, thus he is reluctant to deliver God’s message.God puts Jonah into hostile environment and wants Jonah to learn about tolerance through Jonah’s repent. Jonah realizes his sin and start to believe God again which results in later God saves his life. His confession to God adequately proves that his humans’ tolerance has persuaded him to give up his enmity. Human beings can get along well with nature and they can keep a harmonious relationship with na ture. However, keeping the harmonious relationship must be based on human beings’tolerance to nature.