Augustine on creation and Aquinas on the existence of God Essay

In Augustine’s writing, The Confessions, he philosophically attempts to answer the problems that arise within religion, specifically in regards to Judeo Christian beliefs, pertaining to God, time, and creation. Augustine first addresses the belief that God created everything. He tries to provide a coherent explanation for his claim that God’s ex-nihilo (â€Å"out of nothing†) creation of the Earth is a sound statement, given that God created everything, and with it time. Thus, the notion of time never existed before its very point of creation. However, given that God created everything, and thus the universe, what was God doing before the universe’s creation that caused him to decide to create it or that it was now necessary as opposed to before. Furthermore, if God even had to make the decision whether or not the universe’s existence was necessary, making him arbitrary, wouldn’t that inherently falsify the claim that God is a perfect being (omnipotent, omniscient, and omnipresent) and thus is immutable. Augustine objects this claim by stating that God is eternal, in that he is timeless, and so exists outside the realm of time. He is therefore not bound (or defined) by any temporal concept. So, when faced with the problem of what God was doing before he created the universe, Augustine simply claims it is an illogical question. He justifies that if one accepts the belief that God is eternal and created everything, than one can’t logically ask what God was doing at a certain point before the creation of time itself, as it was not yet in existence. Augustine continues the debate on time, by calling its very existence into question. Augustine questions the commonly accepted notion of time by providing his theory of â€Å"presentism,† which basically reduces time into only the present tense. Augustine claims that when people talk in terms of the past, present, and future they’re only really talking about various forms of the present. Augustine tries to explain the various complications that arise when trying to determine the duration of present time. It is difficult to compare two different measurements of time if each period of â€Å"present† time given can be reduced into a minute instance of time that quickly disappears. So, one cannot measure something that has happened, because once it is in the past, it no longer exists. Augustine accepts that their appears to be an irrational aspect of presentism, in that by accepting the present as the only form of time, one would then seemingly have to agree that it wouldn’t make sense to refer to any moment of time occurring in either the past or the future. Augustine rationalizes any reference to the past, by defining it as the minds ability to recall imprinted memories of images left in the mind through the medium of one’s senses. Similarly, the foreseeing of future events is merely the act of prediction based off of things that were already present or previously seen (i.e. the assertion that the sun will rise tomorrow is only based on one’s own previous experience of having already watched the sun rise). Augustine acknowledges the apparent existence of past and future events, and answers the discrepancy by providing alternate terms to use in place of the existing tenses, which are the present of past things, the present of present things, and the present of future things. Furthermore, he redefines the definitions of his terms to mean that the present of past things is memory, the present of present things is attention, and the present of future things is expectation. Augustine continues the problem of measuring time, by recognizing that it would be impossible to measure something, which is not yet real, travels through what doesn’t occupy space, only to become something that is no longer real. He first tries to use the notion that time can be measured in relation to a corporeal object, such as the sun (i.e. a day). Yet, this method is rejected, because if one were to change the time it takes for the sun to rotate the Earth, the time allotted to a day would still remain the same, even if the sun were to set multiple times within a â€Å"days† time frame. Thus, he states that if the motion of any corporeal object is one thing, but the standard in which we measure it is another, time can not based off of any movement of a corporeal object. He then replaces this method of measurement with the example of sound, explaining that because we can measure time based on our voice, surely we can measure any interval of time based off any beginning and end. However, he claims that when measuring any form of sound, we are only measuring the impression the sound left on the mind, and thus are only measuring the impression left, not the time itself. Augustine then deduces that time is only produced from memories of impressions. Thus, time is nothing more than a manmade phenomenon that exists only within the realm of the human mind. He explains that this phenomenon exists within the mind in three different forms of reality. The three realities of the mind are comprised of when the mind expects, attends, or remembers. In other words, that what the mind expects, passes by way of what it attends, into being what it remembers. Furthermore, it is only our attention that endures, through which what is still to be makes its way into the state of where it is no more. Therefore, our attention is continually present, as the future is being passed through the present and changes into the past. Augustine concludes that it is this â€Å"tension† or flow that constitutes time, in that time can only be understood in terms of a manmade psychological phenomenon. For Augustine, his philosophical conclusion that time doesn’t exist in any tangible way but is merely a product of the human mind, justifies the claim that God’s existence is outside the realm of human’s perception of time. Augustine expects that from the acceptance of this notion of time, God’s exemption from time in no way means that he is deficient or more limited than humans in any aspect, but that conversely, he is more powerful. Aquinas Aquinas argues the problem of God’s existence in three ways: First, he addresses whether or not the existence of God is self-evident, second, whether or not his existence can be demonstrated and, finally, whether or not God actually exists. In addressing the issue of whether or not God’s existence is self-evident, Aquinas provides three objections in support of the argument. However, the objections are fundamentally flawed based on the premise that one can intellectually declare God doesn’t exist. However, in response, Aquinas counters this notion by redefining the ways in which something can be self-evident into two different categories. He says something can be self-evident in itself and not to us or both itself and us. Therefore, some concepts involving incorporeal substances can only be learned. Also, because God is His own existence, the proposition is no longer one that is self-evident. Thus, God’s self-evident existence can only be proven through demonstrating the natural things known to us, such as his affects; or, it is simply a prima fascie presumption. Aquinas provides the objections to his assertion, which accepts the fact that not everyone defines happiness or God in the same ways, or that Primal Truths are self-evident. Aquinas then discusses whether or not God’s existence can be proven by demonstration. He provides the objection that it can’t, on the fact that God’s existence is based entirely on faith, and that His essence can only be defined in terms of what He is not. Lastly, that no cause can be demonstrated by an affect that isn’t proportional. Aquinas answers, saying that God’s existence can be demonstrated in two ways. The first being through a priori methods, in which knowledge can be obtained without the need of experience, as seen with Anslem’s Ontological argument which proves the existence of God using a definition. The second way, which for Aquinas is the only legitimate way, is through a posteriori methods, in which any knowledge used must be gained through experience. Aquinas adheres to Aristotelian ideas, claiming that there is nothing in the intellect that didn’t once exist in the senses, and thus rejects that God’s existence could be demonstrated through any means other than those acquired through experience. For Aquinas, every effect must be the result of an inherent cause. So, one can prove God’s existence to be self-evident by demonstrating his existence based off the effects he produces. Aquinas continues by claiming that nothing prevents a man from understanding evidence demonstrated scientifically. Therefore, because God can be defined and proven in terms of his effects, we can conclude that God’s existence can be demonstrated. In order to attack the objections to the next question of whether or not God exists, Aquinas provides the proof of God’s existence with, The First Way, which is one of five. The First Way is the most visible and is based of the a posteriori argument of motion. Aquinas assumes that everyone can accept that within the world some things are in motion (as they can be observed), and that a thing’s motion has to have been caused by something other than itself. In other words, except something in motion already in a state of actuality, no motion can be converted from potentiality to actuality without the help of some outside source. Thus, Aquinas is influenced by the Aristotelian view of change, which is based of the assumption that a substance, defined as being a particular thing with a natural unity that persists yet changes in predictable ways, experiences two different forms of change: accidental and substantial. Accidental change occurs when a substance either loses an accidental form and gains another or gains a form without losing another (i.e. cutting one’s hair). Substantial change is the result of something that turns into a whole new being (i.e. a caterpillar into a butterfly). Thus, something that is potentially something else can’t simultaneously be that thing in actuality at the same time. For instance water, which is actually a liquid but potentially ice, cannot change its form into being ice without something acting upon it. Furthermore, building upon Aristotle’s views of change, Aquinas asserts that the same rule governing change can also be applied to the argument of movement. Therefore, if in accordance with the same rule, something in motion cannot simultaneously be both the mover and moved, since something in motion must be put in motion by something other than itself. Thus, in order to find what caused the first movement to occur, one would need to trace the seminal causes of such movement back to, in effect, infinity. However, Aquinas claims it’s illogical to accept that the initial force could only be defined in relation to an infinite chain of causes. Consequently, the only sound conclusion would have to include the existence of a first mover, such as something along the lines of an unmoved mover. For Aquinas, the existence of an unmoved mover/unchanged changer proves the existence of a force that could only be God. Aquinas concludes that only God could be the force behind the existence of some unmoved mover, if motion is created in two different ways. The first is exemplified by the example of some â€Å"X† (i.e. a leg) moving some â€Å"Y† (i.e. a ball). So, that in this first example, even though â€Å"X† causes the movement of â€Å"Y,† it also follows that â€Å"X† is moving too. Subsequently, Aquinas concludes that given the notion that any â€Å"X† which is able to cause â€Å"Y† to move, while at the same time able to remain motionless, could only be the result of a being â€Å"X† equivalent to a much-elevated force that uniquely has to be God.

Compare the Opening and Closing Scenes in Of Mice and Men Essay

Of mice and men is a great novel written by protest writer John Steinbeck. It is a sad story about the life of two migrant ranch workers George and Lennie, and the conflicts between the reality and their relationship and dream. The opening and closing scenes are both set in the same place – Salinas River, however readers can sense totally different feelings from these two scenes. In this essay I am going to compare the opening and closing scenes of this novel focus on the following points: 1) the description of nature to evoke feelings, 2) The dialogue, and the way George and Lennie speak to each other, to explore how George change towards Lennie, 3) The dream George and Lennie share, to explore how Steinbeck protests against the reality. The opening scene in of Mice and Men is happy and peaceful compared to the closing scenes. Before the entry of the two main characters, Steinbeck gets the audience involved by describing the idyllic setting: the beautiful, colorful, peaceful and poetic evening in Salinas River. He creates the pleasant atmosphere brilliantly by sensational words like ‘deep and green’ water, ‘yellow sand’, ‘golden foothill slopes’, ‘fresh and green’ willows, ‘mottled’ sycamores. Just like a strong warm visual effect colorful oil-painting, the Willow Pool in Salinas River vividly present to us. It is also a calm peaceful riverside, little creatures like lizard, rabbit, coon, dears, heron are freely and actively wondering on the riverside. The feeling of relaxation in a warm afternoon is evoked and emphasized in depicting. â€Å"The water is warm too, for it has slipped twinkling over the yellow sands†; â€Å"†¦the leaves lie d eep and so crisp that a lizard makes a great skittering if he runs among them†¦.† This untainted beauty of the nature and the relaxed serenity atmosphere that Steinbeck wisely opens with tending toward the Romantic. It suggests a purity and perfection sense–>sense of purity to the reader that associates with the innocence of Lennie; indicates the idealized friendship and the romanticized dream between George and Lennie. On the other hand it helps to emphasize the changing atmosphere when two protagonists enter into the scene. By comparison to the same scene in the closing ending–scene it hints about the future trouble and the calm before the storm. The setting is also a symbol of a place free from society, a safe sanctuary for Lennie and George, where they can be themselves. That’s why George chooses to let Lennie come back here when he meets trouble, and even Lennie is finally killed by George in mercy here, the Salinas River does keep Lennie safe from the torture of being killed curly. The description of the landscape also helps us to develop an understanding of the background of the great depression. â€Å"There is a path through the willows and among the †¦ sycamores, a path beaten hard by boys†¦., and beaten hard by tramps †¦.† â€Å"†¦the limb is worm smooth by men who have sat on it.† Boys working in the ranch swim here and tramps traveling pass here trying to get job, use it as a rest area. It shows the background of great depression, people struggle with financial freedom, they had to drift into the country for jobs in the farming industry. The ending of the novel occurs at the exactly same place where the story started. The landscape is still the same; however they suggest a totally different feeling. â€Å"Already the sun had left the valley†; â€Å"by the pool among the mottled sycamores, a pleasant shade had fallen†. The sunset is normally symbolic the end of life, it is a subtle foreboding–indication of the impending death of Lennie. The changing landscape in the coming evening is also described in the other three plots. All these plots are following by the description of the chasing people coming nearer. Steinbeck uses the description of setting as an important tool to convey that Lennie’s death is impending. Readers can also notice that the peaceful and untainted atmosphere is replaced by violent – a heron ate a snake and waiting for another. The scene is not anymore slow and relaxed; instead â€Å"A far rush of wind sounded and a gust drove through the tops of the trees like a wave.† Dry leaves â€Å"scudded a few feet†; Things become swift and dramatic; they are signifying the turmoil George and Lennie have and are going to suffer. Apart from using the setting to underline the themes, Steinbeck is also accomplished–excelled in using creatures and their imagery to illustrate the themes and suggest the foreboding on what George and Lennie will suffer. In the opening chapter, as the human footsteps approached, the rabbits â€Å"hurried noiselessly for cover†; the heron â€Å"labored up† and â€Å"pound down river†. â€Å"For a moment the place was lifeless†. Creatures like lizards, rabbits, herons, coons, deers are in possession of the peaceful land, however when human being invaded, we can suddenly sense the tension in this scene — the dangers can lurk–appear at every turn, weak creatures can become prey anytime. They are good indications of a predatory world that George and Lennie are in. In the closing chapter, Steinbeck reflects some animals in the first section. He vividly describes the cold, deliberate way a large heron killed a water snake. The unsuspected snake â€Å"glided smoothly up the pool†, it is totally unaware that â€Å"in the shallows† there is a heron stood â€Å"motionless† waiting for it. â€Å"A silent head and beak lanced down and plucked it out by the head, and the beak swallowed the little snake while its tail waved frantically†. Death of the helpless water snake comes so quickly, surely, and to the unaware. Normally, snake is a symbol of evil, however here it is utter–>completely helpless, and it is eaten by a heron, which is commonly regarded as a sign of goodness. This dramatic scene implies the helpless and unsuspecting Lennie who will be killed by his best friend -George, who is as cool as the heron (the situation forced George to shoot Lennie quickly). George killed Lennie with mercy, because he knows at least Lennie will die with happiness and without fear like the unaware snake. In the opening chapter of Of Mice and Men, Steinbeck solidly established the character profile for George and Lennie, as well as their relationship. Apart from the description of their physical characteristics, Steinbeck achieves this heavy reliance on the great proportion of direct speech dialogue between George and Lennie. The language that George and Lennie used in their conversation is fairly simple and contains commonly used American slang like â€Å"brang†, â€Å"would of†, â€Å"gonna†, â€Å"kinda† â€Å"for a sack†, etc. This help to reflect the setting and their down-to-earth uneducated ranch worker’s lifestyle and make an authentic–>real sense. The relationship between George and Lennie is clearly established right from the beginning of the book when George sternly warns Lennie to stop drinking water from the pool. â€Å"Lennie, for God’s sake don’t drink so much'†; â€Å"You gonna be sick like you w last night.† â€Å"‘you never oughta drink water when it ain’t running†. George said these â€Å"sharply† and â€Å"hopelessly†. Readers can soon perceive–>feel that George is clearly a leader and guardian who guides and protects Lennie. He looks out for Lennie’s safety and instructs him on what to do. He talks to Lennie in a patronizing but a caring way. Whereas, Lennie is a big, half-wit, child-minded person, who is also sweet and loving. â€Å"That’s good,† he said. â€Å"You drink some, George. You take a good big drink† â€Å"Look, George. Look what I done† Just like an innocent child, Lennie enjoys the pure pleasure by drinking and playing the water, and his first thought is to share the pleasure with George. With the plot progression, we got clearer that George is a small but clever, level-headed man. He loves Lennie, takes care of Lennie, guides Lennie, and protects Lennie like a father. He looks after all Lennie’s affairs, even carrying Lennie’s work card for him. He also always bails–bail Lennie out of the trouble, or even potential trouble, as he knows Lennie can get himself into trouble very easily. George instructs Lennie â€Å"Get into the brush till I come for you† if Lennie gets into any trouble. Meanwhile, although George is Lennie’s mentor–guardian, he also looks up to Lennie’s feeling, respects his behavior with understanding even though sometimes it seems odd. When George found a dead mouse, he takes the dead mouse away from Lennie. This hurts Lennie’ feeling and he starts to whimper. George â€Å"put his hand on Lennie’s shoulder† to comfort him. He did this for Lennie’s good. â€Å"I ain’t takin’ it away jus’ for meanness†. That mouse ain’t fresh†¦.you get another mouse that’s fresh and I’ll let you keep it a while†. He promises Lennie to give a pup for Lennie to pet. â€Å"First chance I get I’ll give you a pup,†¦That’d be better than mice. And you could pet it harder.† He even plans a future with Lennie, â€Å"..we’re gonna get the jack together and we’re gonna have a little house and a couple of acres †¦.† George is also a short-tempered person, he often gets irritated, weary, frustrated with the difficulties of his responsibility for taking care of Lennie, such as Lennie’s forgetfulness. When Lennie forgot where they are heading to, George swears and scolds in anger: â€Å"So you forgot that awready, did you? I gotta tell you again, do I? Jesus Christ, you’re a crazy bastard!† â€Å"The hell with the rabbits. That’s all you ever can remember is them rabbits. Of Mice and Men.K. Now you listen†¦.† The way George treat Lennie is just like the way an overtaxed–frustrated parent treats a little boy. Lennie asks for ketchup childishly during the dinner. This innocent request sparkle–sparkles George’s frustration again. He â€Å"exploded† his voiced â€Å"furiously†, and â€Å"rose nearly to a shout†. He launches a long complaining speech about the difficulties that Lennie brought to him; states that without caring for Lennie he can live a far easier life. In anger George declares† If I was alone I could live so easy. I could go get a job an’ work, an’ no trouble. No mess at all†¦.† On the other hand, despite George’s harsh, derogatory responses, Lennie never gets annoyed. Because–because Lennie looks up to George as an idol, he mimics action of George’s. He loves George and treats him as the most important person in his life. Each time when Lennie realizes he has done something wrong, he always try to please George and quell–calm his anger, because he is afraid George will leave him. â€Å"Lennie knelt and looked over the fire at the angry George. And Lennie’s face was drawn with terror.† â€Å"George† very softly â€Å"I was only foolin’, George. I don’t want no ketchup. I wouldn’t eat no ketchup if it was right here beside me.† When George said if they got ketchup, Lennie can have some, Lennie said â€Å"I’d leave it all for you†¦and I wouldn’t touch none of it.† He even suggests he can leave George alone and go live in a cave. Although Lennie is half-witted, he has enough sense to know that George loves him, so he plays with George’s guilty conscience, and sympathy for George to ask him to stay with him. As expected, George feels guilt to his friend as early as when he sees Lennie’s â€Å"anguished face†. â€Å"I been mean, ain’t I?† he said to Lennie â€Å"I want you to stay with me, Lennie. Jesus Christ, somebody’d shoot you for a coyote if you was by yourself†¦..Your Aunt Clara wouldn’t like you running off by yourself,†¦.† George knows clearly without him his dim-witted friend Lennie cannot survive by his own. Also as a promise to Lennie’s Aunt, George feels responsible to look after Lennie. After Lennie is assured that George will not leave him, he pleads George to recite their familiar dream. On the thought of their dream, George’s voice turns to â€Å"deeper† and â€Å"rhythmically†. It is very contagious, as a reader–readers we are immediately drawn in by the dream, which is just as beautiful as the landscape that Steinbeck describes in the open setting — free and idyllic. â€Å"Guys like us, that work on ranches, are the loneliest guys in the world†¦.They ain’t got nothing to look ahead to.† â€Å"With us it ain’t like that. We got a future. We got somebody to talk to that gives a damn about us. We don’t have to†¦..But not us.† These important quotes further highlights to us that George is actually a royal, loving, devoted friend rather than father, brother or guidance. Because he is so willing to admit that he appreciates Lennie’s companionship, because he needs Lennie emotionally, they rely on and look after each other. Also he knows it is the companionship and the special strong bond they share that set them apart from other homeless lonely ranch workers,their friendship make a strong support during the hardships and predicaments in the special era. Despite his annoyance, George stays with Lennie by a combination of the motivations of pity, responsibility and gets a company in the hard time. It is these facts that propel–push George to stay loyal to Lennie and devotes Lennie through thick and thin. In the closing chapter, readers can soon notice the way George and Lennie talk to each other changes. † ‘What the hell you yellin’ about?'†. When George sees Lennie again in the pool, he still swears, however it is his only way to talk. He turns a lot quieter this time. He is softer to Lennie, without scolding or blaming like before. When he repeats the life he yearns for followed by Lennie’s request, his tone is â€Å"woodenly† and â€Å"monotonous†, with â€Å"no emphasis†. By contrast, in the opening chapter, his long speech with same content was emotionally rich and lyrical. When George recounts the dream to Lennie again before he shoots Lennie, he struggles to maintain his co mposure and optimism, as at that moment his heart is in despair. However he did try to give Lennie a hope that their dream is achievable and will fulfill soon. â€Å"Ever’body gonna be nice to you. Ain’t gonna be no more trouble. Nobbody gonna hurt nobody nor steal from’ em.† â€Å"Look acrost the river, Lennie, an’ I’ll tell you so you can almost see it†. Right before George kills Lennie in mercy, George declares: â€Å"no, Lennie. I ain’t mad. I never been mad, an’ I ain’t now. That’s a thing I want ya to know.† This is the finally words George talk to Lennie, in this sentence; we can sense how loving and devoted George is to his friend Lennie. Lennie talks to George with great sense of guilt and intense fear. As he knows he has done another very bad thing. He is still unaware of the bad fate that facing him. What he is afraid of is George will disapprove and leave him this time. He knows every time when he causes trouble, George will complain about his burden, and threaten to leave him. He then plays the trick again to gain sympathy and make sure George won’t leave him. Different with before, this time George didn’t get irritated, and assure Lennie that he won’t leave. â€Å"I knowed it† Lennie cried. â€Å"You ain’t that kind†. Lennie still holds the childlike faith that George will always be there for him. This assured faith relieves him a lot. Same as the opening in the novel, Lennie further requests George to repeat the dream again, because the dream gives both him and George comfort. George never wants Lennie to be hurt, but in the end he realizes that he is out of options to protect Lennie, the death of Lennie is inevitable–unavoidable. In order to protect Lennie from suffering tortures in a painful death. George is forced to shoot Lennie while Lennie is occupied with their shared dream of the farm, which is his favorite story and always soothes and comforts him. With the respect, love and responsibility towards Lennie, George has chosen the best option in the situation, and gives Lennie the best gift he can, the gift of peace, which can save Lennie from a hellish life in a forever asylum-dreadful life. One of the main themes in Of Mice and Men is American dreams. During the Great Depression the harsh realities make people lonely and powerless and hopeless, to share a dream of a better place is the only outlet to comfort them and help to transcend–from the troubles they face. Steinbeck introduces this dream for George and Lennie in the very first chapter. â€Å"With us it ain’t like that. We got a future.†- Despite the hard and gruff reality, George is still an idealist and self-motivated man at the beginning of the novel. He believes through their hard working, his dream of â€Å"live off the fatta the lan† can be achievable , and there is something better up ahead, as he got Lennie. It is Lennie and their strong bond that keep them from the terrible isolation that the other men experience, and gives George a special sense of purpose to strive for. Their friendship sustains their dream and makes it possible. However, with a world filled with harsh adversity and predatory–circumstances, their relationship just can’t simply sustain. George and Lennie are forced to separate tragically. By killing Lennie, George is also forced to shoot his dream, forced to surrender his faith of the Land of Promise. Without Lennie, George is now in loneness and hopelessness, just the same as anyone among the legion of poor, homeless, powerless migrant workers. The tragedy for them is, no matter how hard they work they are doomed–fated to a life of wandering, no matter how intensely they dream, their dreams can only help transcend their circumstances, but no way to be fulfilled. The faded American dream in the closing chapter sadly shows that a land of freedom, contentment, and safety is not possible to be found in this world, it is only an Eden-like place. Actually, at the end of the opening chapter, when Steinbeck deliberately wrote on the rabbit with different colors which Lennie desired is already a hint of the unrealistic fantasy of George and Lennie. Through the comparison of the opening and ending scenes in Of Mice and Men, we can find that the settings are very important in these two parts, Steinbeck used them to help evoke different feelings and hint about the future troubles, as well as symbolize the main themes. Dialogues between George and Lennie are the main content of these two scenes, they help to characterize the main roles and establish and develop the main themes – loneliness, friendship, and dream. Through these main themes Steinbeck portrayed the hardship that ranch workers like George and Lennie encountered during the heartbreaking Depression era. He has succeeded in describing the cruelty and insurmountable -extremely difficult challenges during the Depression.

Leaders and Potential Leaders Literature review Example | Topics and Well Written Essays - 500 words

Leaders and Potential Leaders - Literature review Example Cultivation was aimed at using one's intellect in doing a job. Emotional and actual advantages were given as the corresponding result. Third, the leader must be prepared to present the plan, to inform the followers of the requirements and to allow the followers to take control of the situation. Examining the Author’s Methods It is contended that the author did not implicitly state the thesis of the article. The statement could actually be simplified. Also, the grammatical structure was incorrect. The sentence started with a second person point of view and then it ended with a third person point of view ( the use of the word you to them). Such kind of mistake could actually disappoint the reader. It has a tendency to take away the reader’s interest. As a result, one may stop reading the article upon noticing the wrong done. Nevertheless, if the one reading is a potential leader, then, there is a possibility that he or she will excuse such error. Moreover, the writer was not able to present adequate ideas to support the thesis. The suggested ways were too general. It could have been specifically enumerated. The writer’s personal experiences were not enough to substantiate the proposed steps of utilization. Nonetheless, the third paragraph provided a logical example.

Will early years education and social policy positively influence the Essay

Will early years education and social policy positively influence the childhoods of kids living in Britain today - Essay Example Basically, education is a right necessitating that this be available to all the constituents of a country. However, despite education being a constitutional right, there are many governments, most especially from the developing economies that have failed to protect this very important heritage for their nation’s children. Anker (2005) laments about the plight of these children who needs to work in order to survive. Indeed, most of these children have to shoulder the heavy household chores after getting off whatever work that they may have to earn some money. However, as an advanced economy, Britain must ensure that its policies and legislation do not fall into this trap. It is important that the state is able to defend this right. However, it must be noted that the state alone should not shoulder this responsibility but must be proactively shared with the parents. Moreover, it has been argued by Tickell (2011) that there must be an increased awareness of the importance of interaction with the children as well as the need to ensure that there is a better way to facilitate the understanding of such procedures. This can only be possible with the cooperation of the state and parents in the sense that the parents must know about their children’s development coupled with the capability of the governments to provide manpower and resources to cater to these developmental needs. Childhood Recognised As an advanced economy, British children have usually benefited from the government since they are usually valued more on the emotional rather than on the economic spectrum. This has been the traditional view of these countries that have historically been the richer nations. Hence, it is important that these countries are able to maintain their status and not be influenced by the practises that are prevalent in the developing nations (Zelizer, 1994). It is thus easy to see that childhood has been viewed by the different nations which, as mentioned, seem to have a clear demarcation line between developing and developed nations. These views have evolved throughout the years as civilization has progressed. As civilization progressed, there has likewise been an increasing crevasse between adulthood and childhood wherein they have been relegated to a social position that has to be protected and even punished (de Mause, 1976; Orme, 2001). Moreover, it has been stresse d by Cunningham (2006) and Gittins (1998) that the culture in Britain that takes a stand against child labour wherein they are against children starting their work early. Moreover, way back in the 16th century, they have had the practice of teaching children found begging of some useful artisan skills by getting them as apprentices. Indeed, there has been a historical inclination towards Puritanism that has put in a regime of strictness to children valuing education and regarding play as wasteful. This is probably where the belief of governments to view children as investments spawned from. Basically, children will be the ones that will lead the nation in the future and will be the ones that will continue the heritage of their forefathers. Hence, it has been deemed important that children be invested upon by the government wherein education plays crucially in order to foster a more globally capable citizenry (Hendrick, 2003; DfES, 2008). Furthermore, Hendrick (1997) recognises the v ariation of the discussions on childhood depending on the cultural development of the country. In most western nations, which include Britain, focuses on protecting and educating their children. Hence, it is very important that in Britain there are policies in place so that the children will be protected. It has then been a strong focus in these countries in order to foster the idyllic childhood for their children. Of course

Tort assignment Essay Example | Topics and Well Written Essays - 2500 words

Tort assignment - Essay Example ? to all his lawful visitors, except insofar as he is free to and does extend, restrict, modify, or exclude his duty to any visitor or visitors by agreement or otherwise.† It also applies to a person who enters the premises in order to fulfill a contractual right. This is the law that is applicable as we review the facts of the case that we are presented with. In this case, Peter, who owns Rawley House, decided to have the house redecorated and employed a local electrician, Steven, to install new wall lights in the long gallery. After Steven had finished the installation, Peter employed Thomas, a decorator, to paint the walls of the gallery. While painting the walls Thomas suffered severe burns as a result of touching a live wire which Steven had left protruding from the wall. After work was completed, Peter allowed the local Historical Society to visit the house. In the entrance hall of the house is a notice which states: "The owner welcomes visitors to the property but cannot be held responsible for any injuries sustained by person or property during the course of the visit." Just after the Historical Society arrived at the Rawley Hose, Victor, a poacher, climbed over the wall onto Peters land. Victor caught his footing in a trap set to cat ch foxes. On hearing Victors screams. Peter, and his visitors, rushed out of the house. During the commotion Sam, aged 5, wandered into the garden. he climbed up a rotten rails trellis, which was lodged against the garden wall, and fell through a glass roof severely injuring himself. Sams father, who had brought him on the visit to Rawley House, found the injured boy thirty minutes later. Thomas has a right to claim damages from Peter by virtue of the employer-employee relationship. However, under the Occupiers’ Liability Act, he may have to seek damages against the local electrician, Steven, who is an independent contractor, absent any showing that Peter acted negligently in the hiring and selection of Steven as his

Nemiros Research on Creativity in Teams Essay Example | Topics and Well Written Essays - 1000 words

Nemiros Research on Creativity in Teams - Essay Example Malhotra (2000, p.101) stated that, "These structures are characterized by such terms as virtual, boundary-less or networked." The people or members are involved in virtual teams, are scattered geographically and communicate with each other through information technology. Nemiro proposed three different types of work design approaches: the wheel, modular and iterative approach. Members on two different status levels make up the network, a high-status member (the leader or supervisor) and lower level members or assistants. The higher status member is usually referred to as the hub or center of network, through which all communication must pass. If the team member has to put forward an idea, it should be directly presented to the team leader rather then being shared by the other members. So, in most situations, the team members of the lower status lack communication and sharing of information prevails. The duties are delegated to the team members by the leader or the lower status team members present their ideas personally to the leader. The second proposed work design approach is the modular approach, which is repeatedly used by the virtual teams to complete their tasks. This approach involves more communication then the previous one. Firstly, the team sets a face to face group meeting and decides on the steps that are suppose to be followed, while finding the solution to the problem or completing the task. Nemiro (2002) stated that, "Team members met initially to decide on the need, task, or project to be pursed. Then, as a group, the work was parceled out or distributed among team members" After completing the initial step the team members disperse in order to extract information through different sources individually or accompanied by other members. The findings then are discussed among the team members before the final submission. 3. The iterative approach Most virtual groups use iterative approach where there is more connection with the team members is involved. None of the step is done in isolation or without communicating it to the other members. The feedback is being given at every step or at every finding. Nemiro (2002) has written that group members who are involved in the developmental cycles, each member shows some work at every step and gets feedback. Similar procedure is followed until final submission. This approach is widely used because the results are more impressive and accurate because in the feedback session more ideas can be generated on the new findings and the results get closer to the perfection. How the approaches would be helpful Nobody can deny the effectiveness of the traditional team structures which

Slavery Essay Example | Topics and Well Written Essays - 2000 words

Slavery - Essay Example In many bygone civilizations, slavery was the mainstay that enabled them to achieve the glory and reputation that they still enjoy to this day. Ancient civilizations such as those of Egypt, Greece, and the Roman Empire were all built on the backs of thousands of slaves. The modern world’s main superpower would also base its economy, during the early years of its existence, on the institution of slavery. SLAVERY IN THE ANCIENT WORLD Egypt According to Redford, the civilization of Ancient Egypt existed between 5500 B.C. and 332 B.C (Redford 31). During this 4,200-year time line, slaves created numerous structures in the different dynasties; the most famous of which were the pyramids that still remain today. In the course of its colorful existence, the civilization of Ancient Egypt developed an advanced socio-political establishment and even developed schools for its scholars. According to Redford, it is slaves who worked in extremely dangerous conditions, with thousands of them dying in the process, to create structures such as the famous pyramids of Giza (Redford 32). Egyptian records from this bygone era have also shown that slaves were not just presumed to be the property of their masters in the physical earthy life but also their chattels in the afterlife. It was not unusual for the slaves of a rich man, along with his favorite wives, to be murdered upon his death so that they could continue to serve their master in the next life. The most famous account of the existence of slaves in Egypt is found in the Old Testament where the record of the Israelite slaves living in Egypt between 1400 and 1200 BC is documented. It is unlikely that only Jewish slaves were kept in Egypt (Redford 34). There were probably slaves of different ethnicities working in Egypt. From recorded documents, it is evident that there were even instances where poor families sold their children to be slaves in wealthy families. This would ensure that their children were fed constantly while allowing them also to be able to feed the remaining family members. People who ran into debt could also sell themselves into slavery or become the indentured servants of the people whom they owed money. Even though slaves occupied the lowest rung of Egyptian society, the ones who worked for rich masters such as temple priests, wealthy businessmen, or the royal family fared better than the peasants who owned land. This is because peasants had to give a part of their crops as taxes whether they experienced good harvests or not while slaves were dependent on their masters’ largesse. Ancient Greece In ancient Greece, which existed between the Bronze Age and remained until around 1000BC, slavery was also a recognized institution in society. According to Reilly, for every free citizen in Athens there was a slave (Reilly 62). Any male citizen in Greece who had a modest salary could procure the services of a slave to perform duties in his business, as a servant in his home, or even for personal services. In ancient Greece, slaves were often prisoners of war, or people who had been born of slaves. Moreover, there were many slaves who had actually been kidnapped from their home nations and brought to Athens to be sold as slaves or male and female concubines. In city states such as Athens, slaves could aspire to become physicians. They were given more freedom; and, depending on their masters, were treated with respect for the

Rossie the riveter Movie Review Example | Topics and Well Written Essays - 1000 words

Rossie the riveter - Movie Review Example It is the case that Sheridan Harvey identifies that most people bring to mind the image â€Å"We can do it!† created by J. Howard Miller for the Westinghouse corporation. However it is Norman Rockwell that provided the image that was most examined by the film’s narrator. Rockwell created an image that was in many respects much brawnier and dirty than Miller’s iconic image. The naming of Rosie the Riveter comes from a song written by Red Evans John Jacob Loeb. In which the protagonist is more gifted than a typical male worker. It was postulated that this song influenced Rockwell insofar as he painted the name ‘Rosie’ on the lunchbox of his image. The film then highlights a number of women actually named ‘Rose/Rosie’ who were credited with excellent accomplishments during the war. The miller image became more popular as it is the case that there was less copyright restriction and as such became more widely reproduced. A great description is provided as to how the Rosie character becomes a contrast between male and female roles, as well as postulating that Rockwell gave her a kind of angelic look. Building on this last image, the film then indicates that a government sponsored publication called the women’s war guide, provided advice to companies on how to attract women in the workforce, as well as giving general advice to women on activities they could complete to help the war effort. This in essence was recognition by the U.S. government that women were an integral part of the war effort. The next image that was examined was also completed by Rockwell which depicted a patriotic woman carrying the gear to complete a variety of different tasks that were integral to the war effort. This image depicted a woman who was a nurse, farmer, a conductor, a mechanic and a telephone operator. The film then postulates that

Teen Pregnancy Prevention Strategy Essay Example for Free

Teen Pregnancy Prevention Strategy Essay The increase on Teenage Pregnancy had been a problem in the United States which became a leading social issue until 1998. Teenage Pregnancy pertains to a situation wherein an under-aged (15 years old below but in the United Kingdom, below 18 years old) girl gets pregnant (Cherry, 2001). Among the causes or factors that affect the increase of teenage pregnancy incidents, particularly in the U.S. are the following: adolescent sexual behavior, statutory rape, sexual abuse, dating violence, socioeconomic factors (e.g. prostitution), childhood environment, and commentator and public opinion. These are the major factor roots of teenage pregnancy.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In order to solve the problem, the government must be able to track the aforesaid factors and must be able to address the immediate concerns that motivate the under-aged girl to become oriented on sexual relationships. The government must implement a policy which would lessen the chances that the youth would become exposed to premarital sexual affairs. Enforcing ordinances such as curfew, and strict prohibition on minors to use alcohol and illegal drugs, would really help in minimizing the instances of sexual abuse, dating violence, prostitution, and other notable roots of teenage pregnancy (Luker, 1997). Furthermore, the government must be able to fully address the cases of child abuse, statutory rape, and other crimes against under-age girls.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On the part of the parents, they must be able to monitor their children’s activities as well as their companions in order to prevent them from instances like teen-date rape, sexual harassment, and the likes. Parents must realize their vital role in shaping their child’s consciousness (Cherry, 2001). Hence, they must really know their children very well as well as their personal problems. Furthermore, secondary influences such as the school, church and community must do their job to guide the youth and help the government in the implementation of its policies.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Certainly, the government has the power and authority to set rules so as to aid in reducing the cases of teenage pregnancy. For the main reason that they are the ones who legislate, interpret and execute laws (Luker, 1997), they really have the responsibility to make sure that teenage pregnancy is really being dealt with. By the laws that the government has passed, interpreted and implemented, communities would be monitored well and the instances of sexual harassment would be diminished. Instructing the schools to regularly conduct behavior analysis, and developmental activities (Cherry, 2001) for the benefit of the youth would prevent them from being exposed to sexual activities and enlightening them about the ill consequences of early motherhood or early parenthood. The use of contraceptives (Luker, 1997) should be promoted by the government to ensure that there would be a small chance that would lead to early pregnancy.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   With regards to the use of contraceptives, the Church and some moralists view it as something that opposes their moral standard (Cherry, 2001). However, the government must be able to talk with these groups and sectors and make them realized that though the government promote the use of contraceptives, they are not encouraging the youth to participate or get involved with sexual activities. This is where the strict implementation emerges.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The schools, in cooperation with the community and the government, must conduct a joint project or program that introduces the youth to activities like sports and livelihood developments in order to divert the attention of the youth from sexual activities to more community-based affairs. Symposia and seminars are useful in enlightening and informing the youth, the parents, as well as the whole community (e.g. school, church) about the disadvantages of teenage pregnancy and the measures that would help them avoid such situation. In a summary, teenage pregnancy can really be resolved provided that the government and all the concerned groups must initiate, participate on and maintain measures which deject teenage pregnancy. References Cherry, A. L. (2001). Teenage Pregnancy: A Global View. Greenwood Press. Luker, K. (1997). Dubious Conceptions: The Politics of Teenage Pregnancy. Harvard University  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Press.

Special Needs and the ESL Culture Essay Example for Free

Special Needs and the ESL Culture Essay Special education students are unique because teachers have to do more to teach them than regular students. They already have issues that impair their learning, so it is important that teachers work to individualize instruction as much as possible. This will help ensure the most success. Students who are from another culture, those who do not speak English as their first language, pose additional obstacles for the teacher. First, the teacher has to figure out what part of the student’s delay is caused by limited English proficiency, and what part is caused by the actual disability. This can be time-consuming and difficult, especially if language development is part of their disability. This will affect the way the teacher presents the material. Visual instruction would be most beneficial since there is no language barrier. Second, the teacher has to learn how much English is spoken at home. If the parents speak fluently, then they can take part in helping the student. If the parents are learning themselves, the teacher will have to adapt homework so that they will be able to assist their child. Collaboration is the key for students, parents, and teachers to feel they are doing the most and getting the best results for special needs, ESL students (Collaboration, para 3). If another language is spoken at home, it will take the student even longer to catch up. The teacher could send home material to help parents talk to their child. Students who come from other cultures also may not be prepared for the schedule of a typical school day here in the U. S. A full day of school might be too taxing at the beginning, so the teacher would have to have many breaks built in to the daily activities. It is important that teachers pay attention to the student’s needs since they may not be able to communicate them. Students will also not know what to expect when they are first learning the routine of school here. Picture schedules could be vital in ensuring the student’s feel the safety of a daily routine. The native cultural traditions will also affect how teachers teach in this environment. Some students may be absent for religious holidays when school is in session. Some students may talk about upcoming holidays that we do not have. Teachers should be thoughtful and try to include as many of the customs and traditions as they can. A Cinco de Mayo party may be just the activity to make the student feel welcome and wanted. A final way that ESL students affect the class is their interactions with the other students. The ESL student may try to talk with another student, but because of the language barrier, the student may not be able to understand. The teacher needs to be available to let the student know they did a good job in initiating conversation, and then try to translate so the other student remains engaged. There are so many different factors that make up a special needs class. The delays in development can be ever further hindered if the student is not fluent in English. While there are more obstacles if students do not speak English as their native language, there are also opportunities. The teacher can help ensure the students feel at home here, and that the other students learn to appreciate their culture as well. Works Cited â€Å"Collaboration in Schools Serving Students with Limited English Proficiency and Other Special Needs. † Web. 11 May 2009. http://www. apples4theteacher. com/resources/modules. php? op= modloadname=Newsfile=articlesid=48mode=threadorder=0thold=0.

The Rice Subsidy Programme in Malaysia

The Rice Subsidy Programme in Malaysia Rice is an important security crop which acts as a staple food in Malaysia. During the last 30 years, rice cultivation in Malaysia was converted from a subsistence farming crop, to a commercial crop which is highly controlled and subsidized by the Malaysian government. As rice is a major staple food in the country, a large range of protective policies has been introduced by the government to protect rice farmers’ incomes and to ensure the existence of sufficient rice supply in the nation due to the country’s interest in food security. Local rice farmers produce approximately 60-70% of the domestic rice supply in the nation, while imports fill up the remaining 30-40% of the rice supply. Another interesting aspect of the Malaysian rice market is that rice firm Malaysias Padiberas Nasional Bhd (BERNAS) acts as the sole importer for foreign rice. On top of that, BERNAS is also responsible for the distribution of paddy price subsidies to local rice farmers and acts as a last resort buyer at Guaranteed Minimum Price (GMP), fixed at RM550 per metric tonne. According to the Finance Ministry of Malaysia, the government allocated RM528 million as subsidy for approximately 700,000 metric tonne of rice as of 2013, under the nation’s Rice Subsidy Programme. The cheapest type of rice which is subsidized by the Malaysian government is the Super Tempatan 15%, priced at RM1.80 per kg. The Malaysian government aims to protect the interest of local farmers as well as low income earners via its Rice Subsidy Programme. One of the main reasons as to why the nation’s government should continue subsidizing rice is to increase the self-sufficiency level of the local rice market. According to BERNAS, the firm imports around 30% to 40% of Malaysias domestic rice demand to fulfil the nation’s rice requirement. This shows that the local rice market’s sufficiency level is only around 60% to 70%. Therefore, in order for Malaysia to achieve a 100% sufficiency level, rice production in the country must increase.   Ã‚   Diagram 1: Subsidy graph Referring to Diagram 1, S0 refers to the supply of rice that the local rice farmers can produce without subsidy. With the introduction of subsidy by the government, local rice farmers collect RM248.10 for every tonne of paddy that they harvested. This indirectly lowers the cost of paddy production for the farmers, which allows them to expand their production from S0 to S1. If the subsidy provided by the local government continues, it is possible to further increase the production rate of paddy in Malaysia and thus increasing the self-sufficiency level of the rice market. Furthermore, Malaysia will be less dependent on foreign rice to meet the nation’s rice requirement, and a self-sufficiency rice market will prepare the nation to face any food crisis similar to the rice crisis in 2008, which might occur in future. According to Christopher Teh Boon Sung who is a senior lecturer at Universiti Putra Malaysia, the nation would need to increase the rice yield per capita to a minimu m of 106 kg in order for Malaysia’s rice market to be 100% self-sufficient by 2015. Rice production in Malaysia is largely restricted by the fact that most local farmers do not have enough modal or funds to further expand their supply. Therefore, the nation’s Rice Subsidy Programme will provide the necessary benefits to assist the rice farmers to increase the nation’s rice supply. Besides being beneficial to the producers, the continuation of the Rice Subsidy Programme by the government of Malaysia will also help lower the cost of living for the low income earners. While the subsidies provided by the government are distributed to the rice producers only, it has a direct effect on consumers as well. Diagram 2: As shown in Diagram 2, the subsidy given to the producers shifts the supply curve to the right from S0 to S1, thus lowering the equilibrium price of rice from P2 to P1. This will benefit the low income earners as the reduction in price equilibrium of rice allows them to consume more rice at a lower price. Furthermore, producers will not suffer any loss from selling rice at a price lower than equilibrium as the amount subsidized by the government (P3-P1) covers the full market price. In other words, with the existence of the Rice Subsidy Programme, it assists both local rice farmers and low income earners to ease the burden of rising costs of living due to other developments in the nation. On top of that, the reduced prices of rice due to subsidy will also protect local rice companies against competition from imported foreign rice. Consumers will be more attracted by the cheaper prices of local rice, which will result in local rice being the preferred choice over the others. One of the main reasons why the Malaysian government should discontinue subsidizing essential goods such as rice is due to the fact that subsidies require massive amount of funding for it to be financed. While giving out subsidies to rice farmers has been a norm in the country for many years, the government of Malaysia should also consider the fact that it is very costly for the nation to continue funding them. According to the Finance Ministry of Malaysia, the government allocated a staggering RM528 million to fund subsidies for 700,000 metric tonne in 2013. Moreover, the rice subsidy provided by the government inevitably comes with an opportunity cost. As a large portion of government’s funds being allocated for the rice subsidy, the government is unable to increase the budget of other essential sectors in the nation such as education and infrastructure development. By discontinuing the subsidy for rice in the country, the government will obtain additional funds to increase its expenditure in other sectors which could reduce the burden of citizens even further. With that, the government is able to execute other essential policies such as free education. Besides that, the government should also take into account that the continuation of rice subsidy will lead to long-term environmental issues. As the government aims to protect local rice farmers and encouraging them to increase rice production in the nation via its subsidy programme, it might also encourage the rice farmers to use intensive farming methods in order to gain faster yields. Those intensive farming methods might be a huge threat to the sustainability of the country’s ecological resources. If that happens, concerned non-governmental organizations or angry citizens will possibly stage mass rallies and protests which could tarnish the nation’s image in the eyes of global investors. Moreover, With so much taxpayer’s money being allocated as subsidy for rice by the Malaysian government, there are surely questions on who benefits more from the subsidy. A suitable policy which could possibly satisfy all parties is that the government removes all trade barriers for the rice market in Malaysia. This policy has a slight similarity to the one executed by Thailands military government which dismissed all rice price-support scheme imposed by the former civilian government. In order to run free market policy for the rice industry, the policy will require BERNAS to be removed as a sole importer for rice, and the abolishment of the Rice Subsidy Programme in Malaysia. The objective of this policy is to allow the prices of rice to be set by the forces of supply and demand without government intervention. As a direct result of this policy, rice supply in the country is expected to decrease due to the fact that local rice farmers no longer have the aid to increase their production capacity. However, this will not be a major problem as the gap between production and consumption can now be filled up by rice vendors importing rice from foreign coun tries. As BERNAS no longer holds the rice import monopoly, rice imports are expected to increase as vendors face competition among one another. More importantly, the government will no longer have to fund over RM500 million each year and can allocate the extra funds to other sectors. One of the disadvantages of this policy is that the prices of rice are expected to rise slightly following the removal of subsidy. However, that will only affect consumers for a short term, as competition in the market will set a lower equilibrium price sooner or later. Also, removal of subsidy might cause dissatisfaction among farmers and low income earners who no longer have additional aids to bear the high costs of living. In conclusion, the Rice Subsidy Programme in Malaysia has its advantages and disadvantages.

Nicolaus Copernicus :: Essays Papers

Nicolaus Copernicus The sixteenth and seventeenth centuries were known as the Scientific Revolution. During these centuries, science was starting to answer many questions about the earth. Scientists all around the world were making their assumptions on how the universe worked. Nicolaus Copernicus was a Polish astronomer that also had a theory. The Copernican Theory changed many views and had a great effect on society. Copernicus lived his life in Poland. When he was nineteen, he decided to study at the University of Cracow. At the university he was required to study grammar, rhetoric and logic, arithmetic, geometry, music and astrology or astronomy. Edward Rosen is the author of, Copernicus and the Scientific Revolution. He says, "The subjects offered during his years there are known form university records that are still preserved. The names of the professors who taught those courses are also known. But the students’ records are missing."1 The grades that he received in college are unknown. However, it is known that he did not stay long enough to earn a bachelor’s degree.2 After Copernicus left school he returned home to his uncle, Lucas Waczendrode, who was the bishop of Ermeland.3 His uncle suggested that he enter the canonry n Frauenburg. The canonry is a group of clergymen that belong to a cathedral or other church. Entering the canonry would give Copernicus a stable and secure income for the rest of his life. While he waited for an opening, his uncle sent him for training at the University of Bologna.4 While there he studied mathematics and Greek language for three and half years. He also became more familiar with astronomy. In 1501 Copernicus returned to Frauenburg where he became apart of the canonry. He left quickly and started to study in Italy at the University of Padua. There he studied law and medicine.5 After a lifetime of studying, he is said to have mastered the concepts of math, medicine, theology and astronomy.6 As Copernicus began to study astronomy more, he came to strongly disagree with the Ptolemaic system of astronomy. This system was based on the idea that the earth was fixed in the center and all the other heavenly bodies moved around it. Astronomers believed that the earth was in the center because it was heavy. Copernicus saw many problems associated with this system of astronomy. For example, sometimes the planets appeared to be going in the opposite direction and the brightness of the planets would tend to change as well.

Anna Kingsley Essay -- essays research papers fc

Anna Kingsley, a woman of strength and determination overcame many odds not expected of an African American slave. She married a slave owner, owned land, and was once a slave herself. She was well known in a free black community she helped establish. Anna Madgigine Jai Kingsley was the wife of plantation owner Zephaniah Kingsley. She was the daughter of a man of high status. Her father’s sides were descendants of the well know Njaajan Njaay, the creators of the Jolof Empire. Her father was killed in April 1806, the day she was captured. The tyeddo warriors invaded her village and collected all the villagers to be sold as slaves. That day she not only lost her freedom and her home, but also her dignity and her youth (Harvey, 41). Anna and the others were lead to a ship and they sailed from Senegal to Havana, Cuba to be sold as slaves. The Havana Market was the center of commerce of Spain’s colonies in America (Schafer, 23). Anna arrived in Florida in 1806. She was thirteen years old. Zephaniah Kinglsey Jr was a citizen of Spanish East Florida. He was born in England, but raised in Charleston, South Carolina. His father, a merchant, moved his family to Nova Scotia because he was banished from South Carolina for giving support to King George III at time of the American Revolution. In 1808, Kinglsey moved to Florida, where he pledged his fidelity to Spain and imported slaves on his plantation (Schafer, 21). Once purchased, Kingsley boarded Anna on the ship Esther and they sailed to Laurel Grove Plantation north and on the west of the St. Johns River. This would be her new home. She did not stay in the slave quarters, but she did stay in his two-story home. He thought of her as his wife and she was carrying his child. A few months before Anna gave birth; she became manager of Kingsley’s household located at Laurel Grove. Most of the slave’s came from East and West Africa. The plantation consisted of corn, cotton, mandarin oranges, sugarcane, potatoes and beans. According to Kinglsey â€Å"color ought not be the badge of degrading,† only the distinction should be between slaves and free, not between white and colored (Schafer, 32). Anna and Zephaniah were open about their relationship. She was the head wife or woman in a polygamous household. One March 4, 1811 after five years of enslavement, Anna was emancipated by her husband. She was now a free woman again. In 181... ...she once again had to leave the home she created because Florida seceded the union. The Civil War soon followed. After the Civil War, Anna never had the wealth and power that she once had. Her personal wealth was acquired through ownership of her slaves. There is no true documentation as to when Anna died, but it is thought to be between 1860 and 1870. Anna Madgigine Jai Kingsley was buried in a peaceful grove off the St. Johns River in Florida. She is surrounded by many family members including her daughters. She rests peacefully in an unmarked grave sheltered from the violence that followed her through a life marked by danger, courage, tenacious defense of family, flight, and triumphant return (Schafer, 121). She was a remarkable and determined black woman who achieved many accomplishments that are extraordinary. She became a well known figure in a free black community. Works Cited Harvey, Karen. Daring daughters: St. Augustine’s feisty females. Virginia Beach, VA, 2002 Schafer, Daniel. Anna Madgigine Jai Kingsley. Florida, 2003 Tilford, Kathy, Anna Kingsley: A free woman.† OAH Magazine of history 12, 1997 http://www.oah.org/pubs/magazone/women/tilford.htm

Johann Wolfgang von Goethe Essay

Johann Wolfgang von Goethe is probably the most famous German writer. He has often been called â€Å"the last true polymath to walk the earth†. Although he was not born there, he spent most of his life in Weimar in the former East Germany. Write a brief research paper in English (500 words), make sure to include the following information: Which other talents did he possess that earned him the name polymath? Where and when did he die? Name three of his most important novels. Use sites you find on the Internet and remember to include a WORKS CITED section so that your teacher Johann Wolfgang von Goethe Johann Wolfgang von Goethe was born in August 28, 1749, Frankfurt. He was not an aristocrat but raised in a middle class family. Goethe grew up close to art and literature, at age 8 he wrote a poem; at 13 he first published his very own collection of poetry. He studied law in college and opened up his own office as told by his father, but his interest was already leaned toward literature world. Since then he gathered around with other writers, focus on more variety of books, and study poetries and dramas. In 1772, Goethe stays at Wetzlar and met Johann Kestner. Kestner had a finace named Charlotte Buff, Goethe fell in love with her at the first sight and secretly admires her. After coming back to Frankfurt, he hears a news saying that one of his friend died in situation similar to his. With his experience and the story of his friend, he writes ‘The Sorrow of Young Werther’ which became popular with its publication. Goethe became famous at early twenties. In 1775, Goethe leaves Frankfurt and goes to what became his second hometown, Weimer. In this small dukedom with population about 6,000, he gains trust of Duke Carl August. Carl August gave Goethe several official positions in his court and Goethe became his chief adviser. Although he was very successful in his career, his anxiety that arose with his thirst for art and literature was getting bigger every day. Even his relationships with Charlotte von Stein, his lover, and contemporary intellectual Hether did not satisfy his thirst. Finally, he left Weimer, where he stayed for ten years and wander around. In 1786, Goethe travels around Italy for three years, he visits  Rome, sees and experience new things. In 1788, he comes back to Weimer. His experience at Italy was indeed revolutionary and set a turning point in Goethe’s career. Beautiful art pieces he has seen at Italy influenced Goethe to become a Classicist, however he lost his old friends who could not understand changed Goethe. But luckily he met Schiller, who was another great figure in German literature. They sometimes worked together, influenced together, and inspired each other. During these years, pieces like Wilhelm Meister’s Apprenticeship, Iphigenie auf Tauris, Egmont, Torquato Tasso, and Reineke Fuchs came out. But in 1805, Schiller died of age 48. This shocked Goethe, but overall he lived a peaceful life from 1809 to his death with his artistic fervent at its peak. Faust, Elective Affinities, the West-Eastern, From My Life: Poetry and Truth, all came out during this period. Goethe not only was a guru in literary world but also he was an expert in science, religious studies, and politics, which gained him the name polymath. He was deeply involved in natural science and showed interest in morphology and color theory. Some of his works include, Metamorphosis of Plants and Theory of Colours. Also, being born in Lutheran family and having experience serving Duke Carl August made him influential in those areas as well. In March 22nd, 1832 in Weimer, he died at age of 83. During his 80 years of life he published quantity amount of poems, dramas, novels, and so on. His works had both depth and width and this significantly elevated German literature which were known to be underdeveloped at the time. He is still regarded as a great literary guru to these days and will be remembered forever. Work Cited C.D. Merriman, Literature Network: Johann Wolfgang von Goethe. http://www.online- literature.com/goethe/ 2012 December 13.

Environmental Worldviews, Ethics, and Sustainability

ENVIRONMENTAL WORLDVIEWS, ETHICS, AND SUSTAINABILITY Chapter 28 BIOSPHERE 2 †¢ Biosphere 2, was designed to be self sustaining life-supporting system for eight people sealed in the facility in 1991. The experiment failed because of a breakdown in its nutrient cycling systems. ENVIRONMENTAL WORLDVIEWS AND VALUES †¢ Environmental Worldviews include: †¢ How you think the world works. †¢ What you believe your environmental role in the world should be. †¢ What you believe is right and wrong environmental behavior. INSTRUMENTAL AND INTRINSIC VALUES Instrumental (utilitarian) †¢ A value something has because of its usefulness to us or to the biosphere †¢ i. e. preserving natural capital and biodiversity †¢ Intrinsic (inherent) †¢ The value something has just because it exists regardless of whether it has any instrumental value to us. CLASSIFYING WORLDVIEWS †¢ Worldviews are generally divided into two groups: †¢ Holistic (Ecocentric) is earth centered and focuses on sustaining the earth’s †¢ Natural systems (ecosystems) †¢ Life-forms (biodiversity) Life-support systems (biosphere) †¢ For all species †¢ Atomistic is individual centered †¢ Anthropocentric (human-centered) †¢ Biocentric (life-centered) ANTHROPOCENTRIC, BIOCENTRIC, AND ECOCENTRIC †¢ Anthropocentric (human-centered) †¢ No-problem school (all problems solved), free-market school (global economy), responsible school (mix of previous 2) †¢ Instrumental values play a larger role. †¢ Biocentric (life-centered) †¢ Human as one with the earth †¢ Aldo Leopold and John Muir †¢ Intrinsic values play a larger role †¢ Ecocentric (earth-centered) Humans destroy the earth †¢ Emerson, Thoreau, Aldo Leopold, John Muir, Rachel Carson †¢ Environmental Worldviews and Values †¢ Intrinsic values play a larger role ENVIRONMENTAL WORLDVIEWS †¢ Planetary Management †¢ Anthropo centric †¢ We are the most important †¢ We are apart from the rest of nature †¢ Because of our technology we will never run out of resources †¢ Economic growth is unlimited and we should use earth’s resources for our benefit †¢ Stewardship †¢ Biocentric †¢ Be stewards to earth †¢ Manage earth’s life support system We most likely will not run out of resources but they should not be wasted †¢ Environmental Wisdom †¢ Ecosystem-centered (Biocentric) †¢ We are dependent on nature †¢ Don’t waste resources †¢ Success depends on how well we learn how nature sustains itself †¢ Ecofeminist Worldview †¢ Main cause of environmental problems not just human-centeredness, but male-centeredness †¢ Advocate society fixing rift between humans and nature as well as ending oppression base on sex, race, class, and cultural/religious beliefs †¢ Social Ecology Worldview Creating better democratic comm unities †¢ New forms of environmentally stable production †¢ New types of environmentally friendly technology CULTURAL GROUPINGS †¢ There are 3 different cultural grouping which determine a person’s values and worldviews †¢ Moderns †¢ (about 45% of the adult U. S. population) actively seek materialism and the drive to acquire money and property, take cynical view of idealism and caring, accept some form of the planetary management worldview, and tend to be pro big businesses †¢ Traditionals (about 19% of the adult U. S. population) believe in family, church, and community, helping others, having caring relationships, and working to create a better society. They tend to be older, poorer, and less educated †¢ Cultural Creatives of New Progressives (about 36% of the adult U. S. population) †¢ have a strong commitment of family, community, the environment, education, equality, personal growth, spiritual development, helping other people, li ving in harmony with the earth, and making a contribution to society.SHIFTS IN ENVIRONMENTAL VALUES AND WORLDVIEWS †¢ Global and national polls reveal a shift towards the stewardship and environmental wisdom. LIVING MORE SUSTAINABLY †¢ Four guiding principles for living more sustainably †¢ Respect earth and life and all its diversity †¢ Care for life with understanding, love, and compassion †¢ Build societies that are free, just, participatory, sustainable, and peaceful †¢ Secure earth’s bounty and beauty for present and future generations HOW TO LIVE MORE SIMPLY Some affluent people in developed countries are adopting a lifestyle of voluntary simplicity †¢ Voluntary simplicity is doing and enjoying more with less by learning to live more simply †¢ Based on Mahatma Gandhi’s principle of enoughness †¢ â€Å"The earth provides enough to satisfy every person’s need but not every person’s greed†¦When we take more than we need, we are simply taking from each other, borrowing from the future, or destroying the environment and other species. † †¢ When you choose voluntary simplicity it means †¢ Spending less time working for money Leading lives less driven to accumulate stuff †¢ Spending more time living †¢ You basically must ask yourself â€Å"How much is enough? † †¢ Voluntary simplicity shouldn’t be confused with forced simplicity of the poor, who don’t have enough to meet their basic needs for food, clothing, shelter, clean water, air, and good health. †¢ Law of Progressive Simplification †¢ â€Å"True growth occurs as civilizations transfer an increasing proportion of energy and attention from the material side of life to the nonmaterial side and thereby develop their culture, capacity for compassion, sense of community, and strength of democracy. LIVING MORE SUSTAINABLY †¢ In order to make the planet a better place w e must realize that individuals matter. Most of the environmental progress we have made during the last few decades occurred because individuals banded together to insist that we can do better. †¢ We must implement earth education. †¢ We need hope, a positive vision of the future, and commitment to making the world a better place to live. [pic]

Differences between abstract art and expressionism Essay

Expressionism is when an artist expresses an inclination towards the distortion of reality for emotional effect. While all art is expressionist to a certain extent, the distortion is of such a scale as to be further removed from the representation of objective reality than other styles. The objective of such a style is to emphasize the plasticity of form or to bring about a psychological disturbance as a response to perception of said art by means of rejecting verisimilitude. (Britannica, 2008) One of the best and most well-recognized examples of Expressionism is Edvard Munch’s The Scream, which depicts a lone figure frozen in a psyche-shattering pose of anxiety, said to be paralyzed by existential angst. Expressionism should not be confused with Abstract art, which foregoes representation in favor of the use color and form in non-representational ways. Well-recognized examples of abstract art are the works of Jackson Pollock, which include No. 5, 1948, which exemplifies his drip and drizzle technique. (Compton, 1978) Abstract and expressionist art are similar in so far as they opt out of objective representation, but the former rejects it completely. In effect, abstract art favors form over content, while expressionism remains favorable towards content. Please define the elements of art characteristic to the style of Impressionism. Please give one example. Impressionism is a style of art which does not attempt to conceal the elements of its composition. As such, it is characterized by visible brush strokes, attention to light emphasis, mundane subject matter, and detail to movement, as well as unusual angles. All these characteristics draw self-conscious attention towards the elements of human visual perception. (Denvir, 1990) Impressionism is best exemplified by the works of Claude Monet, and the movement of style derives its name from his painting Impression, soleil levant. Please define the term, iconography, and discuss its importance in art. Please refer to specific artworks. Iconography is a branch of art studies which focuses on the identification of image content and its interpretation, and extends itself to the general understanding of how certain subjects are used within the breadth of art. Iconography is most notable within religious art, which relies on imagery crucial to the circumscribed beliefs. For example, in Buddhist art , varied imagery is used in order to represent the nigh infinite aspects of Buddha. Why would an artist prefer to use oils rather than tempera paints? What effects would the artist be able to achieve by choosing oils? Artists may favor the use of oil-based paints over tempera for the simple reason that it is much more difficult to blend colors in tempera paints than it is to do so with oil. Thus, it is far easier to create a broad range of hues that facilitate a broader chromatic expression. Also, oil-based paints take a longer time to dry than tempera, which means that it is somewhat easier to undo mistakes by blending colors into the still wet paint, or remove it. Tempera paints on the other hand, are much more difficult to blend, and dry far faster. Unless one’s work is meticulously planned, oil-based paints are far more preferable. What is the difference between Classicism and Romanticism in the history of Western art? Please give an example of each. Classicism was a trend within post-medieval European art in which artists were expected to emulate the aesthetics of classical antiquity. This was reflected in the works of Michelangelo whose sculptures such as the Pieta and David, were evocative of the aesthetic ideals of human figure representation during the eras of classical antiquity. Leonardo Da Vinci, renowned for works such as The Last Supper and Mona Lisa, subscribes to a similar body aesthetic ideal. Please explore arts conflicting roles of revealing truth and concealing it. Reference specific artworks in your discussion. Critics and scholars of art are primarily preoccupied with its relationship to truth. For example, John Ruskin, a British aesthetic theorist argued that art’s role in culture was to communicate essential truths to be found in nature, by means of using artifice. (Ruskin, 1843) Ruskin was not the first, nor would he be the last, to place value upon art by means of its relationship to truth. Novelist Leo Tolstoy argued that art is an indirect form of communication, albeit by unconventional means. Benedetto Croce and R. G. Collingwood advanced the notion that art is a means of expressing emotional truths. (Levinson, 2003) In effect, art’s relationship to truth is such that it functions as a medium for it, while attempting to circumvent many of the awkward traits which come from direct expression, thereby using concealment of truth – artifice – as a means of revealing truth. Consider for example, the Venus of Willendorf, a limestone carving found by an archaeologist in lower Austria. A rotund ‘idealization’ of the female figure which exaggerates the dimensions of the vulva, belly and breasts, it appears to be so far removed from the aesthetic idealization of the female form. However McDermott (1996) argues that the Venus may have been a self-portrait, and the observation by others that the head is looking down, and when thought of as the self-image of a woman confronted with her own pregnant proportions, are actually realistically and accurately defined. Thus, the actual distortion of the female form is used to confront the internal truth which pregnant women face, and exemplifies the use of artifice in communicating said truth. REFERENCES Expressionism. (2008) In Encyclop? dia Britannica. Retrieved June 24, 2008, from Encyclop? dia Britannica Online: http://www. britannica. com/eb/article-9033453 Compton, S. (1978) The World Backwards: Russian Futurist Books 1912-16. The British Library. Denvir, B. (1990). The Thames and Hudson Encyclopaedia of Impressionism. London: Thames and Hudson. Bialostocki, J. (2003) â€Å"Iconography† in Dictionary of the History of Ideas. University of Virginia Library, Gale Group. Retrieved June 23, 2008 from: http://etext. lib. virginia. edu/cgi-local/DHI/dhi. cgi? id=dv2-57 Ruskin, J. (1843) Modern Painters, Volume 1. London: Smith, Elder & Co. Levinson, J. (2003) The Oxford Handbook of Aesthetics. Oxford University Press. McDermott, LeRoy. (1996, April) Self-Representation In Upper Paleolithic Female Figurines. Current Anthropology, Volume 37, No. 2, 227-275

America Today is More Unhappy Essay

America today is more disillusioned than back in the 1920’s. I believe that America today is more unhappy because of divorce rates, technology, and people being materialistic. Today in America everyone gets divorced now. I also believe that technology today drives people to become more distant from their family and friends. People being materialistic today in America has caused relationship problems. That is why I believe that America today is more disillusioned and unhappy than America in the 1920’s. People being materialistic causes America today to be so unhappy and disillusioned because the majority of people have to keep up with what’s new and always try to get the latest trends. Being materialistic has caused Americans to become greedy and also causes to ruin a lot of relationships. People tend to be so materialistic because they want to impress other people. Wanting to look rich is something that almost every American desires in the world today. Back in the 1920’s, yes some people were materialistic but it wasn’t as bad as it is today. Being materialistic also can ruin relationships. â€Å"Materialism is actually correlated with unhappiness in marriages.†, stated the author in an article. People today think it’s no big deal to get a divorce, in fact it happens quite often now. This is why America today is more unhappy/disillusioned. In the 1920’s it was very uncommon and considered to be very weird and different if you heard that someone was getting a divorce. But today getting a divorce is not a big deal. If talks about getting a divorce no one acts as surprised or shocked because it’s very common. In an article the author says, â€Å"Couples marrying for the first time have approximately a fifty percent chance of divorcing.† Couples today just throw marriages away like it’s nothing. They basically just get married for the fun of it. People just â€Å"fall out of love† as stated in an article. They don’t have the time to communicate with their loved ones because they are too distracted with their jobs, technology, etc. Today America has the highest divorce rate of all times. Technology is also another big reason why America today is more unhappy. All the time you see people’s eyes glued onto their phones and drowning the whole world out. People get so distracted from technology and they don’t really care about what’s going on around them, people tend to grow distant from people. When you go somewhere just look around, everybody has their phone or some other device in their hands, and if it’s not in their hands it’s near them. Americans are so attached to technology that it literally drives us away from families/friends. In the 1920’s this wasn’t a problem at all. They didn’t have the high technology that we have today but they still had phones and it didn’t cause them to grow distant from people. They would still go out and have a good time. But today, if you can’t have your cell phone with you, it’s like the end of the world. in the article â€Å"Smartphone Dependency: A Growi ng Obsession With Gadgets†, the writer says, â€Å"For others, being away from their phone will almost certainly cause separation anxiety.† This truly shows how attached americans are to their phones. Some people might say that America in the 1920’s was more unhappy/disillusioned because of the unemployment rate. In the 1920’a the Great Depression â€Å"caused 13 to 15 million American’s to be unemployed.†, stated in an article. That is a lot but, also today there are plenty of people who are unemployed. It’s a big deal in America today than it was back in the 1920’s because today everything is so much more expensive and you need to have money for every little thing you do. We rely on money so much today. In the 1920’s you didn’t have to rely on money for every little thing you did. Some people might Also say that crime rates in the 1920’s lead to disillusionment. I have to disagree because today we have a huge percent of crimes that happen. In the 1920’s there were a lot of mobs and gangs. You don’t hear of there being mobs and gangs today as much but there is people who just go and kill people randomly today. More people go and just randomly kill people than they did in the 1920’s. In an article I read the writer said that â€Å"†¦there were more gangs in the 1920’s but today there is more people who go on random killing sprees and kill hundreds of people.† I believe that the 1920’s did have high crime rates, but today in America the rates are even higher. I truly believe that America today is way more disillusioned and unhappy than America in the 1920’s. People are so much more unhappy because of the use of technology. People have grown so attached to their phones that they will text you when you are sitting right across from them. Being materialistic has caused America to also become more disillusioned. Back in the 1920’s people didn’t have to have the best of everything like americans do today. Also America today is more unhappy because of the divorce rates. This has caused America to become unhappy because so many people get divorced today. I believe that the people in the 1920’s were not as unhappy as people are today.

Causes and Effects of Heart Failure

Causes and Effects of Heart Failure Elizabeth Makouta K. Assessment 2 Definition of Heart Failure: This is usually a progressive condition that reflects weakening of the heart by coronary atherosclerosis meaning the coronary vessels is build up with fatty clogging (Marieb 2012 p369) The body systems affected are: Kidney, Heart, Lungs, and Digestive System . Kidney’s function : is to eliminate nitrogen –containing e wastes, toxins, and drug from the body. Kidney also produce an enzyme ‘’renin’’ which help regulate blood pressure, and their hormone erythropoietin which stimulate red blood cell production in bone marrow (Marieb 2012 p. 512) Heart’s function: Is a muscular organ that pumps blood to all the tissues in the body through blood vessels, ‘weight less than a pound with the size of a person’s fist and a shape like cone-shaped’ (p 357).’’The right side pumps blood through the lungs where oxygen is picks up and carbon diox ide is unloaded. The left side of the heart receives blood containing oxygen and pump it to the rest of the body’’ (Marieb 2012 p 360). Lungs Function: Human body contain two lungs. ‘Lungs are large organs that occupy thoracic cavity except the heart in the central area. The left lung has two robes and the right lung has three robes’ (Marieb 2012 p.441). The lungs bring in oxygen to the body which is the air that we breathed for energy and remove carbon dioxide from the body which is the gas that comes out as waste products (American Thoracic Society 2014). . Digestive System: Digestive system starts from the mouth and ends up in the anus. The function of digestive system is to break down foods in to a simplest form for the absorption of the body as nourishment for cells and energy for the body usage (Marieb 2012 p.464). Signs and Symptoms Shortness of breath (dyspnoea) Fatigue and weakness Swelling (oedema) in your legs, ankles and feet Rapid or irregular heartbeat Reduced ability to exercise Persistent cough or wheezing (Nocturia) increased need to urinate at night Heart Pumps Faster Swelling of your abdomen (ascites) Sudden weight gain Lack of appetite and nausea Difficulty concentrating or decreased alertness Heart Grows Larger Elevated blood pressure Chest pain, if your heart failure is caused by a heart attack (Mayo Clinic 2014) Shortness of Breath : meaning there is not enough air getting into the body system why because of lack of oxygen as the heart is not able to pump enough blood (Mayo Clinic 2014 Fatigue and weakness : As the heart failed or become weak other parts of the body are affected including legs and arms making difficult do walk or climb the stairs because there is not sufficient blood getting to the legs and arms (University of California San Francisco 2014) Swelling: For kidney to function very well it needs its normal blood supply. Renin restores normal blood pressure and inc rease filtration of water and salt for filtration process to be normal (Marieb 2012 p. 512). But when blood flow to the kidney is limited then renin will also retain salt and water which will leads to fluid build-up in the body (feet, ankles and legs), ( University of California San Francisco 2014)

Comparing the Relationship between Man & Gods(s) in Genesis & Odyssey Essay

Comparing the Relationship between Man & Gods(s) in Genesis & Odyssey - Essay Example The different translations do not make me look at the passage differently. There is certain sentence and word variations but the man ideas are all the same. The point of the passage was clearly shown in all three translations. My first impression is that Abraham is a very loyal individual to the Lord. When your willing to sacrifice your only son to the lord it’s clearly shown that you are faithful. My feelings of sorrow goes to Isaac, I can’t imagine what must have been going through his head when his father Abraham had him tied down and was about to kill him with a knife. He probably felt hopeless, confused, and scared at the same time. The only life experience I can think of that relates to his passage his the time my dog had to be put to sleep. My dog was my best Pal and for somebody to say she had to be put to sleep for her own good was in a sense a sacrifice for me that I didn’t want to go through. Checking the context before your passage and after your passage is helpful in understanding the passage. There is a relationship in an earlier passage Genesis 21. Ismael Abraham’s child was let go by the lord leading onto Abraham’s test in Genesis 22 with the sacrifice of Isaac. The NOAB refers to the literature as a story from a narrative point of view. The words and expressions of the passage in all 3 translations are clear to understand. The footnotes in the NOAB are much more in detail than the NJB. The NOAB footnotes are very vivid in looking into his future. For example verse 5 in NOAB ‘Abraham’s promise that he and Isaac will return’ may suggest a faith that God will work out and alternate sacrifice’. The author’s concerns are to inform the reader to the extent that we have to follow the lord, willing to give up something of great value to glorify him. Important words that the author used was the word tested. It shows this was a test exclusively

Should Organisations Have a Mentoring Scheme for all Employees Essay

Should Organisations Have a Mentoring Scheme for all Employees - Essay Example According to Olian, Carol et al (2004), studies show that the age of the mentor and the work experience of the mentee has no effect on the relationship between the two. Mentoring at the organizational level Mentoring literally means to advise or train someone, but at organizational level, mentoring changes meaning. Mentoring at organization levels does not limit itself only to advising and training but to a complex system of employer and employee relationship involving notions of reflection, openness, uncertainty, complexity and restoration. Mentoring is being studied alone from decades, where mentoring in organization is relatively newer research. Mentoring is a precious tool for managing and bringing a change in any organisation. (Conway, 1995). It is also considered as an economical way of transferring knowledge from a specialist to a learner. (Bjorson & Dingsoryr, 2005) According to a research conducted by Trevor, more women proteges than men felt that their thinking and performa nce was inspired by mentoring. Functions of a Mentor The mentor’s role is to act as a guide, provide insight, and also advise a mentee in his/her department to reach the highest potential level. Mentors advise on the basis of their professional and personal experiences and guide the mentee on short/long term basis depending on the company’s policy. The mentee’s performance is not usually catered but through guidance, help and advice, the mentor helps the mentee to provide great insights, fast move learning, and also support and improve any drawback of the mentee. On-the-job relationships between employees and employers have been greatly focused in recent years and great emphasis has been laid. There are two types of mentoring; informal or formal in an organization. Informal developmental relationships occur naturally in the workplace between senior managers, lower managers and, subordinates or peers. A combination of assistance is provided through such relations hips such as feedback, role modelling, counselling, mentoring, coaching, and skill building. Thus it brings lasting benefits to an organization.( Singh, Bains  &Vinnicombe, 2002) However, with the passage of time, informal developmental relationships have declined. This decline is mainly due to changing demographics, introduction of technology, and intense competition. As informal relationships decline, there is a rise in formal mentoring called â€Å"formal developmental relationships†. These are distinguished from informal relationships by the fact that they are assigned, maintained, and monitored by the organization, usually through an established program. An employee can interact with senior manager, peer or external consultant in a formal relationship. Although, nowadays, most organization facilitate on creating and implementing programs that would help relationship between senior and junior managers to get better. This helps the communication, trust, and productivity to rise as both sides of managers feel part of one organization. (Douglas, 2003) Formal mentoring is widely being used in the organizations which are rapidly changing and becoming leaner in hierarchy. This type of mentoring helps in the personal and career development of employees. (Tabbron, Macaulay, Cook, 1997). Prof. Dr. Antal Arriene presented four case studies of formal mentoring