Cleopatra The Natural Nemesis of Rome Essay - 2709 Words

Cleopatra: The Natural Nemesis of Rome Abstract Cleopatra is most often remembered as the lover of two Roman consuls, Julius Caesar and Mark Antony, thereby forever connecting the Egyptian queen to the history of Rome. The stories of her relationships with the two men do not always paint a flattering picture of Cleopatra, as her reported promiscuity and presumption give her a colorful reputation. Cleopatra is also sometimes seen as a misunderstood woman, someone who was never given a fair opportunity to be accepted as the wife of Marc Antony nor the mother of Caesars child. Some historians and authors use the issue of Cleopatras race as a reason that she was ostracized from Roman society, saying that the Romans were prejudiced†¦show more content†¦If Egypt had been held accountable for the debt, the Romans would have no use for a friendly relationship with Cleopatra simply for the benefit of Egyptian riches. Cleopatra does, at times, appear generous and helpful to the dire monetary situation in Rome, as the ABC film, Cleo patra, shows the queen giving gold to Marc Antony in order to pay and feed his army. This situation would succeed in supporting Egypts claim to being needed by Rome, if the movie and many other works did not forget that this gold should have been Romes from the start. Once Caesar removes her brother Ptolemy, and places Cleopatra on the throne of Egypt, and simultaneously their affair begins, the debt to Rome is never spoken of again. This vindication is a justified reason for the Roman people to feel vengeful toward Cleopatra and Egypt. Had Cleopatra not secured the affections of Caesar, the relationship between the two city-states would have been much different, and Egypt would never have been in a position to benefit from the power of Rome. Cleopatra can also be seen as ambitious to the Roman people, as her main objective in many works is to further the position of Egypt through her relationship with Caesar and Antony. Cleopatra hopes that by having Egypt be a part of whatever plans for expansion she can coerce Caesar and Antony into developing for Rome, her countrymen will gain respect and power for Egypt. The

Umass Dartmouth Reflection Free Essays

I am currently on year six at Umass Dartmouth, and thus far it has been quite the journey. I have been a commuter for all six years and my experience hasn’t been too enjoyable. If I could restart my college experience I am not sure if I would not even put this school as a possibility. We will write a custom essay sample on Umass Dartmouth Reflection or any similar topic only for you Order Now I have experienced some positive experiences at this school, but the negative aspects definitely outweigh the positive. However, this current semester has really changed my view on the University. Umass Dartmouth’s campus is definitely unique. One thing that has always bothered me about Umass Dartmouth is the look of the buildings. The outside and inside of the buildings definitely help to impact the negative feeling I get about the campus. The campus is so gray looking that it makes me feel somewhat â€Å"gray’. The classrooms are very uncomfortable regarding seating, temperature, and desk space. One positive aspect of the campus is the layout. Personally as a commuter student I really like the â€Å"ring road† effect. I feel it makes the campus really navigable. A big negative when I think about Umass Dartmouth is how I feel as though a large majority of the staff does not care about the students. I have had many experiences ith different departments of the school being very rude to me in different situations. I feel as though the advisors at least should be interested in your wellbeing at this school, but even with most advisors I have had awful experiences. I have switched majors a few times so I have experienced many different advisors. Not every employee of the university has given me a negative experience. I have had a few professors who I felt were very dedicated to making sure I was learning and understanding the material. This is an aspect that I feel is very important, so I am rateful to have had the experience to be taught by some very educated, caring professors. The core business classes that I started taking as an operations management manger were a very good base to my major. The classes really helped to give me a broad understanding of different business areas. The class sizes for these classes were medium sized which I thought was perfect for these types of classes. Most of the professors I had for these classes I felt taught me the material very well. However, I did come across one or two professors that I feel really did not benefit me at all. I really find it unfortunate there are professors in this university who do not teach the material well at all. At the end of a semester looking back at a class and feeling like I can take close to nothing from it really frustrates me. I feel as though the university should really be monitoring the classes and spectating them. So far the operations management major required classes have been very good. The sizes of the classes are perfect. I have found all my classes very interesting, and felt the material is being taught very efficiently. I have learned more this semester than any other semester at Umass Dartmouth. One thing that I really have enjoyed this semester is the amount of class interaction. I have experienced a lot of class discussions and have done a lot of presentations. I absolutely hated presentations at much more confident in giving presentations and participating in class discussions. Another part of this semester I have enjoyed regarding my major required classes was a recent trip I took toa manufacturing plant that one of my professors setup. I felt this was extremely beneficial. Being able to actually go toa real life plant and see concepts being used in real life really opened my eyes, and made me really excited to raduate and start my career to apply concepts I have learned. My experience at Umass Dartmouth started out negative, but as I continued through it seemed to start to improve. This current semester has really impacted me positively. I feel as though these operations management courses are really starting to prepare me very well for my career. I really feel as though Umass Dartmouth’s campus is a very big negative for myself as well as for other students. If they Just added a little more color to every building it would really help to improve the atmosphere! How to cite Umass Dartmouth Reflection, Papers

Critically Review Approaches to Person Centred Practice free essay sample

This grid is used as the basis on which to search for opportunities the person can take to integrate with, and contribute to the community, leading to a† valued social role† (Sanderson and Lewis 2012) It gathers information into different categories, (such as the person’s relationships, favourite places, gifts and capacities). This simple structure is beneficial in keeping information and support to a minimum, simply identifying a â€Å"window for change. † (Sanderson and Lewis 2012) as patterns and oppurtunities become obvious from the layout. This in turn simplifies the process of identifying the support needed as the person’s gifts and capacities are clearly marked, which reduces the risk of under or over-supporting the person, both of which would hinder progress. For example, someone (Person A) who has moved to a new community identifies that they would like to be part of a local sports team or club but is unsure of how to do so . The layout of the information is helpful in highlighting someone’s own strengths to themselves, and should in theory give them motivation to take advantage of the opportunities identified. For example, person A’s gift and capacities section shows that they are friendly and easy-going (gifts) and very good at swimming (capacities). Having this information so plainly recorded may encourage the person to take the daunting step to join a team by boosting their self- esteem, and would for example perhaps identify the local swimming team as a good opportunity based on their strengths. Having identified the person’s gift as swimming in the grid for example, means that the person will receive â€Å"just enough support† (for example getting to and from the swim team practices) but they are free to independently partake. If this information where not so clear, there is a chance of over-supporting the individual, (perhaps getting into the pool with them) which would infringe on their independence. The â€Å"PFP† therefore concentrates on what the person can give to the community, and identifies where these gifts can be utilised, which gives positive results for the person, who gets to indulge in their hobby, and make solid community connections. They are less likely to fail from the approach of concentrating on the strengths and gifts, rather than highlighting what might be beyond their reach. Planning around the person, not the community, means their needs are fitted to mutually beneficial, meaningful for the person role in the community, by locating where they already â€Å"fit† rather than trying to force them to in other ways. This is a strong approach to the central idea of â€Å"seeking the potential that is in every single individual. † (Ladyman, 2004) of person centred practice. The simplicity of presented information this leads to quick and easy understanding of the person (which is paramount to person centred approach) it can mean it is an unsuitable approach for a person with high support needs ,who would require much more detailed planning in the approach to their support. Person centered practice is identified as being â€Å"intended to reflect the unique circumstances of the individual person with intellectual disabilities both in assessing and in organising what should be done† (Mansell, J. and Beadle-Brown, J. 2004) however the PFP approach does not go beyond this identifying opportunities process to record action plans. Missing is a structure for review or learning, meaning it can assess need and instigate change, but not record outcomes, or what action is needed for the intended result. This may result in underuse of the opportunities identified, and also means that â€Å"PFP† unsuitable for use with an individual who does not have th e capacity to take advantage of the recognised opportunities independently (or with little support) as it leaves the onus on the person, not those supporting them. While this encourages active participation of the person being planned for (a goal of person centred practice) the emphasis on the initial goal, and the lack of anywhere to record the outcome may result in the goal not being achieved as no-one is accountable for it. The â€Å"PFP† approach is more useful for those with higher ability in the disability sector, for example an older person or perhaps someone coming out of a hospital stay related to mental health, who would be getting minimal support, and could be accountable for themselves and could achieve and maintain goals almost independently. Other approaches to person centred practice are more direct in planning action in order to bring about change and take advantage of opportunities or ambitions identified. The â€Å"PATH† approach starts with the identifying process rather like â€Å"PFP† but goes further, breaking down each step the person will need to achieve the identified objective. It is facilitated in one meeting to which the person and anyone they wish to invite (family or friends) attend along with support workers/carers and any other relevant professionals (social workers etc) whom the person consents to attending. It is centred on identifying one positive and achievable goal, rather than listing all oppurtunities, as the PFP approach does. The process of how this will be achieved is discussed and broken down into steps (See appendices) with one person asking the questions, and one recording it on the graphic. Like â€Å"PFP†, it has different sections for compartments of information, however some are more graphically prominent. Particular emphasis is put on â€Å"The dream† and â€Å"One year on† which shows the importance of the goal itself, plus leaves the person and those supporting them accountable for the outcome in a decided timescale. See appendices). The â€Å"now† section also records what will happen immediately. For example, someone’s dream (person b) may be to do a cycle trek for charity. To achieve this dream a lot of small first things must be done, for example researching treks, equipment, training programs etc. The â€Å"Path† approach to person centred practice facilitates and records what first step will be taken, and just as importantly who will do these in the â€Å"now† section. As Sanderson stated â€Å"everyone needs support and some people need more support than others. † (Sanderson, H. 000) This use of the person’s wider support network recognises the need for more support and provides accountability for those involved, which means it is more likely to be put into action. This approach also means that the person’s connections, family members, friends, professionals etc. are utilised and recorded. This â€Å"inclusion and mobilisation the individual’s family and wider social network† (Mansell, J. and Beadle-Brown, J. 2004)is an important aspect of person centred practice and will result in longer lasting outcomes from the planning as the person’s existing support networks are built upon and put to effective use. This involvement also ensures that the goals decided are not singularly â€Å"shaped by staff who are facilitating the process, resulting in a narrow vision emerging in their plan† (Todd, 2002) Consultation with family and friends will bring wider views and more ideas, giving more possibilities and oppurtunities. As those at the meeting and those actioned in â€Å"enrol† are present at the consent of the person, this approach lends itself well to the choice element of person centred practice, as the person is able to choose who helps them and in what way. To avoid the old setback of â€Å"too many cooks spoiling the pot† the â€Å"PATH† provides space time constraints to be put in â€Å"First steps†, â€Å"6 MonthsOn† and â€Å"One Year From Now. † These indentify individual roles in supporting the dream, and also the time scale for which each role must be complete, giving a more cohesive effort as all the cogs of plan keep the overall goal turning. This theoretically will ensure that the dream will be achieved as punctually as possible because of transparency, planning and accountability. In addition to who is important, â€Å"PATH† approaches the goal from an understanding of what motivates the person, what is important to the person. The â€Å"Dream† section informs us of the person’s aspiration(s) and may lead to discussion of why this is their dream. This in turn will better inform us of who the person is, what is important to them, what they love and at times may better inform those at the meeting (family, care workers, friends and other professionals included) of what their nightmare is, as it may become apparent that in moving towards the â€Å"Dream† they hope to move away from other situations in their life. For example, person B may want to do a charity cycle trek in order to indulge their love of cycling. Discussion of this dream by a skilled questioner may tease out more information however, such as perhaps the person wishes to participate in order to make more friends, or feels he should contribute to charity more, or may simply want to combine his cycling hobby with a wish to travel. This â€Å"important to† information is reinforced by the â€Å"Stronger† section. Again, skilled questioning in this section will lend itself well to person centred practice, as it gives further detail what is important to the person, what makes them happy and in turn what makes them unhappy, however this is done in a very meandering, opaque manner, which may result in unclear information and a missed learning opportunity. The discursive element of the â€Å"PATH† approach is positive in that it includes active participation from the person being planned for, however it may be difficult to facilitate with a non-verbal subject, or a person who has difficulty communicating and articulating their views and wishes. In this case it is possible that the approach could be facilitated with adovocates speaking on their behalf (this could be family, paid workers of friends. )However well those deciding know the person however, it can never be guaranteed that the discussion will veer from the person’s dream into what may be their nightmare, as they may be unable to communicate any dissatisfaction with the outcomes. Therefore the â€Å"PATH† approach is again more suitable for those with communication skills, and a high ability to speak their views for themselves, as this will guarantee an accurate gathering of information and a relevant, desirable goal. PATH†, unlike â€Å"PFP† however, gives no opportunity to consider and record the person’s gifts and capacities. As person centred practice is focused on the person and their strengths, the â€Å"PATH† is missing a core element in its approach. A similar approach to â€Å"PATH† is the â€Å"MAP† ap proach (See appendic), with the person’s gifts able to slot into the â€Å"contributions† section, at the very centre of the approach. This will ensure that the person’s strengths will be built upon to help them contribute to the community, the merits of which, in person centred planning, I have clarified. Again, the† MAP† has a place for the dream, for actions and for who will be responsible for each, and importantly when. The â€Å"thrive† section of the MAP is, like the â€Å"Stronger† section of the PATH, very important in establishing what motivates the person, which may as discussed previously bring new learning about the person and their dream albeit again in a roundabout manner. Like â€Å"PATH†, the â€Å"MA†P is facilitated by one person questioning and one person recording, while others invited join in. A skilled questioner will be able to draw upon answers, and follow them up with leading questions, to find out why this is the persons dream, which is very important. Importantly MAP caters for more information to be recorded as a result of these questions, in the â€Å"Story† and â€Å"Nightmare† section meaning more consideration is given to what the person definatley does not want (i. e the nightmare section. )The â€Å"Story† section will inform the rest of the â€Å"MAP† better, as it draws on past experiences which could highlight dreams and nightmares. For example it could inform us that the person went to a caravan every summer and particularly enjoyed the beach nearby, which is why their dream is to go on a beach holiday. ) Knowing where the person being planned for came from, will help guide where he may, or may not, want to go in the future. For a non-verbal or minimally communitative person, â€Å"MAP† is an adept approach, as representa tives from the many facets of the person’s life can be invited, with family friends and carers/support workers all contributing. The â€Å"Nightmare† and â€Å"Story† can compliment each other in this instance, with people from their background and past / childhood informing of the â€Å"story†, whilst friends or anyone more current in the person’s everyday life can keep a check on any tangents from the discussion which may venture into the â€Å"nightmare. † With everyone involved and everyone contributing, these sections can strike a balance with the â€Å"Dream† that is not catered for with the â€Å"PATH. † As with the â€Å"PFP†, and â€Å"PATH†,†MAPS† is again an approach that suits when minimal support is required for the individual. For those who need â€Å"more than others† (Sanderson 2004) The â€Å"Essential Lifestyles† (ELP) planning approach has much more scope in what information, goals and dreams can be included, and can include large, small or both goals. When approaching person centred practice, it is important to get â€Å"just enough support† for the person. A large factor in this balance is how many hours and how much support is needed, as its goal is to encourage independence and ownership of one’s life. Removing restrictions is paramount to person centred practice, and too much support, or too little, can each be restrictive: too much support will hinder independence, too little, progress. â€Å"ELP† addresses this balance well. It begins with detailed assessment, the findings of which are put into support planning, with action points. This is then reviewed in a person centred way as often as needed, usually bi-annually quarterly if needed. The assessment is generally facilitated by a number of people through meetings including those with the person in a setting suitable to their needs (which lends itself well to person centred practice as the erson is given a chance to have their say on proceedings no matter what their ability. ) Others involved in the assessment process are relevant health professionals such as GPs, psychiatrists, behavioural therapists, and management and those who will be supporting the person. This assessment part of the â€Å"ELP† approach is the refore much more informed than the other approaches, and much more person centred as it is focused on the person; not the person’s conditions. The information gathered is done so by â€Å"Person Centred Tools. † The range of tools include: †¢learning logs †¢important to / important for, perfect day and week, †¢ hopes and dreams, †¢ communication charts, †¢ decision making profiles and agreements, †¢ community maps, †¢prescence to contribution, and review tools such as: †¢whats working/not working †¢four plus one questions †¢person centred review This wide range means that all information needed is gathered in a person centred way, and certainly reaches the goal of â€Å"assessing and in organising what should be done† (Mansell, J. and Beadle-Brown, J. 2004) previously referred to, as these tools do â€Å"two things†¦the basis for action†¦providing further information about what is important to people. The one page plan is used to list the persons likes/dislikes, what is important to them and crucially what people â€Å"like and admire† about them. It is usually seen first in more detailed â€Å"ELP† or can be used as a stand alone plan for those who need less information. It lends itself well to person centred practice as it the individual is valued for who they are, not what they need, a real sense of the individual, with their preferences and gifts is given in the first instance, setting the tone of this approach with these things at the forefront and core of this planning process. At times this â€Å"important to† may be something that may be deemed a risk, for example smoking, which the person may enjoy or rely upon to relax, but in the long run is harmful to health. Having the â€Å"important to† first, makes it clear that the goal of this approach is to enable the person to take calculated, informed risks that they have the right to take, that unlike the old medical models of planning, the person’s rights are catered for first and foremost. Again this is essential to person centred practice, so the â€Å"ELP† approach is extremely fitting in allowing those who need support to be enabled to exercise their right to choose. The one page plan is also helpful in making community connections, as it can be taken, with the person’s consent to new clubs, activities, or often visitied places in the community. This is very helpful in aiding non-verbal people to establish meaningful longlasting connections as they are understood better and the people they connect with can learn how to communicate with them in their own way. This is very important to person centred practice, which aims to involve the people it is planning for in â€Å"an inclusive community. † The management of the risk that may be important to the person is dealt with later in the â€Å"person centred support plan†, sometimes known as â€Å"How best to support me. † This is where the balance between what is important to a person, and what is important for their wellbeing is addressed. It has much more detail than the other approaches, which only have room for specific information. It informs those supporting the person of details on how exactly to support the person, making it a good approach for those who need quite a bit of support. Unlike the â€Å"MAPS† or â€Å"PATH†, it can detail specifically how much support is needed (IE hand on hand support, prompting etc) which there is no room for with the other approaches. This part of the â€Å"ELP† approach is fed into by all who are connected to the person (a full list of which can be found in the inclusion web tool), and makes full use of the person centred tools. It is a live document, and through the use of learning logs, it is constantly updated, to keep up with progress, changes and new opportunities being taken advantage of. This all lends itself well to the â€Å"just enough support† element of person centred practice, whereas the other approaches may fail as they do not have room for such detail, which may lead to the person being under or over supported, and the goal not being achieved, or community connections not being made due to over-support which stifles the person. Many of the tools compliment each other and as new learning is made, other parts of the person’s life become better informed. For example a learning log may detail that a person enjoyed a new restaurant. This information would then be added to the person’s community map, which shows what community amenities are preferred by the person. Like the â€Å"PFP† therefore, opportunities within the community can be identified, but it is perhaps more person centred in this approach, as the choice of location is more informed more specific to the person’s preferences and wishes. This issue of choice is very core to person centred practice and again the â€Å"ELP† approach shows to be very well tailored for supporting those with higher needs towards independence, and long-staying viable community connections and contributions. The person centred information filters through to all aspects of their life with this approach, making every aspect, instead of just one, person centred, enabling choice at every turn. This is particularly helpful in making an informed choice on behalf of someone who may not make it themselves, as it gives them as much a voice as possible in the decision making process. The individual’s choice is given consideration not only with recordings of previous experience but is also by informing those supporting how a person makes a choice, through the use of decision making profiles, or agreements depending on the person’s ability. With the one page plan informing those supporting the person of their personality and strengths, the profile is a good way to inform us of how to present information to the person, when is best to do so and how they will present their decision. For someone with a higher ability, the decision making agreement helps the person to understand and agree on who makes certain decisions. For example, the agreement may state that the person’s GP agrees when the person needs medication and what medication they need, but the person being planned for can decide what form the medication may take (ie liquid, tablet etc. ) In both instances, the person is given ownership of their choices, with their capacities catered for whatever they might be, which is central to the value placed on ownership, choice and independence in person centred practice. As well as informing choice, preferences and community connections of the broader element of the person’s life, the â€Å"ELP† approach to person centred practice also allows for specific goals, similar to those in â€Å"PATH† and â€Å"MAPS†. Again person centred tools are used. â€Å"The Hopes and Dreams† tool for example, can be used to set large goals. As previously stated, all relevant information is gathered by person centred tools which then feed into the tool currently being used. The â€Å"Hopes and Dreams† is facilitated in a similar way to the â€Å"PATH† and â€Å"MAPS† approach, however as it is part of the overall plan, and is informed by the many tools it is more likely to be accurate. This can include the â€Å"Social History† section of the â€Å"ELP† approach, which can have very important information on who the person really is, and also â€Å"good day/bad day† and â€Å"perfect week† tools can be used. Therefore like the â€Å"MAPS†, the goal is well chosen as it is clear from the information gathered what is desirable to the person, and what is not. A big difference between the â€Å"Hopes and Dreams† and the â€Å"PATH† /†MAPS† approach is that the dream can be unrealistic or very hard to achieve. Instead of working with â€Å"what can we achieve† mentality, the â€Å"Hopes and Dreams† goes with the pretext of â€Å"shoot for the moon and you’ll land in the stars† resulting in less restrictions than â€Å"PATH† / â€Å"MAPS†, negating the â€Å"narrow vision† (Todd, 2002) that they may have. Again, this approach is much more person centred the â€Å"ELP† â€Å"aims to consider aspirations and capacities expressed by the service user, rather than needs and deficiencies† (Mansell, J. nd Beadle-Brown, J. 2004) which in turn may throw up more opportunities than â€Å"PATH† and â€Å"MAPS† realistic approach. This approach using the person centred tools to gather information means that any support is exactly what the person wishes, the use of communication charts can inform us of how a person communicates likes and dislikes, alsoleading to more opportunities. The review tools mean that progress is made, â€Å"whats working/ not working† and the â€Å"4+1† can inform us of anything that needs changed to suit the person better, with the 4+1 allowing for actions to be recorded. As discussed previously this means that everyone, including the person, is accountable, giving a higher chance of success. To sum up, â€Å"ELP† approach is much less restrictive, better informed and has who the person is, not just what they can do, at the centre of its approach. In my opinion the â€Å"ELP† approach combines the most positive parts of the other approaches, (gifts and capacities, the community connections, and the people and things most important to someone;s life) but develops the planning further, with more detail and with the highest chance of success due to the actors discussed above. Reviewing all of these approaches, it is obvious that they all strive towards person centred practice, and each in turn is well suited to different scenarios. For the most part however, I find the â€Å"ESSENTIALS† approach much more person centred due to how informed, how detailed, and how flexible it is, and how much it focuses on the person themselves, which is the very crux of person centred practice.

The Amendment Process free essay sample

The Hindu Caste System The Hindu Caste System has governed the lives of the Hindu people in India for thousands of years. Today, the Caste System shapes society in a similar, perhaps more extreme, way as when it was first implemented. Beginning with the Aryans, the Caste system gradually became the social system that gives an unchangeable structure to the Hindu peoples lives. While this manner of living is considered taboo by westerners and people of other religions, it is fully accepted by the Hindu people of India, who know no other way of doing things. The term caste is derivative of the Portuguese word casta, which referrs to a social class of hereditary and usually unchangeable status. The Hindu Caste System is made up of four varnas, meaning color in Sanskrit, as well as several sub-castes called jati: brahmins (priests); kshatriyas (warriors and aristocrats); vaishyas (cultivators, artisans, and merchants); and shudras (landless peasants and serfs). We will write a custom essay sample on The Amendment Process or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Lower still are the untouchables; these people are the poorest of Indias poor. The Caste System is limiting to those in the lower castes, however, the higher castes still have some limitations such as who they can marry. For example, a member of a higher caste, such as a kshatriya, is forbidden to marry a person from a lower class, such as a shudra (or vice Williamson 2 versa). Also, today, while money is everything to most cultures, the members of lower castes are unable to move up financially. These people are condemned to the poor slums and cannot do anything to change their situation. In more recent times, the untouchables especially are being targeted by cruel members of the higher, superior castes. The untouchables are subject to murder, rape, beating, and arson every day. At an alarming rate of two murders per day and approximately 250,000 cases of cruelty per year, this has become a serious problem in Indian society. A bothersome aspect of the Caste System is the numbness toward the hardships of those in the lower castes; this is what really affected me during the documentary, which showcased the attitudes of superior caste members oward the untouchables. When asked which would upset him the most, a kshatriya (who was a landlord and had a few untouchables working for him) stated that he would feel worse about one of his animals dying than one of his untouchables. Even more upsetting is the fact that these untouchables, like so many others like them, accept this kind of treatment simply because of the significance the Caste System has in Indian history. The Hindu Caste System is thousands of years old and still affects the lives of billions of people in India today, making for a rigid, unchangeable society structure that cannot be escaped. The lives of those in the lowest castes are unfortunate and the treatment of these people is saddening, to say the least. To make matters worse, the Indian people, even those mistreated, accept that this is the way their world works and that there are no exceptions to this.

Stop Global Warming Essays

Stop Global Warming Essays Stop Global Warming Essay Stop Global Warming Essay Stop Global Warming and Start a Clean Energy Movement Global warming disrupts millions of lives daily. Our children and grandchildren will suffer the most from global warming. Here are some ways that we can act to help the earth from warming further. First we need to educate ourselves about Global Warming. The more facts you have the more you help persuade others to change their daily behavior. Energy saving techniques is one example. Almost half of the energy that we use in our homes goes to heating and cooling. To save carbon dioxide we should use programmable thermostats that will automatically lower our heating and air conditioning units. Keep filters clean or replacing them regular on furnaces and air conditioners could also save carbon dioxide. We could use energy efficient appliances in our homes to save on energy. Another thing that we can do stop global warming is carpooling. Carpooling can reduce the amount of greenhouse gases that air put into the air. We need to be more careful about leaving things on such as the television, computer, and lights. The fourth example is we need to plant trees and recycle. If we recycle there will be less trash that has to be burned and took to the dumpster. We also need to watch what we buy. Things such as hairspray and deodorant are now made to have less of an impact on the atmosphere. Vote and influence the government with telephone calls, emails, letters, etc. Replacing incandescent light bulbs with compact fluorescent light bulbs has increased the mercury in homes and landfills. Fluorescent bulbs are preferred, but be sure to recycle them and not break them. If a fluorescent bulb is broken, it will release mercury into the air. Choosing a vegetarian food reduces agricultural water consumption and land use. Livestock causes more greenhouse gas emissions. Encourage people to recycle more by using recycle bins. Be sure to fill your dishwasher. Run your dishwasher only on a full load or wash them by hand with minimal water. This will save on carbon dioxide. Make sure you use recyclable paper. Buy locally made and grown products. This will reduce the energy required to transport your goods. Count your carbon consumption. Buy minimally packaged goods. Less packaging can reduce your garbage. Insulate things that use energy to stay a different temperature from its environment. For example, keep your water heater insulated and use less hot water. Be energy efficient and insulate your entire home to cut down on the heating and cooling cost. Also replace old appliances. Recess appliances that you don’t need such as plug in air fresheners, instead open the windows. Unplug unused appliances. These are just a few things that we can begin to do to stop global warming. Human has the ability to destroy the planet, we can also help to protect and sustain it.

Top 5 Best Pieces of Advice from Elon Musk

Top 5 Best Pieces of Advice from Elon Musk Elon Musk is a man of the future. Born in South Africa, he’s an inventor, entrepreneur, investor, and visionary- now a hugely successful businessman and leader. You’d hardly think to look at him that he was bullied in school, a product of divorce, and raised thousands of miles away from centers of global commerce. His computer skills and interests, however, took him to college in Canada, and then towards the founding of a software company called Zip2 with his brother Kimbal. Musk used the profits from that sale to co-found X.com, which, together with Confinity, would later become PayPal.Since then, he’s founded SpaceX to advance rocket technology for future space travel. This company has only grown while NASA has been stymied with budget cuts. In 2008, he took over leadership of Tesla Motors, which is now a leading automotive innovator. He also is responsible for Solar City, in an effort to combat global warming by reducing emissions through solar energy innovati on.He’s worth over $12.5 billion and still isn’t done. Remember, this is the guy who taught himself to code in only three days. What can you learn from him for your own career inspiration?1. Have a goal.Don’t just make your goal to â€Å"make a lot of money† or â€Å"get promoted to X.† Have a goal that’s both compelling and meaningful. Figure out how to make things better, or to do something significant. If the company or product doesn’t exist yet, be on the forefront of making it real.2. Seek criticism.Don’t be delusional and think you and your ideas are infallible. Get as much feedback as you possibly can from people you trust. Make sure you keep examining yourself to make sure you truly believe in your ideals and aren’t just after some unrealistic dream for the wrong reasons. Be gracious when someone tells you to rethink one aspect of your plans.3. Don’t spread yourself too thin.Don’t try to run multipl e empires or companies. Concentrate on doing one thing, or building one company at a time, and giving that project your all. On the other hand, you should be working harder and longer than everybody else. That’s how you get more done in less time, and how you get ahead.4. Don’t fear failure.Failure is a normal part of the innovation process. Make friends with this. If you think something is probably going to end up in failure, but it’s important enough to try, make sure you go for it. Failure is generative. Failure is a necessary component of innovation.5. Choose to be extraordinary.According to Musk, â€Å"people can choose to be ordinary.† Choose the opposite. Challenge and question norms. Do the unexpected. Strive always for greater goals and deeds.

The value the ICH Guidelines bring to the field of clinical research Essay

The value the ICH Guidelines bring to the field of clinical research - Essay Example The quality guidelines ensure maintenance of high quality in clinical research at all times. The guidelines provide harmonization procedures that are crucial for standardization of clinical research. The presence of standardization means it is easy to monitor factors that point to low quality. The quality guidelines provide the thresholds for testing and a relatively flexible approach to research that includes the use of pharmaceutical products (ICH, 2005). Quality guidelines ensure good manufacturing practices are implemented in the production of all pharmaceutical products. ICH guidelines support clinical research by availing detailed safety guidelines that increases the chances of success and limits injuries (ICH, 2005). The guidelines aid in identifying or unearthing potential risks, which include carcinogenicity, reprotoxicity, and genotoxicity. Recently, there was a breakthrough in a non-clinical testing strategy that is used to assess the QT internal prolongation liability. It is a signification contribution to the field of clinical research. The carcinogenicity studies provide safety guidelines on the use of rodents, the importance of carcinogenicity pharmaceuticals, prices, and any relevant issues that affect the performance of the drug. Safety guidelines help in maximizing success and minimizing failure and losses. Safety is among the foundational issues in matters concerning clinical research. Efficacy guidelines are all about conduct, design, safety and the reporting guidelines for clinical trials (ICH, 2005). They provide a benchmark that can be used to measure success or efficiency in the clinical research. The guidelines also touch on new drugs that have been made biotechnological procedures and the use of genomic techniques. These processes aid in the development of improved medicines. These guidelines have a huge impact on the safety of clinical

United States Economy Research Paper Example | Topics and Well Written Essays - 1500 words

United States Economy - Research Paper Example Introduction: History of the economy of United States We are going to go aboard on a journey to look at the economy of United States. This inquisitiveness will lead us to scrutinize the economy’s operations, structures, and performance at a given time and its changes over time. We are going to look at the industries that have become additionally important in the United State economy and how the government is taking over the share of the nation’s output. The growth of people’s income, the distribution of people’s income among many more will be addressed. For a long time, the key to United States economy had been southern agriculture. But the civil war which began in April 1861 nearly destroyed everything. However, the country came out of the war with economic tools to put up the strongest economy in the world. Within 30 years, the United States led the whole world in manufacturing. After 80 years, it contained half of the world’s industry. From 1871 to 1890, United States experienced the second industrial revolution. These are social and economic changes that result from wide use of machines in production. Inventions made work easier and safer and this created the whole industry. Factories started operating using mass production and all this led to growth of the economy. Between 1861 and 1941, the economy of United States had risen from boom to bust. This was a period between the civil war and II world war. In the foremost or subsequent decade, the United States economic market growth took place in an environment where policies set by regulators were dramatically changing and conditions in the market were unstable (Garcia, 2011). This... For a long time, the key to United States economy had been southern agriculture. But the civil war which began in April 1861 nearly destroyed everything. However, the country came out of the war with economic tools to put up the strongest economy in the world. Within 30 years, the United States led the whole world in manufacturing. After 80 years, it contained half of the world’s industry. From 1871 to 1890, United States experienced the second industrial revolution. These are social and economic changes that result from wide use of machines in production. Inventions made work easier and safer and this created the whole industry. Factories started operating using mass production and all this led to growth of the economy. Between 1861 and 1941, the economy of United States had risen from boom to bust. This was a period between the civil war and II world war. In the foremost or subsequent decade, the United States economic market growth took place in an environment where policies set by regulators were dramatically changing and conditions in the market were unstable (Garcia, 2011). This resulted to disappointing and volatile profitability of financial sector. Financial sector recorded 1.5 percent of Gross Domestic Product from 1960 to 1970s but after wards reduced to 1 percent in 1980s. In 1990s, the Gross Domestic Product began to rise and within ten years, it was up to 3 percent.

Target Population Essay Example for Free

Target Population Essay My Target population will vary from area to area, different people live in different areas. Some areas people of higher status and class will want high quality goods. Other areas rent could be lower so this could effect my choice of location as well. Also the time of year could effect my target population, during the summer there would be more tourists than locals, and not many people like to go out to dine during the winter. The style of the restaurant will affect the target population, how I decorate the restaurant, the choice of colours and sorts of music as well. The choice of advertising will attract different sorts of target population, if I advertised in a higher class magazine or paper, I would get customers with a higher status. If I advertised in a teen magazine I would expect teenagers to come to my restaurant. Advertising on the city radio could attract local business men or commuters to the restaurant. Also allowing people to make party bookings or reservations will help attract a wealthier target market, if they want to book the whole restaurant. To attract a good target population I may decide to set lowest possible prices for my first menu, this will capture customers. Then I could raises prices and add new meals to a next menu. To really find my target population I have decided to draw up a questionaire and ask a few members of the public to fill it out to find out what they are interested in. The Business And The Product I have chosen to start a chinese themed restaurant and I will be selling both vegatarian dishes and meat dishes. I have considered starting the business near central London, therefore aiming mostly for tourists as customers. The rent in the area is quite high so I have decided to hire just enough staff to cover floors. Staff will be trained internally by a manager, this will set high standards and will save money, also staff will learn skills they need not irrelavant skills. I will have to ask a friend to design a high class menu, asking a friend to design the menu will save some money. I will decorate the restaurant depending on my questionaire results, but if I was aiming for a higher class and tourists I would use simple decoratives, at the same time different and unique. Pricing will differ from meal to meal, and also on demand and ingredients used. Location To find a suitable place to locate my restaurant I will need to look around certain areas for cheap affordable places. The place will need to be easy to find and have easy access. I may need to look for areas new famous landmarks or sites, to attract tourists. Also location will effect availability of labour and how much salary will be. If located in a wealthy area salary will be higher. Promotion Advertising Well, I have decided to advertise in a local specialist magazine, and local paper. I chose these because they will allow me to include some information about the restaurant where as, if I was to advertise on radio not many words can be fitted in and it isnt visual. I need visual advertising so I could include a Map so customers can cut ths out and keep it so they know where to locate my restaurant. If I have the money I considered renting a billboard or producing posters to put up in the local area. This will attract a larger audience if placed by busy roads or streets and I could also include a map, but they can not cut it out and refer to it. Sales Promotion I could have special lunch offers, or issue vouchers for the next time a customer visits they could get money off. I could also offer free dishes to promote new additions to the menu. This sort of promotion could make customers want to come back since they know they are getting money off, or they might come back to try out new additions to the menu. Also this helps promote new additions to the menu so customers may want to order them next time. Direct Marketing I am also going to post menus of the restaurant to local residences alerting them a restaurant is near by. This will include a map, a telephone number incase people might consider ordering a takeaway. This sort of marketing is quite effective and could draw alot of customers to my restaurant. Public Relations I could invite people from local papers and local magazines to taste my meals, asking them to write a review about the restaurant. If the public was to read about the reviews and the reviews are good people might come just to see if the crittics are right. This is quite effective but can also have disadvantages, if the food is not too good crittics will write bad things about the restaurant.

Sentimental and Humorous Speech by the Father of the Bride

Sentimental and Humorous Speech by the Father of the Bride Ladies and gentlemen, it is my very pleasant duty to welcome you here this evening to this special occasion of celebrating this marriage. I'm sure that you will all agree on how radiant and gorgeous the bride is. However the groom is not too bad himself. I know that some of you have traveled quite a distance to be with us here tonight, from both overseas and interstate. We really thank you and welcome you here tonight and hope that you really do enjoy yourselves accordingly. We are all very sad that the bride's grandfather is not here with us tonight. We all miss him, but I?m sure he is "watching down on us and is very proud and happy for her.? When they stood at the altar earlier today and she spoke those magic words ?I do?, I had cause to reflect that it's one of the few times in her life she's agreed to do something without question. Don't get me wrong, my daughter was wonderful and obedient as a child - with a bit of prompting. As a child she was full of life, effervescence, fun and joy and was just so bubbly she made friends with everyone. During her teen years, both at school and at University, she had a wonderful time, being the first person to gain the distinction of getting her degree with no study at all. However she worked hard for her degree, and we congratulate her for it. Then her Thespian Knight in Shining Armor in the form of the groom came along. I didn't doubt her choice at all, as Victor Hugo once said, "Men have sight, women have insight.? Now the groom is a very good actor, but with a somewhat "Puckish" sense of humor. At first we thought him a little shy, retiring and rather reluctant to talk with us, but we were victims of... ... bride she is, and the sight of them coming together as such a lovely couple makes the hard work and planning that has gone into this day worthwhile. As I say this, I see that my daughter has grown up, left home, and is now married. When I look back over the years, I realize how little time you really do have with your children..A philosopher once said: ''Treasure the love you receive above all. It will survive long after your gold and good health have gone.? We wish you all the happiness and prosperity in the world, and I am glad to welcome the groom and his family into our family. In conclusion, I hope that none of you will go home thinking the words of Groucho Marks: "I've had a wonderful time, but this wasn't it." And so I would now ask you to raise your glasses and join me in a toast to the future health and happiness of the union of the bride and groom.

Locked in the Cabinet Essay

Democracy is a form of government where people have a right enabling them to have a say in everything that affects their lives. However, our government is not a direct democracy, and as such, individuals are not empowered or able to have a say in the inner-workings of their government. Their beliefs are not heard as often as they would like, and they are given little to no opportunities to decide what the government will do. The average citizen has little access to political power, and as a result little influence in the government. But if one individual chooses to change the government, and places that as their goal, then they have a chance of altering the system that governs their lives. If one such as Robert Reich works hard towards their goal, then they can possibly change the government to some degree. Robert Reich was an average man who had strong beliefs, and among those beliefs was the belief that to help people was just. His career in law began as a law clerk to a judge, and he eventually worked his way to the position of Secretary of Labor under President Bill Clinton. All of the time that Reich spent in Clinton’s cabinet was dedicated towards attempting to make his idea’s bear fruit. Although in the book Reich is the Secretary of Labor, he did not start out in this position. He worked his way up from the position of a law clerk, as I have previously stated, to a job that came with some measure of power. Reich attained this place in the government through his own efforts, and by showing that he had ideas suitable to fill in the role of Secretary of Labor. Reich is just one example of an ordinary person with true passion for their beliefs who was able to make a difference in the government. In Reich’s book, he talks about how an average person named Steve Wandner had an idea to reduce unemployment. Reich explains that Steve’s idea was when unemployed people claimed that they were unemployed, that they had to be screened to find out whether or not they were permanently laid off so that they could find new jobs faster. Steve worked hard in order for his idea to be heard, and after being ignored several times, Reich gave him the attention his idea deserved. Later, Wandner’s idea became an official law. Anyone can make a difference in the government if they work hard to reach a position where it is possible. During Robert Reich’s stay a part of President Clinton’s cabinet, he followed a strong belief in â€Å"putting the people first†. He cared deeply about helping the unemployed obtain new jobs and to retrain them in order to have better working skills, and in that same vein, better jobs further down the road. Reich also wanted to raise the minimum wage, show people the inequality of income in America, and much more. Reich’s ideas were not in any way offensive or unfair, he simply wanted to help people first rather than putting full attention on government issues such as reducing the deficit. Because of this, many of his ideas were igored and rejected by the members of Clinton’s moderate administration. For example, during one of his meeting with Bill Ford, chairman of the House of Representatives Education and Labor Committee, Reich tried to explain to him the idea of retraining American workers. Reich ended up being yelled at and his idea rejected. Although many of Reich’s ideas were disregarded by other members of government he continued to pursue his goal of helping the working class of America. Reich was rather successful in performing his duties as Secretary of Labor. One of his successes was helping pass the Family and Medical Leave Act. It allowed working class families to have more time off from work if they were injured or had a child. He was also successful in convincing President Bill Clinton in aiding the people rather than the government. In doing so Clinton decided to pass a law in raising the minimum wage 90 cents. This pleased many of the working class of America. Finally, Reich was also able to set up several reforms in order to help provide more jobs for the unemployed. For example, Reich gave 3 million dollars to a job center helping people trying to get employment. Even though he want able to pass a law to retrain workers, he still managed to work hard and complete some of his goals. Reich was ignored by many government officials during his term as Secretary of Labor, and this greatly hindered his chances of getting his goals finished. But while this may be true, this was not the center of his experiences as the Secretary of Labor. Reich was aiming towards retraining Americans, and he is not the only one who has seen this as a valuable idea. Freddie Ray Marshall was the Secretary of Labor for Jimmy Carter, and he shared many similar ideas with Reich. Both men were working to provide jobs for others, and they both were trying to get workers to be retrained. (F. Ray Marshall) If workers could get more training, they can possibly get better jobs. He also is a teacher, like Reich. However, unlike Reich, Marshall was able to pass many programs and to help reduce unemployment. I would say that some of Reich’s experiences were unique to his time as the Secretary of Labor, and that others were not. In conclusion, Reich was a man who fought all alone for his beliefs, and was more successful in some areas than in others. To call him a failure is a little harsh, and to call him a success depends on your political views. All in all, Reich did what he felt would be best for the people who have little say in the government. Reich can be seen as a prime example of one who worked hard to have their voice heard, and as one who made a difference, even if it wasn’t as big a difference as he would’ve liked. Reich really seemed like he was a kind individual (but then again, he wrote the book) and even if he did not succeed in all his plans, he still changed some things for the better.

The Covenant Between God And The Isrealites

Covenant is a word that seems complicated to analyze and discuss by so many people and this is the reason why many people fail to keep covenant among them, even back in the old testament of the bible written 2000BC, the Israelites often fail in the covenant between them and God and only God who is perfect never fails.â€Å"The distance between God and the creature is so great,† says the Westminster Confession (VII. I), â€Å"that although reasonable creatures do owe obedience unto him as their Creator, yet they could never have any fruition of him as their blessedness and reward, but by some voluntary condescension on God's part, which he hath been pleased to express by way of covenant. † Exactly!So biblical doctrine, first to last, has to do with covenantal relationships between God and man; biblical ethics has to do with expressing God's covenantal relationship to us in covenantal relationships between ourselves and others; and Christian religion has the nature of cov enant life, in which God is the direct object of our faith, hope, love, worship, and service, all animated by gratitude for grace.Our theme is the life-embracing bedrock reality of the covenant relationship between the Creator and Christians, and it is high time we defined exactly what we are talking about. A covenant relationship is a voluntary mutual commitment that binds each party to the other. Whether it is negotiated, like a modern business deal or a marriage contract, or unilaterally imposed, as all God's covenants are, is irrelevant to the commitment itself; the reality of the relationship depends simply on the fact that mutual obligations have been accepted and pledged on both sides.Luther is held to have said that Christianity is a matter of personal pronouns, in the sense that everything depends on knowing that Jesus died for me, to be my Savior, and that his Father is my God and Father, personally committed to love, nurture, uphold, and glorify me. This already is covena nt thinking, for this is the essential substance of the covenant relationship: God's covenant is precisely a matter of these personal pronouns, used in this way, as a basis for a life with God of friendship, peace and communicated love.Going back to the Old Testament of the Bible, when God tells Abraham, â€Å"I will establish my covenant as an everlasting covenant between me and you and your descendants after you . . . to be your God . . . I will be their God† (Gen. 17:6-8), the personal pronouns are the key words: God is committing himself to Abraham and Abraham's seed in a way in which he does not commit himself to others. God's covenant commitment expresses eternal election; his covenant love to individuals sinners flows from his choice of them to be his for ever in the peace of justification and the joy of glorification.The verbal commitment in which electing sovereignty thus shows itself has the nature of a promise, the fulfillment of which is guaranteed by God's absolu te fidelity and trustworthiness — the quality that David Livingstone the explorer celebrated by describing God as â€Å"an honorable gentleman who never breaks his word. † The covenant promise itself, â€Å"I will be your God,† is an unconditional undertaking on God's part to be â€Å"for us† (Rom. 8:31), â€Å"on our side† (Ps. 124:1-5), using all his resources for the furthering of the ultimate good of those (â€Å"us†) to whom he thus pledges himself.â€Å"I will take you as my own people, and I will be your God† (Ex. 6:7), the covenant promise constantly repeated throughout both testaments (Gen. 17:6-8; Ex. 20:2, 29:45 Ezek. 11:20, 34:30 f. , 36:28; 2 Cor. 6:16-18; Rev. 21:2 f. ; etc. ), may fairly be called the pantechnicon promise, inasmuch as every particular promise that God makes is packed into it — fellowship and communion first (â€Å"I will be with you,† â€Å"I will dwell among them,† â€Å"I will li ve among you,† etc.), and then the supply of every real need, here and hereafter. Sovereignty and salvation, love and largesse, election and enjoyment, affirmation and assurance, fidelity and fullness thus appear as the spectrum of themes (the second of each pair being the fruit of the first as its root) that combine to form the white light, glowing and glorious, of the gracious self-giving of God to sinners that covenant theology proclaims.The God-given covenant carries, of course, obligations. The life of faith and repentance, and the obedience to which faith leads, constitute the covenant-keeping through which God's people receive the fullness of God's covenant blessing. â€Å"I carried you on eagles' wings and brought you to myself. Now if you obey me fully and keep my covenant, then out of all nations you will be my treasured possession† (Ex. 19:4 f. ).Covenant faithfulness is the condition and means of receiving covenant benefits, and there is nothing arbitrary in that; for the blessings flow from the relationship, and human rebelliousness and unfaithfulness stop the flow by disrupting the relationship. Israel's infidelity was constantly doing this throughout the Old Testament story, and the New Testament makes it plain that churches and Christians will lose blessings that would otherwise be theirs, should covenant fidelity be lacking in their lives.The very first covenant that could be read in the bible is that of our first father and mother who destroyed the covenant just because of a fruit given to them by a camouflaged Satan. This original covenantal arrangement, usually called the Covenant of Works, was one whereby God undertook to prolong and augment for all subsequent humanity the happy state in which he had made the first human pair — provided that the man observed, as part of the humble obedience that was then natural to him, one prohibition, specified in the narrative as not eating a forbidden fruit.The devil, presented as a serpent, seduced Adam and Eve into disobeying, so that they fell under the penal sanctions of the Covenant of Works (loss of good, and corruption of nature). But God at once revealed to them in embryo a redemptive economy that had in it both the covering of sin, and a prospective victory for the woman's seed (a human Savior) over the serpent and his malice.The redemptive purpose of this new arrangement became clearer as God called Abraham, made a nation from his descendants, saved them from slavery, named himself not only their God but also their King and Father, taught them his law (the family code), drilled them in sacrificial liturgies, disciplined their disobedience, and sent messengers to hold up before them his holiness and his promise of a Savior King and a saving kingdom; which in due course became reality.The Westminster Confession summarizes what was going on in and through all this. â€Å"Man, by his fall, having made himself incapable of life by (the first) covenant, t he Lord was pleased to make a second, commonly called the covenant of grace: wherein he freely offered unto sinners life and salvation by Jesus Christ, requiring of them faith in him, that they may be saved, and promising to give unto all those that are ordained unto eternal life his Holy Spirit, to make them willing and able to believe. . .â€Å"This covenant was differently administered in the time of the law, and in the time of the gospel; under the law it was administered by promises, prophecies, sacrifices, circumcision, the paschal lamb, and other types and ordinances delivered to the people of the Jews, all fore signifying Christ to come, which were, for that time, sufficient and efficacious, through the operation of the Spirit, to instruct and build up the elect in faith in the promised Messiah, by whom they had full remission of sins, and eternal salvation; and is called the old Testament.â€Å"Under the gospel, when Christ, the substance, was exhibited, the ordinances in which this covenant is dispensed are the preaching of the Word, and the administration of the sacraments of Baptism and the Lord's Supper . . . in them, it is held forth in more fullness, evidence and spiritual efficacy, to all nations, both Jews and Gentiles; and is called the new Testament. There are not therefore two covenants of grace, differing in substance, but one and the same, under various dispensations† (VII. iii. v. vi).So the unifying strands that bind together the books of the Bible are, first, the one covenant promise, sloganized as â€Å"I will be your God, and you shall be my people,† which God was fulfilling to his elect all through his successive orderings of covenant faith and life; second, the one messenger and mediator of the covenant, Jesus Christ the God-man, prophet and king, priest and sacrifice, the Messiah of Old Testament prophecy and New Testament proclamation; third, the one people of God, the covenant community, the company of the elect, whom God brings to faith and keeps in faith, from Abel, Noah and Abraham through the remnant of Israel to the worldwide New Testament church of believing Jews and Gentiles; and fourth, the one pattern of covenant piety, consisting of faith, repentance, love, joy, praise, hope, hatred of sin, desire for sanctity, a spirit of prayer, and readiness to battle the world, the flesh, and the devil in order to glorify God . . . a pattern displayed most fully, perhaps, in Luther's â€Å"little Bible,† the Psalter, but seen also in the lives of God's servants in both Testaments and reflected more or less fully in each single one of the Old and New Testament books.Covenant theologians insist that every book of the Bible in effect asks to be read in terms of these unities, and as contributing to the exposition of them, and is actually misunderstood if it is not so read. Some of the major covenant between God and man in the old testament would be discussed to show the importance and effec t of a covenant as an agreement. THE COVENANT BETWEEN GOD AND THE ISREALITES According to the Bible the history of Israel began when Abraham was called by God to leave his family and his home and settle in Canaan. His son Isaac, and his grandson, Jacob, lived there until Jacob was forced by famine to flee to Egypt with his remaining sons, where one of them, Joseph, already held a position of prominence after a grass to grace encounter. The descendants of Jacob were enslaved in Egypt.God charged Moses with the deliverance of his people from bondage. This he did with the aid of God, who dried up the ‘Red Sea' so that the Israelites could cross in safety, while the pursuing Egyptian army drowned. Moses and his people continued to Mount Sinai, where a covenant was concluded establishing God as the Lord of his chosen people, Israel. The conditions of the covenant were laid down in a law including the Ten Commandments. However, because of the people's disobedience their march toward the Promised Land turned into forty years of wanderings in the wilderness. Finally, after the death of Moses, the people of Israel entered Canaan from the east, crossing the River Jordan.Under the leadership of Joshua they sacked Jericho; after the city walls came tumbling down rather miraculously, and then went on to conquer the rest of Canaan. THE COVENANT BETWEEN GOD AND THE ABRAHAM † Now Sarai, Abram's wife, bore him no children. She had an Egyptian slave-girl whose name was Hagar, and Sarai said to Abram, â€Å"You see that the LORD has prevented me from bearing children; go in to my slave-girl; it may be that I shall obtain children by her. â€Å"And Abram listened to the voice of Sarai. So, after Abram had lived ten years in the land of Canaan, Sarai, Abram's wife, took Hagar the Egyptian, her slave-girl, and gave her to her husband Abram as a wife. Hagar bore Abram a son; and Abram named his son, whom Hagar bore, Ishmael.Abram was eighty-six years old when Hagar bor e him Ishmael. When Abram was ninety-nine years old, the LORD appeared to Abram, and said to him, â€Å"I am God Almighty;† walk before me, and be blameless. And I will make my covenant between me and you, and will make you exceedingly numerous. † Then Abram fell on his face; and God said to him, â€Å"As for me, this is my covenant with you: You shall be the ancestor of a multitude of nations. No longer shall your name be Abram, but your name shall be Abraham; for I have made you the ancestor of a multitude of nations. I will make you exceedingly fruitful; and I will make nations of you, and kings shall come from you.I will establish my covenant between me and you, and your offspring after you throughout their generations, for an everlasting covenant, to be God to you and to your offspring after you. And I will give to you, and to your offspring after you, the land where you are now an alien, all the land of Canaan, for a perpetual holding; and I will be their God. â €  God said to Abraham, â€Å"As for you, you shall keep my covenant, you and your offspring after you throughout their generations. This is my covenant, which you shall keep, between me and you and your offspring after you: Every male among you shall be circumcised. You shall circumcise the flesh of your foreskins, and it shall be a sign of the covenant between me and you.Throughout your generations every male among you shall be circumcised when he is eight days old, including the slave born in your house and the one bought with your money from any foreigner who is not of your offspring. Both the slave born in your house and the one bought with your money must be circumcised. So shall my covenant be in your flesh an everlasting covenant. Any uncircumcised male who is not circumcised in the flesh of his foreskin shall be cut off from his people; he has broken my covenant. † God said to Abraham, â€Å"As for Sarah your wife, you shall not call her Sarai, but Sarah shall be her name. I will bless her, and moreover I will give you a son by her. I will bless her, and she shall give rise to nations; kings of peoples shall come from her.† Then Abraham fell on his face and laughed, and said to himself, â€Å"Can a child be born to a man who is a hundred years old? Can Sarah, who is ninety years old, bear a child? † And Abraham said to God, â€Å"O that Ishmael might live in your sight! † God said, â€Å"No, but your wife Sarah shall bear you a son, and you shall name him Isaac. I will establish my covenant with him as an everlasting covenant for his offspring after him. As for Ishmael, I have heard you; I will bless him and make him fruitful and exceedingly numerous; he shall be the father of twelve princes, and I will make him a great nation. But my covenant I will establish with Isaac, whom Sarah shall bear to you at this season next year. † And when he had finished talking with him, God went up from Abraham.Then Abraham took h is son Ishmael and all the slaves born in his house or bought with his money, every male among the men of Abraham's house, and he circumcised the flesh of their foreskins that very day, as God had said to him. Abraham was ninety-nine years old when he was circumcised in the flesh of his foreskin. And his son Ishmael was thirteen years old when he was circumcised in the flesh of his foreskin. That very day Abraham and his son Ishmael were circumcised; and all the men of his house, slaves born in the house and those bought with money from a foreigner, were circumcised with him. . The LORD dealt with Sarah as he had said, and the LORD did for Sarah as he had promised.Sarah conceived and bore Abraham a son in his old age, at the time of which God had spoken to him. Abraham gave the name Isaac to his son whom Sarah bore him. And Abraham circumcised his son Isaac when he was eight days old, as God had commanded him. Abraham was a hundred years old when his son Isaac was born to him. Now S arah said, â€Å"God has brought laughter for me; everyone who hears will laugh with me. † And she said, â€Å"Who would ever have said to Abraham that Sarah would nurse children? Yet I have borne him a son in his old age. † The child grew, and was weaned; and Abraham made a great feast on the day that Isaac was weaned. But Sarah saw the son of Hagar the Egyptian, whom she had borne to Abraham, playing with her son Isaac.So she said to Abraham, â€Å"Cast out this slave woman with her son; for the son of this slave woman shall not inherit along with my son Isaac. † The matter was very distressing to Abraham on account of his son. But God said to Abraham, â€Å"Do not be distressed because of the boy and because of your slave woman; whatever Sarah says to you, do as she tells you, for it is through Isaac that offspring shall be named for you. As for the son of the slave woman, I will make a nation of him also, because he is your offspring. † So Abraham ros e early in the morning, and took bread and a skin of water, and gave it to Hagar, putting it on her shoulder, along with the child, and sent her away. And she departed, and wandered about in the wilderness of Beer-sheba.When the water in the skin was gone, she cast the child under one of the bushes. Then she went and sat down opposite him a good way off, about the distance of a bowshot; for she said, â€Å"Do not let me look on the death of the child. † And as she sat opposite him, she lifted up her voice and wept. And God heard the voice of the boy; and the angel of God called to Hagar from heaven, and said to her, â€Å"What troubles you, Hagar? Do not be afraid; for God has heard the voice of the boy where he is. Come, lift up the boy and hold him fast with your hand for I will make a great nation of him. † Then God opened her eyes and she saw a well of water. She went, and filled the skin with water, and gave the boy a drink.God was with the boy, and he grew up; he lived in the wilderness, and became an expert with the bow. He lived in the wilderness of Paran; and his mother got a wife for him from the land of Egypt. † THE COVENANT BETWEEN GOD AND THE NOAH Centuries before the time of Abraham, God made a covenant with Noah, assuring Noah that He would never again destroy the world by flood (Gen. 9). Noah lived at a time when the whole earth was filled with violence and corruption — yet Noah did not allow the evil standards of his day to rob him of fellowship with God. He stood out as the only one who â€Å"walked with God† (Gen. 6:9), as was also true of his great-grandfather Enoch (Gen. 5:22). â€Å"Noah was a just man, perfect in his generations† (Gen. 6:9).The Lord singled out Noah from among all his contemporaries and chose him as the man to accomplish a great work. When God saw the wickedness that prevailed in the world (Gen. 6:5), He told Noah of His intention to destroy the ancient world by a universal flood. God instructed Noah to build an ark (a large barge) in which he and his family would survive the universal deluge. Noah believed God and â€Å"according to all that God commanded him, so he did† (Gen. 6:22). Noah is listed among the heroes of faith. â€Å"By faith Noah, being divinely warned of things not yet seen, moved with godly fear, prepared an ark for the saving of his household, by which he condemned the world and became heir of the righteousness which is according to faith† (Heb. 11:7).With steadfast confidence in God, Noah started building the ark. During this time, Noah continued to preach God's judgment and mercy, warning the ungodly of their approaching doom. Peter reminds us of how God â€Å"did not spare the ancient world, but saved Noah, one of eight people, a preacher of righteousness, bringing in the flood on the world of the ungodly† (2 Pet. 2:5). Noah preached for 120 years, apparently without any converts. At the end of that time, â€Å"whe n †¦ the longsuffering of God waited in the days of Noah †¦ eight souls were saved through water† (1 Pet. 3:20). People continued in their evil ways and ignored his pleadings and warnings until the flood overtook them.When the ark was ready, Noah entered in with all kinds of animals â€Å"and the Lord shut him in† (Gen. 7:16), cut off completely from the rest of mankind. Noah was grateful to the Lord who had delivered him from the flood. After the flood, he built an altar to God (Gen. 8:20) and made a sacrifice, which was accepted graciously, for in it â€Å"the Lord smelled a soothing aroma† (Gen. 8:21). The Lord promised Noah and his descendants that He would never destroy the world again with a universal flood (Gen. 9:15). The Lord made an everlasting covenant with Noah and his descendants, establishing the rainbow as the sign of His promise (Gen. 9:1-17). Another part of the covenant involved the sanctity of human life, i. e., that â€Å"whoever sh eds man's blood, by man his blood shall be shed; for in the image of God He made man† (Gen. 9:6). Every time we see a rainbow today we are reminded of that agreement — this covenant has not been done away with. As long as God still sends rainbows after a storm, capital punishment will still be a part of God's law for the human race. THE MOSAIC COVENANT The Israelites moved to Egypt during the time of Joseph. A new Pharaoh came upon the scene and turned the Israelites into common slaves. The people cried out to the God of their forefathers. â€Å"So God heard their groaning, and God remembered His covenant with Abraham, with Isaac, and with Jacob† (Exo. 2:24).After a series of ten plagues upon the land of Egypt, God brought the Israelites out â€Å"of Egypt with great power and with a mighty hand† (Exo. 32:11). Three months after leaving the land of Egypt, the children of Israel camped at the base of Mount Sinai (Exo. 19:1). God promised to make a covenant with the Israelites (Exo. 19:3-6). Before they even knew the conditions of the contract, the people agreed to abide by whatever God said (Exo. 19:8). This covenant was between God and the people of Israel — you and I are not a party in this contract (and never have been). The Ten Commandments are the foundation of the covenant, but they are not the entirety of it.After giving the first ten commands, the people asked the Lord to speak no more (Exo. 20:18-20). Moses then drew near to the presence of God to hear the rest of the covenant (Exo. 20:21). After receiving the Law, Moses spoke the words of the covenant to all of the people, and the people agreed to obey (Exo. 24:4). Moses then wrote the conditions of the covenant down, offered sacrifices to God, and then sprinkled both the book and the people with blood to seal the covenant (Exo. 24:8). This covenant between God and the people of Israel was temporary — God promised a day when He would make a new covenant, not on ly with Israel but also with all mankind.â€Å"Behold, the days are coming, says the Lord, when I will make a new covenant with the house of Israel and with the house of Judah — not according to the covenant that I made with their fathers in the day that I took them by the hand to lead them out of the land of Egypt, My covenant which they broke, though I was a husband to them, says the Lord. But this is the covenant that I will make with the house of Israel after those days, says the Lord: I will put my law in their minds, and write it on their hearts; and I will be their God, and they shall be My people† (Jer. 31:31-34). The old testament of the Bible, from Genesis to Malachi, are, as was said earlier, God's own record of the progressive unfolding of his purpose to have a people in covenant with himself here on earth. The covenantal character of God's relationships with human beings, first to last, has already been underlined, and is in fact reflected one way and anot her on just about every page of the Bible.The transition in Eden from the covenant of works to the covenant of grace, and the further transition from all that was involved in the preliminary (old) form of that covenant to its final (new) form, brought in through the death of Jesus Christ and now administered by him from his throne, are the key events in the covenant story. The significance of the fact that God caused his book of instruction to mankind to be put together with the history of his covenant as its backbone can hardly be overestimated. Covenant relationships between God and men, established by God's initiative, bringing temporal and eternal blessings to individuals and creating community among them, so that they have a corporate identity as God's people, are in fact the pervasive themes of the whole Bible; and it compels thoughtful readers to take note of the covenant as being central to God's concern.Finally, with all these examples and explanations on the covenant in th e old testament of the bible, it would be seen that covenant is not just a thing to be handled slightly, if you know you have no capacity to involve in a covenant is better you refrain so that you will not spend years in the wilderness for disobedience. SOURCES Old Testament of the King James Version of the Holy bible. The Five Great Bible Covenant by David Padfield God of Promise: Introducing Covenant Theology by Michael Horton Truman G. Madsen and Seth Ward (2001). Covenant and Chosenness in Judaism and Mormonism. Fairleigh Dickinson University Press. People of the Covenant : an Introduction To the Hebrew Bible (4TH 96 Edition) by Henry J. Flanders and Robert W. Crapps and David A. Smith

Environmental Science in Today’s World Essays

Environmental Science in Today’s World Essays Environmental Science in Today’s World Essay Environmental Science in Today’s World Essay In a market economy, food flows in the direction on the economic demand. Need is not taken into consideration. This statement is a justification of the realities of life in today’s world. Various people have different needs, but in order for this needs to be fulfilled, that person should be willing and able to acquire it. The willing part is easy to fill in, but sadly, not all of us could continue with the able part. Many of us lack the resources necessary to acquire our needs. This is where poverty comes in – when you have the need but you don’t have the means to acquire it. Consider this situation: there are a lot of hungry children in the world today, and at the same time, there are domesticated cats that go hungry. When these cats are hungry, their owners buy them food, thus satisfying their need for food. But for the hungry children, not all of them are able to satisfy their need for food. They have the willingness to eat, but theyâ⠂¬â„¢re not able to do so because they lack the money to buy food. They have a poor family which can’t provide their needs, unlike the hungry cats whose owners are able to buy their cat food. This is the underlying theme in Environmental Science itself, wherein environmental problems have a cultural and social context, wherein man and his society directly or indirectly affects the environment. That is why it is necessary for us to comprehend the roles of the society, culture and economics in order to solve these problems. These problems and interactions revolve on man, and he is the only one who can solve it. Also, human survival is said to depend on the practices of development so that it could attain sustainable systems, wherein it could support the coming generations of man, without jeopardizing his needs today. This requires proper management of common resources so that it would last for a long time. Also, conservation and development should go hand and hand with each other so that people can live their lives to the fullest, and this is the concept of sustainable development. References: Environment.   2005. March 12 2007. usgs.gov/themes/environ.html. Environmental Science.   2007. March 12 2007. collegeboard.com/student/testing/ap/sub_envsci.html?envsci.

Ben & Jerrys Company Analysis - Short Essay Example for Free

Ben & Jerry’s Company Analysis – Short Essay Companies like Ben & Jerry’s could definitely be affected by high inflation because of the consumer spending. When the consumers are forced to pay higher prices for products or services that are a necessity, they cut back on products or services that are a luxury. Luxuries that are not a necessity to live like gasoline for vehicles or gas to heat homes or even food will not be bought. Any company that sells a luxury item that is not a necessity to live can be affected by high inflation. With inflation, the price of everything goes up. With that said, the price for companies to buy supplies goes up, meaning that in order to cover their overhead, they will need to find a way to make that money back which could mean layoffs or raising the price of their goods or products. In a recession, companies like Ben & Jerry’s could also face the possibility of being negatively affected because of the demand of consumers. Very much like inflation, recession has the same effect; the consumers do not want to spend their money on luxury items. With the recession, there are more people unemployed who are just barely getting by, therefore, will refuse to spend any money on something that does not decide whether they have a home or not, which includes a luxury item like ice cream. Ben & Jerry’s could also be affected because of their stock prices. During a recession, the price of stock usually declines. So, their revenue would be affected as well as their stock, which would result in bad overall performance of the company. Speaking from personal experience, any luxury item that I absolutely do not need, I do not buy. I simply cannot put myself in a position to not pay a bill because I want to â€Å"treat† myself. With all this said, Ben & Jerry’s provides a reasonably priced luxury item that I would consider a â€Å"feel-good† luxury item. Everyone loves ice cream, young and old. Consumers still need to have a quality of life with the changing economic conditions and if buying an affordable luxury item gives them that, they are going to splurge and buy it. Unlike other luxury items, such as getting clothing and spa appointments, the consumer still gets to feel good and not go broke. Ben & Jerry’s makes a one of a kind product, their flavored ice cream, which makes it an easy buying decision for the consumer. The text book also explains that McDonald’s is not hit as sensitive to the economic conditions for the same reason. Their food is reasonably priced and the consumer still gets to feel like they are â€Å"treating† themselves to restaurant food without breaking the bank. Ben & Jerry’s has social, product and economic condition missions that make them popular in their industry. Not only do they care about making a profit, but they care about their people, environment and planet. They have mission statements for each of these and they follow through. As a consumer, I would rather buy my luxury item from a company that cares about something other than making a buck like their competitors. They make their ice cream to support causes like the recent Imagine Whirled Peace flavor that hosted a competition and donated money to them to support their peace cause. They also have a foundation that gives grants to non-profit organizations that are working for progressive social change. They hold fund-raisers and rally days. They provide hope, awareness and celebration. They also use naturally and humanly produced ingredients as part of one of their missions as well, which is something that would usually increase the price of any products, but with this company, it is just part of their offering. All in all, they provide more than just ice cream to the consumers which makes them less vulnerable to the economic shocks. Ben & Jerry’s Company Analysis – Short. (2017, Jan 20).

Training & Development of Fire & Rescue Staff Dissertation

Training & Development of Fire & Rescue Staff - Dissertation Example This proves that training evaluation can be influenced by training content and design, observable changes in learners, as well as transfer climate, job performance and end results. As organizations must make sure that their programmes and activities for training are consistent to their requirements, it is of great importance that they carry out a comprehensive assessment of training needs that will identify the job tasks for which training and development is needed. Consequently, they will be able to develop training plans for carrying out the necessary training. Table of Contents Chapter 1 Introduction 4 Research Aims 6 Chapter 2 Review of Related Literature 7 Skills for Justice: An Overview 7 Training Needs Assessment 8 Application of Training 10 Training Evaluation and Effectiveness 12 Training and Motivation 16 Conclusion 18 Chapter 3 Methodology 13 Research Approach 19 Research Design 21 Data Gathering Procedures 21 Ethical Considerations 22 Conclusion 22 Chapter 4 Results and D iscussion 24 Learner Readiness 24 Motivation to Transfer 25 Positive and Negative Personal Outcomes 25 Personal Capacity for Transfer 26 Peer Support 26 Supervisory Support and Sanctions 27 Perceived Content Validity 27 Transfer Design 28 Opportunity to Use 28 Transfer Effort-Performance Expectations 29 Resistance/Openness to Change 29 Performance Self-Efficacy 30 Performance Coaching 30 Analysis 31 Chapter 5 Conclusions and Recommendations 33 Conclusion 33 Recommendations 34 References 35 Chapter 1 Introduction Introduction The significance of providing opportunities for training and development for public sector workers is evident through the implementation of different policies as well as the substantial amount of money that the government invests. For an effective and valuable training system to be provided, its effectiveness should be measured as well (Moats, Chermak, and Dooley 2008). Due to financial constraints, agencies and organisations cannot afford the provision of train ing which are not assessed for its importance or contribution to the accomplishment of organisational goals. Training and development should always be congruent with the organisational mission to achieve long-term objectives (Brinkerhoff 2005). Effectiveness is the main component for training and development in any organisation as it allows workers to acquire and develop the skills and knowledge necessary to successfully perform their tasks. For organisations to initiate efficient training for their workers, it is necessary that such systems are evaluated to determine whether these are consistent with the organisation’s overall strategy; moreover, examining the processes and decisions made to ensure the effectiveness of training is also of great importance (Mitroff 2005). Organisations in the public sector have also spent a considerable amount of money to generate a knowledge-based workforce that can be capable of providing efficient services that the community expects. At pr esent, however, numerous complaints and issues have been aimed toward the public sector’s inefficiency in delivering such services. Hence, the current study focuses on the training programmes of the fire and rescue services and how such activities can create

EVALUATION Assignment Example | Topics and Well Written Essays - 250 words

EVALUATION - Assignment Example Firstly, the game leads to participants pushing their bodies to the limits. Secondly, they use drugs to gain extra strength and outdo their competitors. Lastly, the participants contact injuries such as concussions (Arkinstall, p, 2). Participants in the game of football harm their bodies by pushing it to the limit. The coaches in this game do not consider the fatigue generated by players in consecutive matches. Players end up straining their muscles due to restless playing in different matches in different tournaments. The existence of a super player in the team leads to overworking of the player to retain the title or class of the team(Arkinstall, pp, 2-3). Football as a sport is also a competition. For players to maintain their standards in the world of football, they end up using hardcore drugs such as cocaine and bang. An example of such players is Diego Maradona, who has become an addict of drugs because of football. In the world of football, many upcoming young talents force the elder players to engage in drugs to maintain their positions (Arkinstall, pp, 2-4). Due to increased competition, players get rough in the field to earn a position in their teams. Due to this, they develop injuries such as concussions. The injuries keep on recurring that risk the life of players. For these reasons, strict measures and rules should be put in place (Arkinstall, pp,

Jean Jacques Rousseau Essay Example | Topics and Well Written Essays - 1500 words

Jean Jacques Rousseau - Essay Example The essay highlighted the hazardous impact of modern civilization. He delivered his thoughts on education in his book title mile, which was a semi-fictitious work that outlined the growth of a lad named by the book, who was actually controlled by the author himself. The author brought the lad to the country side; a place that he sees humans being naturally suited, in comparison to a city where there are all the bad habits that are learnt in both physical and intellectual sense. Rousseau recognized and stated that education is about learning the art of living, and this art can only be learnt once there is a guardian to guide the ways and means to a good living. This gave birth to the concept of mentors. The great philosopher divided the growth period of a child into three distinct sections, i.e. up to 12, 12-16, and 16 onwards. In the first phase, i.e. up to 12 years of age, in accordance with the deepest certainty that the author held, calculating and multifaceted thinking is quite not possible, and children live more like animals. In the second ph ase, i.e. from the age of 12 up to that of 16, reasoning starts developing. In the third phase, i.e. from the age of 16 years onward the child develops into an adult. This was the time when Emile found a young lady as his complement. The fundamentals of this book are moreover based on the healthy living ideals of Rousseau. The boy then does work towards his social instincts follow up, protection from vices of individualized urbanization, and self-consciousness. The scenario portrayed here is not merely of a gender-neutral child. There is a character in the book i.e. of Sophie who represents an ideal womanhood and Emile is meant to marry her. Her education is purposely different from that of Emile as she is learned to be administered by her husband; on the contrary, the education of Emile is for self-governance. This differentiation is a part of the essential thoughts of the author regarding gender education. There have been several criticisms on this work. Emile's edication has been thought of as impractical. Child's Education, the topic itself has also been the cause of ignorance during many followers who mainly look up to Rousseau for his political work. Similar principle was then applied to the political issues by Rousseau in a book named Discours sur l'origine et les fondements de l'ingalit parmi les hommes (Discourse on the Origin of Inequality) in 1755. Some of his other famous writings included Constitutional Program for Corsica (1765), Considerations on the Government of Poland (1772), and Discourse on Political Economy (1755). The ideas generated in these political writings eventually led to the French Revolution. The Educational Theory presented by Jean Jacques Rousseau were also a major contribution of the great philosopher to the educational arena. These theories included Theory of Value, Theory of Knowledge, Theory of Human Nature, Theory of Learning Theory of Transmission, Theory of Society, Theory of Opportunity, and Theory of Consensus. Many of these theories are devoted towards learning and