Bible Defines Human Nature Essay Example for Free

Bible Defines Human Nature Essay According to the book of Genesis, man was created in the image of God. â€Å"God created man in his own image, in the image of God he created him; male and female he created them.† Genesis 1:27   This means that man’s nature is godly. Because our almighty God is a holy God, man is also expected to be blameless before Him. But how come sin became inevitable to human nature? Isn’t it that man by nature is greedy and self centered? Other than that, the New Testament says that all have fallen short to God’s standard. Does it mean that the bible contradict itself?                  Meanwhile, western philosophers believe in the concept to tabula rasa. It’s a thesis that says that human beings are born without an inborn personality. Human personality is just a product of pile of experiences and is influenced by his surroundings. If a man doesn’t grow up in a good environment, it follows that his nature is not that good too. In other words, man was born as innocent creature without any sense of morality. We can say that being innocent is close to being blameless. Does it mean that the idea of tabula rasa supports the famous idea taken from Genesis?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When we look at the Christian concept of salvation, we can conclude that the Gospel presents a clear explanation regarding this long time debate. Although the bible gives a seemingly contradicting explanation regarding the nature of human beings, still it supports each other when view it from Christian perspective.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When we were born, we can’t deny the fact that we are innocent. Just like Adam and Eve, we don’t have any knowledge of sin. And as we look back on the book of Genesis, Adam and Eve became aware that they were naked when sin entered their life. Therefore we can conclude that our sinful nature starts when we lose our innocence.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As we grow old, our values are being by our family, community, church and media. Other than that, our personalities were shaped by our experiences. For those people who experienced rejection, they are more likely to develop pride and insecurities. It is also inevitable for them to hold grudges and bitterness. As we look at the bible, we can see that pride and bitterness are sin. Like pride and bitterness, greed is also a product of life experiences as well as family background and community involvement.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It means that sin is an inevitable part of life. As we grow old, they more we can acquire sin which is too far from having a godly nature. But the good news is that God made a way so that human can return to their blameless nature. He sent Jesus for us to be like his image again. Because of Jesus’ blood that was shed on the cross, we are forgiven of our sin and purified to become new creations. â€Å"Therefore, if anyone is in Christ he is a new creation. The old has gone, the new has come.†Ã‚   2 Corinthians 5:17  Ã‚   This idea of Christ’s way of salvation supports the concept of sanctification.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   But sanctification is not a one time experience for Christians. They are experiencing a lifetime of sanctification as they grow in their relationship with Christ. If experiences can cause us to sin, our experiences can also be used by God to mold our characters. Our life is a preparation of our character, a way of sanctification until we meet Christ. It is the reason why the bible always compares Christ and church relationship with that of a groom and a bride. Bibliography The Bible League. The Devotional Study Bible. USA: Zondervan Corporation, 1987.

Hamlet Theme Analysis Essay Example for Free

Hamlet Theme Analysis Essay In William Shakespeare’s tragedy Hamlet, the title character’s logical soliloquies, and over thinking of situations inhibit his abilities to act on his passions. It’s safe to say that Hamlet was a logical and reasonable person right from the start. In the society he was raised in most actions carried out through passion were considered taboo. Take jealousy, lust and vengeance for example; in the play all of these passions are put into satisfying action by the people surrounding Hamlet. Everyone but Hamlet makes a move based on emotion; Claudius murdered his brother for his crown, Gertrude quickly married Claudius, and Laertes takes revenge on Hamlet. The prince, instead, takes the path of thought and only allows himself to do what he makes himself believe is the most logical. In the beginning Hamlet is distressed. He feels no compassion for his new stepfather considering him â€Å"a little more than kin and less than kind† (I.ii.67), as Claudius is not a replacement for his father and Hamlet refuses to accept that. He most definitely does not stand for Claudius referring to him as ‘son.’ His relationship with his mother isn’t any better. Hamlet feels a strong resentment toward this whole marriage business and expresses his displeasure through riddles in court. â€Å"Ay, madam,† he says disdainfully toward his mother’s insistence that he stop mourning and that death is a common occurrence, â€Å"it is common† (I.ii 76). In Hamlet’s eyes she has betrayed his father by marrying so soon, in fact by re-marrying at all; especially to Claudius, the king’s brother. Claudius attempts to make it look like everyone is friends in the eyes of the court by trying to sympathize with Hamlet but ends up just telling him to suck it up and deal with his father’s death like a man. â€Å"Take it to heart? Fie! ‘tis a fault to heaven/A fault against the dead, a fault to nature† (I.ii 104). Hamlet’s mourning is not natural to his family much as their marriage is not natural to him. So when his new daddy dearest refuses to let him out of the country to go back to school Hamlet feels even more out of place because now, he can’t escape. In every soliloquy we hear from Hamlet there is talk of suicide. The most obvious of all, â€Å"to be or not to be, that is the question:† (III.i.63) Or earlier mention of self harm after the coronation of the new king. â€Å"Or that the Everlasting had not fix’d/His canon ‘gainst self-slaughter† (I.ii.134). However, Hamlet is a logical guy and he knows suicide would cause a big mess and besides, in the first soliloquy it is evident that Hamlet would rather be anywhere but Denmark, even the grave but he finds there are better things to be ranting about; like his mother’s remarriage. â€Å"O God! a beast that wants discourse of reason/Would have mourn’d longermarried with my uncle,/My father’s brother, but no more like my father/Than I to Hercules† (I.ii.154). Hamlet can’t find a single good thing to come out of this union and his opinion of his mother has been flipped onto its head. So he deals with an internal conflict; â€Å"But break, my heart, for I must hold my tongue!†(I.ii.162), he can’t exactly go around telling everyone that his mother is a whore. She’s the queen and he the prince, it would be more trouble than it’s worth to go about making accusations especially since Claudius made it clear that he was weird for mou rning for so long. So, onward goes Hamlet’s little self/Claudius loathing party. Hamlet’s trusted friend Horatio tells him some very interesting news. Horatio tells Hamlet that his father’s ghost had been spotted in the courtyards and that it wouldn’t answer to anyone no matter what. Horatio believes that our young prince must see what this ghost has to offer. Hamlet is excited to say the least when the ghost appears â€Å"That I will speak to thee. I’ll call thee Hamlet,/King, father, royal Dane. O answer me!†(I.iv. 47). He follows the ghost and the ghost tells Hamlet that he was murdered by Claudius and that Hamlet must avenge him. He isn’t sure what to make of this ghost at first, how can Hamlet be absolutely positive the ghost isn’t lying or tricking him? After all, murder is a big order, he can’t dive head first into that pool of accusations without verification. Hamlet decides he will ‘act’ mad so to not draw attention to his plans to kill Claudius. This works for a while, no one suspects he knows of Claudius’ deed, not even Claudius himself. He definitely wouldn’t suspect the prince to come into his chambers and catch him while praying; which is exactly what happens. Hamlet is given his prey on a silver platter and decides against it. â€Å"Now might I do it pat, now he is praying;and now I’ll do’t. And so he goes to heaven† (III.iii.76). A reasonable explanation as to why Hamlet didn’t kill Claudius is because he was scared. He was afraid to act on his passions thus, his mind gave him a reason not to do it; if he killed Claudius while the man repented, his soul would be unfailingly sent to heaven. However, this is not the case â€Å"That cannot be; since I am still possess’d/of those effects for which I did the murder†(III.iii.55). Claudius does not regret his decision, nor would he leave what he had gained through murder even for heaven. This hesitation revealed that Hamlet does not kill Claudius in the most logical and perfect time to do so because his passions had muddied his ability to think clearly. And so he continues with his ‘mad’ facade. Everyone has noticed the prince’s new attitude and his mother grows worried for his sanity. â€Å"Hamlet, thou hast thy father much offended† (III.iv.9) If there is anything ‘crazy’ Hamlet has latched onto as a vehicle upon which to launch his insanity, it is any mention of his late father. Especially mention that he has somehow failed his father. The queen claims that Hamlet’s behavior has upset his father and shamed the family. But quick and clever Hamlet simply quips â€Å"Mother you have my father much offended†(III.iv.10). Gertrude is appalled by her son’s behavior and wants him to stop, but bringing up the late King Hamlet wasn’t the best way to go around that. As I’ve said, Hamlet is using any mention of his father’s death to flip the tables around and around and drive any serious conversation off course with puns and quips of his mother’s hasty remarriage. â€Å"Come, come, you answer with an idle tongue† (III.iv.11). â€Å"Go, go you question with a wicked tongue† (III.iv.12). At one point during the conversation between mother and son it is hard to determine where Hamlet’s insanity begins and his act of madness ends. We are given, throughout the entirety of the play, one single act of passion from Hamlet that was done to simply give a larger voice to his slip on sanity. His murder of Polonius. He feels no remorse for the act, although he believed it to be Claudius and states after his mother’s cries â€Å"A bloody deed. Almost as bad, good mother/as kill a king and marry with his brother† (III.iv.31). He continues â€Å"Peace! sit you down/and let me wring your heart;for so I shall,/if it be made of penetrable stuff;†(III.iv.38). Hamlet doesn’t feel sorry for his mother either. He could care less if she was disturbed by her son’s murder of Polonius, he was going to tell her that he was right and she was wrong and sinful and disgusting, because it fit with the appearance Hamlet was trying to portray. Hamlet allowed this one, small, passionate outburst for the potential sake of avenging his father but even smart, logical Hamlet couldn’t have predicted the consequences of this one act of passion because he didn’t give himself the time to think it over. He never would have thought that their father’s death would lead poor Ophelia to madness or that Laertes would be so spited by it, or that it would get around that Hamlet himself had committed the murder. But all of these things do happen and they happen because of Hamlet’s one moment of passion. The prince discovers why acting passionately is a bad thing for him; he’s just not good at it. He can’t judge when to, the whole ‘could kill him now but I’m not going to even if it’d be so freaking easy,’ thing with Claudius and the ‘I’m gonna stab the curtain and see what happens,’ moment when he murdered Polonius. After Polonius’ murder and the discovery by Laertes that his sister is beyond mental, Claudius approaches the boy and tells him he can help avenge his father’s death. Laertes listens and latches to Claudius’ every word â€Å"And where the offence is let the great axe fall./I pray you go with me† (IV.v.234). The end of act four introduces a bit of a mess. Rosencrantz and Guildenstern were sent with Hamlet to see him killed in England, however, Hamlet is on his way back to Elsinore and Claudius is none too pleased. However, he quickly turns this information into a plan he can work with. He has Laertes swear allegiance to him â€Å"will you be ruled by me?† (IV.vii.63) and recruits the younger man into the ‘let’s kill Hamlet club.’ Thus, Hamlet finds himself in an unfortunate pickle. He had planned to kill Claudius and Laertes and they had planned to kill him, but Laertes acted sooner. Laertes let his passions guide his sword through Hamlet’s gut and Hamlet let logic lead him to the moment of his death; logic led by the very vengeance he had sworn for the former king. A passionate vengeance called upon to give Laertes strength to murder the prince. Hamlet’s ability to look at a situation and make a logical, well- thought out choice made him a strongly intelligent character. However his inability to act on passions or make a decisive decision drew him closer to death in every page. Had Hamlet acted on his earlier plans and ideas, he may not be dead.

Vanessas Maturing Process Theme Of Entrapment English Literature Essay

Vanessas Maturing Process Theme Of Entrapment English Literature Essay The theme of entrapment is a dominant theme in Margaret Laurences A Bird in the House. This is the theme that the author uses to shape most of his characters in the literary work. Vanessa Macleod is a protagonist in this story growing as the environment around her suggests. Margaret takes a Vanessa into an observational status where she would monitor activities around her. This would in turn affect her tremendously as she grows up. At the beginning, Vanessa is only twelve and the story tells of her growth till marriage with Chris. Margaret suggests to the reader that a person is changed significantly from his or her associations with the surrounding. As the story glides on the reader sees the many forms that Vanessa assumes in a bid to attain personal freedom. It is a quest for personal freedom although no character in the work attains it. This whole nature affects the way in which Vanessa grows. Remembrance Day is the story that starts at the beginning of the Margaret literary work. Vanessa is a teenager being influenced so much by hormonal changes in the body. En route to the church she observes the nature in which her father is in. According to her she felt pity for him although she did not really understand why this should be the case. As she was taught heaven is a beautiful place, probably, hence people should enjoy in the passing of their loved one. This is not the case and the imagination makes her engage her father into a conversation; I wondered what he believed in. I did not have any real idea what it might be. It is the nature of inquisitiveness of teenager children. Her father answers some questions that she asks him but they are not satisfactory, another demonstration of curiosity. It is easily seen how observable Vanessa is; He was frowning deeply and I could see the pulse in his temple à ¢Ã¢â€š ¬Ã‚ ¦ When he raised his head, he did not look uplifted or anything like that. He merely looked tired. This is the observation status that Margaret puts her protagonist in the play. This characteristic will be evident all through the discussion because it is the property that makes Vanessa make choices. The past affects the future as brought out in this play. They are written as reflections or discussions in the play. At the time when Vanessa discussed religion with her father, she would not understand his answer. Later he passed away from a short illness and while she was passing through her fathers belongings she came across a love letter and picture of a young French woman pp 107. Five years down the line she had grieved her father missing the companionship but is ignited by a single discovery that brings her fathers memories with nostalgia. It is at this moment that she understands that the past still lingers in the present. Imagination also plays an important role in Vanessas life and journey to growth. She was not going to participate in the activities of Remembrance Day owing to the fact that she despised military men. She did not understand the meaning of the day not until she had a brief epiphany of what death really is. He came to understand the meaning of this day by imagining what his dad felt while he watched his brother fade away in his death. Moreover the day too was important to her grandmother and by imagination she understood the pain of a mother. It was real when she lost her father. Vanessa learned the importance of the day when she found the love letter. The reflections of the past bring about moments of truth when the departed dwelt among their loved ones. Again she learns from the past and how the past affects the future. It is her journey towards maturity. It is also important to point out the relationships that Vanessa has. Some are distant without direct associations, while some are observational and others are interactive. In addition there is that solitary part which is marked by realizations and reflection, devoid of relationship. There are plenty of examples of these four categories of relationship. In Social Learning Theory of psychology studies, there are references of child growth in cognitive abilities through relationship hence the name social. In this breathe a great deal of learning that brings about maturity in Vanessa is through relationship. Some lessons are learned earlier while others are learned immediately the relationship hits a rock bottom. The latter is the most common in Margaret Laurence book. Vanessa greatly learns from consequences rather than having the intelligence to postulate in the future the results of certain actions. As seen with the relationship with Chris, Vanessa harbors important information that is crucial to her boyfriend; Chris was twenty-one. The distance between them was still too great. For years she had wanted to be older so she might talk with him, but now she felt unready pp. 140. Day in day out she tries to figure out how to communicate with Chris. All is late when Chris is admitted to a mental hospital. From this she learns the necessity to be open when she regrets having kept secret this information from Chris. She blames herself of Chris deterioration in health. It is the communication between partners that keeps relationship work out, a good lesson she learns. Grandfather Conner is a perfectionist but they had a distant relationship with Vanessa. There was no close contact between the two. However, through observation Vanessa was able to attain knowledge on the importance of being perfect. It is entrapment in discussion but learning from a distance. She understands this during t he sale of the brick house; She wanted to tell the new owners of the Brick house to trim their hedges, to repaint the window frames, to pay heed to repairs. She had feared and fought, yet he proclaimed himself in her veins pp. 191. Another aspect that contributes very much to her growth is the escape she has to reality. She exhibits resistance to a number of things in the story. At a tender age she attended the church just as her parents required. However at the time she was already curious of what she wanted to do with her life. As a result it is evident that she is always in conflict with her relatives. The interesting part is how she dealt with the resistance. Instead of showing it clearly, she actually blocked everything out. It is an attempt to independence. In particular during Sunday school lessons, she conceived stories in her mind with her as the main characters but without meaning; I was prepared, for the question was the same each week. I rarely listened in Sunday school, finding it more entertaining to compose in my head stories of spectacular heroism in which I figured as a central character, so I never knew what the text had been.. However, they were very important in passing time. In one way Vanessa knew what was important to him. She was interested only with certain things but ignorant of unimportant and uninteresting things. This way she was able to lean on a sided kind of growth and maturity. This form of resistance does not stop there. After her fathers death they move to the brick house where they lived with her grandfather. Occasionally she would get busy writing exaggerated adventure stories as a means to fulfill her thirst for personal freedom; I wanted only to be by myself with no one else around. She was so insecure to live on her own since the brick house represents strength where she may turn to. Even when Nanuk presents her with a relationship offer, she is still reluctant to be with him. In general Vanessas journey to maturity is an amalgamated package of life experiences with those who she came in contact with. Her relationship with her father made her indecisive in many occasions. Her father was indecisive as seen from the conversation he has with her daughter Vanessa. When asked about his thoughts about heaven, he gives thoughtless answers which affect Vanessa quite a bit. Down the line in her life, Vanessa meets with Chris. She is in a state of making a decision that is supposed to affect her life. However, she is unable to make the final decision whether to talk to Chris or not. Consequently, Chris is admitted in a mental institution. Her grandfather, Conner is a firm person and a perfectionist. He used to talk with a firm voice, raised all the time in a bid to make everything perfect. On the contrary he was able to analyze situations and make firm decisions about them. When Nanuk wanted to date Vanessa, he would constantly tell her that he was not fit for her. He stood with this decision till the end. Clearly Vanessa learned from her grandfather. When they left the brick house for new owners, she gave instructions on how to maintain the windows and hedges perfectly as they were. She reacted in a manner that her grandfather would. At another instant while talking to her brother, she engages in a conversation on how to name her dog. At one point she realizes her grandfathers voice echoes in her voice. When they moved to the brick house after the death of her father, Vanessa met her aunties who were soft spoken and humble. They had a loving character just like her mother. She immediately took their side and became humble, predictable and loving. In fact the story symbolizes her as a birch of logs in the basement. She is also similar to her mother. In the work it was evident that after a quarrel her mother and aunt would go in the kitchen and speak in whispers. In actual sense they would worry perpetually. This trait was adopted by Vanessa who would go about her worrying ways whisperi ng in inaudible undertones. Her grandfather also influences her in a number of ways. While she dated Nanuk, Conner would constantly resent him since according to him he was not to be trusted. In one way these were pointers thrown in here and there by grandpa. Although she loved him, she was taught not to follow love only in a person but to search for better qualities. They turned her into a self reflecting person who would ask rhetoric questions within, just to have better understanding of relationships. It was evident with Chris. In conclusion her journey to adulthood is one that is marked by influences through relationships between her and her immediate people who would throw pointers here and there for her. They nurtured her to what she became in adulthood. Work Cited: Laurence Margaret. A Bird in the House. Berlin: McClelland Stewart,2010.

To Kill a Mocking Bird - The Contribuition of the Character of Scout :: Kill Mockingbird essays

To Kill a Mocking Bird - The Contribuition of the Character of Scout In the novel To Kill a Mocking Bird, by Harper Lee there are a number of characters in the book. All of them play a very detailed role in the plot of the book, and without them it would not be anything. They story consists of two main plots. The first one is being part of a family which involves a lawyer. Then the second is the mysteries of the Radley house. The Radley house is a home near the Finch's, which is composed of many rumors, mysteries, and people. The narrator of the novel is a girl named Jean Louise, yet everyone in the novel calls her "Scout." Scout is at the age where she is stuck between being a grown up and a child. She is also at the age where she is learning about kindness, courage, and everyday life, every day. Since Scout's mother had passed away when she was two, her father Atticus had hired a housekeeper. Calpurnia had been the children's housekeeper and the mother figure every since Jem was born. Besides Atticus, Calpurnia has also made the largest influence in Scout's life. The story takes place in a small town named Maycomb. It has two basic plots to it. The book is about the Finch family which consists of the a father, son, and daughter. The father, Atticus is a 50 year old lawyer. Atticus is the type of father who does the best for his kids and is always the god figure around the home. Atticus is a very well respected man in the home and outside of it. Jem is the oldest child of him and Scout. He is Scout's primary source of intelligence and fun. Without Jem, Scout would not realize many important things in life. Calpurnia has placed a major role in Scout's life. She has placed many useful thoughts in Scout's mind, that has helped her come a long way. Calpurnia is from the colored community of town. Although she lives in a different home than the Finch's, their house has gradually become Calpurnia's "home away from home." When Scout was only two, Atticus had hires her to help him.

Wyoming Population Boom :: Statistics Population State Wyoming Essays

Wyoming Population Boom The population of a state is a seemingly simple number but one that has many complex and interesting implications. It can affect the economic, social and environmental success either short term or long term. In July 2006, Wyoming’s total resident population reached a record level of 515,004. This number may seem small when looking at the population of an entire state in comparison to other states, but for Wyoming, it really is the record number in the history of this state. The population growth shown between 2005 and 2006 was 6,206 persons. This is a 1.6 percent increase in one year! (State of Wyoming- Department of Administration and Information) There are many reasons that contribute to a change in population including the birth rates, death rates and migration. In order to understand the current population, we must first look at the history of Wyoming’s population. The population of Wyoming increased by more than 50 percent between 1970 and 1983, but then decreased by more than 10 percent from 1983 to 1990. According to the 2000 census, Wyoming’s population went up by 8.9 percent between 1990 and 2000. Those numbers would be 453,588 to 493,782. It is interesting to compare that in ten years from 1990 to 2000 the population increased by 8.9 percent, which is roughly .89 percent increase per year, and an increase of 1.6 percent from 2005 to 2006. If the population keeps expanding at a rate of 1.6, in ten years that will be a total population increase of 16 percent! The 8.9 percent increase from 1990 to 2000 had a major impact on the state’s economic and social structure. Imagine was a 16 percent increase would do to the state of Wyoming! (Population Change in Wyoming) Now that we have seen the population pattern written out in numbers we can begin to analyze the reasons for the changes. The first important reason would be the relationship between birth rates and death rates. This involves births into a population, and deaths from a population. These two factors come together to show the natural increase is the combined effects of births and deaths. The number of births in Wyoming has gone down throughout the 1990’s, from 6,974 (in 1990) to 6,254 (in 2000.) On the other hand, the death numbers have climbed during that same ten year period. In 1991 the lowest number of deaths was recorded at 3,152 and the highest level was up around 4,038 in 1999.

Porsche 911 Road Cars :: essays research papers

PORSCHE 911 ROAD CARS Porsche 911 Road Cars is about model 911 cars and the history of them. The book explains who invented Porsche, how they modeled them, how the price changed over the years, how they designed the engines, and all about the speeds and racing ability. The two most interesting things I have learned about in this book concern Porsche’s characteristics; for example, how the engine for the 901 Porsche was designed and where it was placed in the car. The engine instead of being placed in the front end like most cars is placed in the back end of the car to make it a rear drive instead of a front-end drive vehicle. It was designed this way for better speed performance. The other thing I thought was interesting was the modeling. When Butzi Porsche modeled Porsche, not only did he want speed, he wanted to have something original, fast looking, and small so he and an artist got together and found a great design. Butzi would tell the artist what he wanted the car to look like and the artist would create a model drawing. It took them seven months to get the right design and the car sold great! I would recommend this book to someone who is really interested in Porsche cars and how they run. This book tells you everything from the evolution of the first 911 in 1960 to one they hope to build for the next millenium. You can learn every characteristic about the engine and sometimes why. For example, if you wanted to know about the new 911’s motor, you could go to the chapter about that particular car and get the information you needed. If you wanted to know about modeling you could research it the same way. You are also able to get some general information about other Porsche cars listed in the back of the book. If the author could change two things about this book, he should include information and comparisons on all Porsche cars, not just 911 Porsches. It isn’t that interesting reading a whole book on one type of car, unless you are a collector or owner. The author should also have put in more information about Butzi Porsche. He is the grandson of the company’s founder and the one who designed the 901 Porsche.

English as a second language

Since many years ago in Costa Rica has been implemented English as a second language in educational institutions. Thence, there have been a lot of teachers in order to teach this language to our students during elementary school and high school. However, this goal has been limited and in most cases is not met. This is because many of the teachers do not have basis and rationale for teaching, in many schools across the country many of them do not speak the language or by 50%, do not have good pronunciation, grammar is incoherent and they don ‘t have secretaries skills to teach.Taking this as a starting point we can reach the conclusion of the importance of linguistics and how some of its branches can help teachers improve their classes. Some of these branches that teachers must considered in order to improve their classes are the following: sociolinguistic, phonology linguistic and second language acquisition. All teachers must know how people speak in the society, to understand this topic we have sociolinguistic that is precisely what is responsible for studying the way people speak in a specific society.Sociolinguistic contains many fields which is very important to know because it could help us improve the classes. Why? According with sociolinguistic one of the aspect that it consider is education, the more educated you are the better you speak that is really important; besides, gender is other aspect that you have to dominate especially when you need sort in which we are referring to man or woman, it said women speak better than men, they use more words and sentences it is something we should Consider when you are teaching.In other hands, the idioms should take into account, because we must know that in any region have idioms it means word that simplify a group of words, students must learn about it because may be they will be in contact with foreign people in a Job or they travel to another country.Also, is necessary to know about slang, this is what is known as vulgar vocabulary, as we student usually ask about expressions that they hear, as a teacher we must direct them which of these expressions must use according to the context. In addition, there are phrases that people use to soften the real meaning of a word (euphemism) for example, make love – copulate, teachers should know about these concepts because are synonyms in which is a topic that is taught in Costa Rica ‘s educative system.Race is another aspect very important to know, it determine the way that some people speak a language, for example, if a teacher teach Spanish at USA, especially in a state where most of the people speak Black American English, he or she must know that they reduce vowels, verb to be is deleted, they use â€Å"you was and they was† instead of â€Å"you were and they were†, etc. In order to understand the phrases.Also in sociolinguistic there is an especial meaning which is evolution, this is divided into two categori es nee of them is â€Å"pidgin† (using a language that is not our language is Just to survive) and the other is Creole or native language, this one is very important to take account because here at Costa Rica we have Lemon is a province where most of the people speak Creole from Jamaica, this kind of language is not totally perfect for example; obsolete – me I GU mausoleum – I is good and idiolect – I am good; if a teacher is teaching in Lemon must of knowing interpreter these terms and try to correct them to speak at a correct way.Another aspect teachers must consider is profession, as we know occupations is another topic that needs to be taught at high school, according with professions people use technical words belong to a specific occupations, so teacher must teach to the student how to associate a specific word with an occupation, for example, legal-lower, trauma-doctor.To teach this topic the teacher can use cards, board games combining words adapt ed to occupations related to the profession and the profession name. Phonology study of phonemes-phoneme is the basic unit of sounds (pronunciation, accent, stress); with doubt, if a teacher has enough knowledge about their class will e improved considerably, now days most of the schools in Costa Rica must teach speaking English, to make students acquire a good pronunciation teachers have to emphasize vowel sounds.Also they need to know about diphthongs which is the combination of vowels. There are many kinds of activities to teach vowels especially in school, but the most effective one is audiovisual, fortunately now days the technology is closer to everyone, in most of the schools have video beam, laptops and speakers with these tools teachers can play, songs, videos in order to learn vowel sounds.In other hands, consonants are very important, remember that consonants are divided by two categories mainly which are the following: voiced (vocal cords vibrate) and voiceless (vocal co rds don ;t vibrate), one of the main challenges facing teachers is to get students learn the correctly pronounce the words, so they have to let students know about the differences between consonants; one technique to obtain good results is make students work in groups, where they repeat the words identifying what has vibration and what not.To make easier this teaching the teacher would watch and guide students with the sounds and indicate when are continuant or stop, internal, alveolar-ridge, affricative or fricative and retroflex, certainly not due to give many details about this, but if we can do a little explanation Just let students learn to identify sounds.To end this essay, we must recognize that linguistic is very important and it should be known by teachers to make their lessons better, we know that to teach a second language teachers must know how do people speak in a society determined with all the fields of linguistic, such as, education, gender, idioms, slang, race, evol ution, reversion, it is what we know as sociolinguistic.Also, teachers should implement techniques and activities such as audiovisual presentations to recognize the sounds of the vowels, in the other hand, for recognizing the consonant sounds one very effective technique is group formation where students learn to recognize when the consonants has vibration or not, of course, with the guidance and help of the teacher who must have extensive knowledge of all the implications in the pronunciation of consonants for example when are continuant or stop, internal, alveolar-ridge, affricative or fricative and retroflex.