Religious Liberation And The Puritans - 1409 Words

Religious liberation is very consequential today, but it was paramount to the Puritans years ago. The Puritans were seeking liberation for themselves and nobody else. Their posture transmuted when they peregrinate to what we know as America. The Puritans were being treated lamentably in Europe, but they still stood up for religious liberation. The Puritans were the reformers, or improvers, of the Church of England. They had no intentions, or desire, to dissever from the church. When the Church of England became corrupt, the Puritans decided they wanted to emasculate it up. When the Puritans decided to make this decision, they were mistreated for this. They began wanting religious liberation, however, when they moved far enough from the Church of England, they establish a regime that gave religious liberation. When they established a regime that gave religious freedom, the Puritans only gave to those who acceded with them. The Puritans suffered from harassment, but lived their religio n faithfully. When they suffered from harassment, this included torture, withal, and even painful death. The Puritans went through this torture just to remain true, or faithful, to the lord. Religious liberation is very paramount to America today, as it was years ago to the Puritans. The Puritans and Pilgrims are often misconstruing, but are far from the same people. One distinction between the Pilgrims and the Puritans is that the Puritans had no intention of breaking with the church. TheShow MoreRelatedEnlightenment and Puritans782 Words   |  4 PagesEnlightenment period, also known as The Age of Reason, was a period of social, religious, and political revolution throughout the 18th century which changed the thoughts of man during this â€Å"awakening† time. It was a liberation of ignorant thoughts, ideas, and actions that had broken away from the ignorant perception of how society was to be kept and obeyed thus giving little room for new ideas about the world. Puritan society found these new ideas of thought to be extremely radical in comparisonRead MoreThe Enlightenment Puritanism Essay807 Words   |  4 PagesEnlightenment period, also known as The Age of Reason, was a period of social, religious, and political revolution throughout the 18th cent ury which changed the thoughts of man during this â€Å"awakening† time. It was a liberation of ignorant thoughts, ideas, and actions that had broken away from the ignorant perception of how society was to be kept and obeyed thus giving little room for new ideas about the world. Puritan society found these new ideas of thought to be extremely radical in comparisonRead MoreDimmesdale Rapture1657 Words   |  7 PagesScarlet Letter, the Puritan minister Dimmesdale seems to find such a resolution for the inner torment he has imposed on himself in atonement for his affair with Hester. While Dimmesdale’s emotions escalate toward rapture at the suggestion of leaving his life of outward piety and private shame behind, he remains constrained by his past, both his moral foundation and the sin for which he is yet to take responsibility. Dimmesdale initially appreciates the fragile and limited liberation afforded by Hester’sRead MoreEssay about American History1625 Words   |  7 Pagesalmost 70 years later. In the lecture (Puritans Part1), it talks about â€Å"The Great Migration† in the 1630’s and 1640’s - leading over 14,000 Puritans to England. The Puritans sought ways to â€Å"purify† the English by teaching them, â€Å"To live simply and purely by the words of the Bible in law and behavior.† Lecture (Puritans Part 1). Some of the leaders such as Richard Mather (1596-1669) â€Å"A Puritan minister who founded a dynasty of Puritan leaders† Lecture (Puritans Part 1), taught this belief throughoutRead MoreImposition Of Purin Desires In The Scarlet Letter By Nathaniel Hawthorne1289 Words   |  6 Pagesdesires† (Crews), and the second being the imposition of Puritan ideals. The characters in the novel act in ignorance of passions strength on their psyche, and their decisions; which leads to a submission of the self. While, the inner world of the characters is of paramount importance, the way in which the story unfolds is only possible due to the setting in New England — a Puritan colony. The highly conservative, and suppressive Puritan does not allow for the characters to properly express themselvesRead MoreAnalysis Of Land Of The Free, Because The Brave 1492 Words   |  6 Pagesof the most important battles for freedom took place before the United States of America became the United States. These battles were fought not by soldiers, but by citizens whose rebellion allows Americans many of the freedoms they enjoy today. Religious tolerance, freedom for both sexes, as well as minority groups, and freedom of the press are just some of the benefits from these battles. Rebellion is defined by the Cambridge Dictionary as â€Å"... action organized by a group of people who refuse toRead MoreThe Crucible: John Proctor - True Hero87 6 Words   |  4 PagesIn the play the crucible, Arthur miller uses the character of John Proctor who, residing in hysteria-shaken Puritan Salem, rises beyond the hysteria and proves himself a true hero through his heroic virtues, challenging of authority and power, self-sacrifice and self-realisation. Proctor is the only individual willing to question the puritan belief system. He believes that no man should have control over the life of another. Only God has the power to judge and condemn. Therefore, choosing the moreRead MoreThe Scaffold Scenes in Nathaniel Hawthrone ´s The Scarlet Letter791 Words   |  3 Pagesthroughout the work. The scaffold scenes signify religious and moral ideas, such as sinfulness, the spiritual figures the characters each portray, and the character development achieved by public and private absolution. The first scaffold scene begins the novel. In chapters two through three, the protagonist Hester Prynne stands on the scaffold, bearing a scarlet â€Å"A† and a child at her breast as signs of her adultery. She is interrogated and lectured by the Puritan ministers of the town, including ArthurRead MoreThe 17th Century Puritan Influence on the Writings of Thomas Paine1578 Words   |  6 Pagesï » ¿Common Knowledge: 17th Century Puritan Influence in Common Sense There can be little doubt as to the fact that Thomas Paine was one of the most incisive minds of the Enlightenment, an intellectual movement that began in Europe and quickly spread to the surrounding continents including the United States of America, where Paine immigrated to. The embracing of concepts such as Deism and other ideas that favored mans prowess and knowledge over the traditional influence of a divine power during theRead MoreTheme Of Betrayal In The Crucible1436 Words   |  6 Pagescomprehension of his love for her. It could also had even been that he know it would make his wife suspicious. â€Å"They are not only the source of betrayal, guilt, and self-destructive fragmentation but are also the genesis of blessedness, sensual liberation, and generativity.† (Alter para.3) Miller sets both his male and female characters up for them to be the source of betrayal. In The Crucible, the females play a bigger role than the males. They have more of an consequence on mal es than males have

Van Gogh Starry Night Free Essays

Starry, Starry Night â€Å"Starry, starry night, paint your palette blue and grey, look out on a summer’s day, with eyes that know the darkness in my soul. † (Don MacLean) I chose to write about the painting, The Starry Night by Dutch artist Vincent van Gogh. Van Gogh painted the view outside his sanitarium room window located in southern France at night. We will write a custom essay sample on Van Gogh Starry Night or any similar topic only for you Order Now But Van Gogh painted it from memory during the day. I feel that this painting has Asymmetrical Balance. From our handouts – â€Å"In this case balance is achieved with dissimilar objects that have equal visual weight or equal eye attraction. The Starry Night is a picture of the night sky with stars and trees and the moon. We read that Nature is not symmetrical. Even the stars are different sizes and give off different light. â€Å"Shape and Texture also attracts our attention and is used in Asymmetrical Balance. † The Rhythm of this painting appears to be Legato Rhythm. The handout says â€Å"some rhythms are called legato, meaning connecting and slowing. This work gives a feeling of relaxing and calm. † The stars make up most of the painting – they are different in brightness, along with the moon. When we look at the stars, they are all yellow and round, vary in size and placement, and they have halo like light encircling them. â€Å"Sketch the trees and the daffodils, Catch the breeze and the winter chills. † (DL) The breeze and the winter chills give off a Legato rhythm flowing with the swirling wind and the round brush strokes throughout the painting. The Lines in this painting show movement in the sky as well as distance. The cypress tree in front is a thicker stroke as to the trees and bushes in the background. The lines that make up the buildings get thinner as your eye looks further and deeper into the painting. The vertical lines such as the green cypress tree and church tower softly break up the composition, but keep your eyes moving around them. Van Gogh used â€Å"dot-to-dot† lines to depict the wind movement and accentuate the light the stars and moon were giving off. I read that Van Gogh was concerned with the unity of his paintings. In Starry Night, the swirling brush strokes and use of cool colors seems to unify the pieces of the painting and create the feeling that everything belongs together. Van Gogh used a painting technique called impasto. This is a thick application of paint that makes no attempt to look smooth. This technique is textured, and shows off brush and palette knife marks. â€Å"Colors changing hue, morning fields of amber grain,† as much as I don’t want to disagree with Don McLean, but a color cannot change a hue, it is in fact the other way around. Van Gogh chose vibrant hues such as violet, blue, yellow, and green. Since the painting is bright stars and moons in the dead of the night, shows how he used the Value of the colors. He also used white and yellow to create a spiral effect and draws attention to the sky. The Tint was this use of white around the stars to make them appear to light up the town even in the dark of night where he uses Shade to darken the rest of the sky. The buildings in the middle of the painting are small blocks of different yellows, oranges, and greens with a dash of red to the left of the church. The dominant color of blue is balanced by the orange of the night sky. He used intensity to make the stars light up the dark blue sky. Van Gogh chose to paint with an analogous color scheme, meaning he stayed close to a certain color, blue in this case, on the color wheel, and ventured left and right to the violets and greens. He painted with rich colors of the night and uses these colors to suggest feeling and emotion. Emotion that he truly had which Don McLean let the world know with his chorus in his song, Vincent. â€Å"For they could not love you, but still your love was true. And when no hope was left in sight, on that starry, starry night. You took your life as lovers often do. But I could have told you, Vincent, this world was never meant for one as beautiful as you. † How to cite Van Gogh Starry Night, Papers

When the Levees Broke free essay sample

Ron Young Bryant and Stratton College Phil 250 Ms. Obradovich February 8, 2013 In August 2005 there was a massive storm brewing and growing into a storm like no other storm, Hurricane Katrina. In the days before the storm hit, there were many agencies gathering information and trying to give a good guess on when, where, and how bad this storm was going to be. Some people listened and prepared and some did not. Why? Why didn’t some people even know the storm was coming? Why did some leave? Why did some stay? Who were these people? Not too sure how much critically thinking was going on here, or was there, and the people of New Orleans could not do anything else but stay. The documentary showed that most people that left were the ones who could afford to leave and the rest were left to fend for themselves. By law if there is a mandatory evacuation ordered, then all must be given ways out of the area by government help, which by the movie said never happened. We will write a custom essay sample on When the Levees Broke or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Then the storm hit, what a disaster. The documentary showed the total devastation of the area. It then explained the perceived lack of governmental support after the storm. Based on reports from the news agencies that survived the storm, no help showed up for 5 days. This was supported by the number of people interviewed in this documentary and the pictures at the storm shelters set up throughout the city. The mayor, Ray Nagin, after 5 days of asking for help and finally bad mouthing the government, something finally got started to help the people. The Levees Broke (Lee, 2006) ended as showing that still, over 6 years later, the people of New Orleans are still struggling to survive every day with very little help from the government. Due to the total perceived action of how Hurricane Katrina was handled, the people in the movie are inferring that this occurred and is still occurring because they are poor black people, with no education, and the United States of America is still racial! The people of New Orleans have labeled themselves as â€Å"The people of New Orleans Americas Underclass†. I watched the 4hour 14minute documentary from Spike Lee called: When the Levees Broke: A Requiem in Four Acts. (Lee, 2006). I could not think of what his action of critically thinking was for this movie, but then I re-read chapter 4 in our book, Thinking Critically by John Chaffee, (Chaffee, 2012, p. 131-175), and in the book it lists 5 ideas for critically thinking as: 1. Perceiving and Believing 2. Selecting/Organizing/Interpreting Sensations 3. Reporting Factual Information 4. Inferring 5. Judging I can now apply each one of these to his movie and see how he is perceiving what happened after the devastating storm of Hurricane Katrina through his eyes and the people who survived the storm. Mr. Lee went thru each one of these steps during the documentary. In the beginning of the film there were many people that perceived and believed that the massive storm would never hit New Orleans or that they would â€Å"ride out the storm† like most of these same people did in 1965 when Hurricane Betsy hit the same area. These same people who survived Hurricane Betsy believed it would never hit or if they spent the money, which a lot didn’t have, and then nothing happened they would be broke. The people of New Orleans also believed that the government was not telling them the truth about how this storm was going to hit them as the government has said before, they evacuated, and then nothing happened. So because they perceived and believed nothing would happen, a lot of people perished. But then the film moved into the 2nd step and this is where the movie perceived the breakdown started and continued to get out of control thru the rest of the steps till the end of this horrible disaster. The federal government was trying to inform the people of the magnitude of this storm by selecting/organizing/interpreting the data that they were getting from different sources. They compiled the best information they could get from The National Weather Service, FEMA, Homeland Security, and historians on how other weather phenomenon’s have played out. The documentary showed many meetings between important officials and they even had models to predict the devastation and the impact zone. Again the people of New Orleans used their own method of what they interpreted as truth or fiction. Mr. Lee continued to show the total breakdown into the step of Reporting Factual Information and this occurred before, during, and after Hurricane Katrina hit. Between lack of communication between government offices, lack of communication during the storm, after the storm, and then throw in the multiple media channels we have, who knew what to believe. Multiple times during the documentary he showed ways that the information was presented wrong or was taken out of context. There was a report before the levees broke that people heard explosions and then the water rose to unthinkable levels all over the city. The people reported this same thing happened in 1965 with Hurricane Betsy. The townspeople said it was to save the rich white people’s houses, so the federal government blew up the levees to flood the â€Å"black part† of the town. Of course the news agencies flashed this all over the news channels and that added to the already growing anger towards the federal government. I can definitely see the next step of the documentary of Inferring. There was so much of this going on due to none of the above steps being met, or maybe they were met, but the people involved perceived that they were not. In the movie it stated that the government didn’t care about the people in the flood zone, were not helping them out with all of life necessities, did not tell them about the storm, and not giving them their â€Å"required rights as US citizens†. Was this the truth or inferring due to the situation they were in? I saw in the documentary on many accounts how when one person got all upset and started yelling about something, everyone else joined in and the stories got bigger and more horrible as the story went on. Kind of like when you tell one person something and they pass it on, the story changes, usually for the worse. This leads to the last point of this movie which is also the final step in chapter 4 of Judging. Mr. Lee did show a lot of judging in his movie, but I am not so sure it was a fair representation of both sides. This fits a step of critically thinking in our book: perceiving and believing. Spike Lee’s perception of the events that occurred in New Orleans are that the government’s response to Hurricane Katrina was based on racial and social economic factors. I on the other hand, as being a first responder from the military 2 days post impact, did not experience or witness any response as being racial. I did however witness that the victim’s we were seeing were from a lower social economic class, but were consisting of all races! I find that Mr. Lee’s assertion that race played a part in what is his view of a slow response from the federal government is unfounded. I also feel that Mr. Lee’s life experiences as an African-American male played a major part in his perception and beliefs of what occurred. References Lee, Spike. (2006). When the Levees Broke: A Requiem in Four Acts Chaffee, J (2012). Perceiving and Believing. Thinking Critically (10th ed. ). Boston: Wadsworth, Cengage Learning.

Psychology in the Modern World Essay Example

Psychology in the Modern World Essay Critical Thinking using Psychological Science The Learning Alliance for Higher Education, an educational consulting firm based at the University of Pennsylvania, was hired by City College in 2011 to investigate and make recommendations for improving undergraduate retention and graduation at the College. Even though most City College students receive financial assistance, have decent high school grades, and live at home with their parents – factors that should contribute to good graduation rates – in fact, currently only 7% of students admitted to the College graduate from it in four years. Only 36% graduate in six years. Indeed, roughly half of the students admitted drop out completely within two years. Students who transfer to City College from another school, either inside or outside the CUNY system (e. g. , a CUNY community college), disappear even faster: Half leave the College, and half of those leave by their first year at the College. We will write a custom essay sample on Psychology in the Modern World specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Psychology in the Modern World specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Psychology in the Modern World specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The goal of Fun Paper #1 is to use your critical thinking skills to evaluate the consultant’s report and consider hypotheses for explaining and improving the low City College graduation rate. We want you to write a paper that considers the strengths and weaknesses of the evidence and arguments, provides interpretations, and reaches your own conclusions using psychological science. Begin by reading the report, which is included at the bottom of this assignment. First, title your paper â€Å"A Critical Examination of Retention and Dropout at City College†. Next: FOLLOW EACH OF THE FOLLOWING FIVE INSTRUCTIONS EXACTLY (The following is a detailed outline on how you should write this paper): Your paper should consist of five paragraphs corresponding to the 5 questions below. DO NOT write an outlined paper: It needs to be in essay format. Within each paragraph, please be clear on which letter you are answering by placing a bold letter in front of the sentences. If you are answering â€Å"1a† place a letter â€Å"a† before the sentence/s. (Here’s an example: The purpose of this paper is to evaluate a summary of a report conducted by City College to make recommendations for student admission to the College. I found several strengths in this report. 1 a. One of the most convincing statements by the report’s author was†¦) 1. Begin the first paragraph of the paper with these sentences: â€Å"The purpose of this paper is to evaluate a report conducted by The Learning Alliance to investigate student retention at City College. I found several findings from this report helpful in illuminating the retention problem. † a. Which combinations of ethnicity and gender are most vulnerable to becoming college dropouts at City College? Which combinations of ethnicity and gender are least vulnerable to becoming college dropouts? Develop one hypothesis for why certain ethnic/gender groupings tend to drop out. (5 pts). b. Describe the correlation between when someone is admitted to the College and the tendency to drop out? Has this correlation increased, decreased, or stayed the same between 2004 and 2006? Suggest one interpretation of this correlation and its trend. (5 pts). c. City College dropout rates appear to depend in part on where someone originally comes from: the city, the state, or outside the country (which could include both the documented and the undocumented). How does where you come from affect dropout? Develop one hypothesis for why place of origin affects retention. (5 pts). 2. Begin the second paragraph of the paper with this sentence: â€Å"The retention problem may be due in part to the background preparation of students for college. † a. Describe the relationship between retention at City College and scores on pre-admission indices such as high school grades and SAT scores. What do these indices and this relationship suggest is one reason why City College students drop out in such great numbers? (5 pts). b. Describe the relationship between retention at City College and the numbers of courses students take and receive credit for each semester. Why would the number of courses taken affect retention? (5 pts). c. Use the relationships you have described in the second paragraph to develop a hypothesis about the role of background preparation for college in explaining dropout. (5 pts). 3. Begin the third paragraph of the paper with these sentences: â€Å"The retention problem may also be due in part to the reasons students come to study at City College, which has a lower retention and graduation rate than other senior colleges within CUNY. For example, many students come to City College to become engineering or pre-med majors. † a. Describe the relationship between students’ preferences for CUNY colleges and retention. (5 pts). b. How do engineering or pre-med majors fare here compared with other majors at the College? (5 pts). c. Describe how student preferences and area of major might jointly explain low retention at City College (hint: return to your hypothesis about background preparation for college). (5 pts). 4. Begin the fourth paragraph of the paper with these sentences: â€Å"One limitation of the report by The Learning Alliance is in the research strategy they used, which focused on associations between retention rates and a set of academic factors such as demographics and performance. † a. Name three variables not considered in this report that you think would have a strong relationship with retention at City College. For each variable, describe how you would collect the data and what relationship to retention you hypothesize. (6 pts). b. Explain the weakness in the research strategy used by The Learning Alliance. Why is it difficult to explain the high dropout rate at City College when relying exclusively on the relationships among variables (6 pts). c. What alternative research strategy would you recommend that obviates the problems of the one used by The Learning Alliance. Why is your recommended research strategy better? (6 pts). 5. Suppose you hypothesize from The Learning Alliance report that the high dropout rate at City College might be alleviated if at-risk students could be identified early with immediate intervention. Bob agrees to test your hypothesis using the current class of students enrolled in PSY 102. You divide students in the class into two groups: (1) Intervention Group: Sections in which the teaching assistants meet individually each week with any student who misses a class or an assignment; and (2) Baseline Group: Sections in which teaching assistants post grades and absences on Blackboard, but don’t meet specially with at-risk students. Begin the final paragraph of the paper with this sentence: â€Å"I have designed a study to test a hypothesis intended ultimately to improve the retention rate at City College. a. Describe the study, including how and when you plan to measure retention and how you plan to control for any preexisting differences between the groups. (6 pts). b. How can you tell whether any improvement in retention in the Intervention Group is due to at-risk students getting more attention from teaching assistants, developing better college learning skills, or som ething else entirely? How would you control for the different alternative explanations? (7 pts). c. Describe the statistical test you would perform to test the difference in retention between the two groups. What is the numerator of your statistical test? The denominator? (7 pts). d. Create a chart in Excel to show what you expect to find. Label the independent and dependent variables. Paste the chart into your fun paper. Write a concluding statement that summarizes your results from the chart and their implications for students entering City College this year. (7 pts). A tenth of your grade will be based on the following: a. Effective written communication (2 pts) b. Critical thinking and logical reasoning ability (2 pts) c. Ability to formulate questions, hypotheses, and research designs (2 pts) d. Proper use of psychological concepts and theories (2 pts) e. Competence in quantitative reasoning and analysis of research findings (2 pts) †¢ Due by 5:00 pm on MONDAY, OCTOBER 15th. Late papers will not be accepted. †¢ All papers need to be submitted electronically using the Assignment section in Blackboard (click on YOUR SECTION, then click on Course Tools > go to assignments > go to fun papers > click on the link corresponding to Fun Paper #1. Once there, scroll down and where it says â€Å"Attach local file† browse your computer for the finished paper and add it. Then click submit, and you are done). †¢ With the exception of the instructed sentences, the entire paper must be in your own words, in essay format and typewritten (double spaced) using Microsoft Word. †¢ Quoted, paraphrased, or borrowed sentences or phrases are not allowed. DO NOT USE ANY OF THE TEXT FROM THE LEARNING ALLIANCE REPORT, EVEN IN QUOTES. These will be regarded as plagiarism, which will be penalized by a zero on the assignment and a report filed with the Office of the Academic Integrity Official. Plagiarism software will be used to analyze your paper prior to grading. Do not use external references outside of lecture notes, the retention report, and the textbook. †¢ The paper should not exceed 4 pages. [pic] TOWARD UNDERSTANDING PERSISTENCE A Report on Undergraduate Retention at The City College of New York submitted by The Learning Alliance for Higher Education at the University of Pennsylvania April 2011 Undergraduate Retention The Issue The City Colleg e of New York (CCNY), concerned about its ability to retain and graduate the students who enter as full-time undergraduates, asked The Learning Alliance to conduct a study of student retention. Just about half of the first-time full-time freshmen leave CCNY before completing a degree, and nearly half of the students who enter as full-time transfer students stop attending before they finish their courses of study. This report examines the factors that contribute to the non-persistence at CCNY. It focuses more specifically on who leaves, when they leave, and what appears to cause them to leave. The Data For the analysis, CCNY provided the records for all 14,428 students who started CCNY as full-time undergraduates in fall 2004 though fall 2009 (Admissions Files). Consisting of data for 9,245 freshmen and 5,183 transfer students, the file includes demographic and admissions information. (See Appendix B for the data elements. ) In addition, CCNY provided academic profiles of all enrolled undergraduates for every semester from fall 2004 through spring 2010 (Academic Files). These files were merged with the Admissions Files so that each entering student has a profile of his or her experience at CCNY. The information in the Academic Files includes grades and credits, among other data. (See Appendix C for data elements. ) A file containing all undergraduates who received bachelor’s degrees from CCNY between spring 2005 and spring 2010 enabled us to flag those who had completed their degrees, and a list of those enrolled in fall 2010 allowed us to flag those who were continuing to pursue a degree. The Analysis The analysis is divided into two parts: freshmen and transfers. For freshmen there is good information about academic preparation, with high school GPA and SAT scores for most incoming students. For transfers there is information about the institutions from which they transferred and the credits1 they carried forward to CCNY. The freshmen analysis comprises matriculating students from fall 2004-2006, while the transfer analysis includes students who entered in fall 2007 as well. In addition to statistical profiles and statistical significance tests of the differences between students who failed to continue or complete their studies and those who did continue or complete their studies, logistic 1As will be discussed later in this report, the transfer credits were not recorded consistently. regression models were built to help quantify the odds of a student with a particular profile failing to be retained. FRESHMEN Highlights †¢Half of all entering freshmen stop attending CCNY. Freshmen who fail to persist tend to do so early: about one-third of the non-persisters are off the rolls in or after the first year, two-thirds of all non-persisters stop attending by the end of the second year. †¢Freshmen who stop attending begin to develop academic problems in the first semester. Those students earn fewer credits on average than persisting students and have significantly lower GPAs on average than those who persist, and particularly those who graduate. The later the admissions phase in which a freshman is admitted, the more likely he or she is to stop attending. †¢Freshmen who chose CCNY as their first choice school are more likely to persist. †¢Freshmen who persist for at least four semesters, but ultimately leave without a degree, attend school part-time in a larger proportion of semesters than do students who continue to persist. †¢Freshmen who select a math-based STEM major (excluding those in the biological sciences) are somewhat more likely to be non-persisters. SAT scores are correlated with academic performance, so it is no surprise that students with lower entering SAT scores, on average, are less likely to persist. †¢Similarly, students with lower high school grade point averages are less likely to persist. General Findings Any freshman that matriculated as a full-time student at CCNY in the fall of 2004, 2005, or 2006 is included in this analysis. Students are considered â€Å"Not Enrolled,† that is, non- persisters, if they did not enroll in fall 2010. If they are included in a list of graduates from 2004 through 2010, then they are considered â€Å"Graduated. Everyone else is â€Å"Still Enrolled. † As Figure 1 shows, more than half of all students who enrolled as freshmen in 2004 and 2005, and nearly half of those who entered in 2006 left CCNY before completing their degrees. Because students tend to take more t han four years to complete their programs, the data for the students who entered in 2006 is less complete than the data for 2004 and 2005. It can be expected that a number of those who are still enrolled will be off the rolls before they can graduate. Figure 1. Full-time Freshmen by Status as of Fall 2010 Fall of First Freshman Enrollment | |F2004 |F2005 |F2006 | |Not Enrolled |612 |665 |698 | |Still Enrolled |105 |246 |718 | |Graduated |451 |367 |113 | |Total |1168 |1278 |1529 | |% Non-Persisting |52% |52% |46% | Freshmen who fail to persist tend to leave CCNY early in their academic careers. Among those who leave CCNY, between 8 and 11 percent are gone after just one semester. For example, of the 612 freshmen that entered CCNY in fall 2004, but did not persist, 62 or 10. 1% attended for no more than one semester. At the end of two semesters around one- third of those who ultimately leave are not registered, and after only two years the vast majority—around two-thirds of those who ultimately drop out—are no longer registered. Figure 2. Distribution of Non-Persisting Freshmen by Semesters Attended Before Leaving CCNY Semesters Enrolled Fall of First Freshman Enrollment Cumulative Number No Longer Enrolled | |F2004 |F2005 |F2006 | |1 |62 |55 |77 | |2 |199 |212 |253 | 3 |288 |316 |354 | |4 |406 |439 |484 | |5 or more |612 |665 |698 | Semesters Enrolled Cumulative Percent of All Non-Persisters F2004 F2005 F2006 |1 |10. 1% |8. 3% |11. % | |2 |32. 5% |31. 9% |36. 2% | |3 |47. 1% |47. 5% |50. 7% | |4 |66. 3% |66. 0% |69. 3% | |5 or more |100. 0% |100. 0% |100. 0% | Demographics The demographic profile of freshmen who stop attending reflects the conventional wisdom: men are more likely to be non-persisters than are women, and traditionally underrepresented minorities—black and Hispanic freshmen (who are nevertheless not underrepresented at CCNY)—are more likely to stop attending than are others. The differences between men and women, across ethnic groups, and citizenship, are statistically significant every year. Figure 3A. Percent of Freshmen Who Did Not Persist by Gender Fall of First Freshman Enrollment | |F2004 |F2005 |F2006 | |Gender |Total % Not |Total % Not |Total % Not | | |Freshman Enrolled |Freshman Enrolled |Freshman Enrolled | | |Cohort |Cohort |Cohort | |Female |531 48. % |592 48. 1% |760 43. 7% | |Male |637 55. 9% |686 55. 4% |769 47. 6% | p =

Biography of Queen Min, Korean Empress

Biography of Queen Min, Korean Empress Queen Min (October 19, 1851–October 8, 1895), also known as Empress Myeongseong, was an important figure in Koreas Joseon Dynasty. She was married to Gojong, the first ruler of the Korean Empire. Queen Min was highly involved in her husbands government; she was assassinated in 1895 after the Japanese determined that she was a threat to their control of the Korean Peninsula. Fast Facts: Queen Min Known For: As the wife of Gojong, the Emperor of Korea, Queen Min played a major role in Korean affairs.Also Known As: Empress MyeongseongBorn: October 19, 1851 in Yeoju,  Kingdom of JoseonDied: October 8, 1895 in Seoul, Kingdom of JoseonSpouse: Gojong, Emperor of KoreaChildren: Sunjong Early Life On October 19, 1851, Min Chi-rok and an unnamed wife had a baby girl. The childs given name has not been recorded. As members of the noble Yeoheung Min clan, the family was well-connected with Koreas royal family. Although the little girl was an orphan by the age of 8, she went on to become the first wife of the young King Gojong of the Joseon Dynasty. Koreas child-king Gojong actually served as a figurehead for his father and regent, the Taewongun. It was the Taewongun who selected the Min orphan as the future queen, presumably because she did not have the strong family support that could threaten the ascendancy of his own political allies. Marriage The bride was 16 years old and King Gojong was only 15 when they married in March 1866. A slight and slender girl, the bride could not support the weight of the heavy wig she had to wear at the ceremony, so a special attendant helped hold it in place. The girl, small but clever and independent-minded, became Queen Consort of Korea. Typically, queen consorts concerned themselves with setting fashions for the noble women of the realm, hosting tea parties, and gossiping. Queen Min, however, had no interest in these pastimes. Instead, she read widely about history, science, politics, philosophy, and religion, giving herself the kind of education ordinarily reserved for men. Politics and Family Soon, the Taewongun realized that he had chosen his daughter-in-law unwisely. Her serious program of study concerned him, prompting him to quip, She evidently aspires to be a doctor of letters; look out for her. Before long, Queen Min and her father-in-law would be sworn enemies. The Taewongun moved to weaken the queens power at court by giving his son a royal consort, who soon bore King Gojong a son of his own. Queen Min proved unable to have a child until she was 20 years old, five years after the marriage. That child, a son, tragically died three days after he was born. The queen and the shamans (mudang) she called in to consult blamed the Taewongun for the babys death. They claimed that he had poisoned the boy with a ginseng emetic treatment. From that moment on, Queen Min vowed to avenge her childs death. Family Feud Queen Min began by appointing members of the Min clan to a number of high court offices. The queen also enlisted the support of her weak-willed husband, who was legally an adult by this time but still allowed his father to rule the country. She also won over the kings younger brother (whom the Taewongun called the dolt). Most significantly, she had King Gojong appoint a Confucian scholar named Cho Ik-Hyon to the court; the highly influential Cho declared that the king should rule in his own name, even going so far as to declare that the Taewongun was without virtue. In response, the Taewongun sent assassins to kill Cho, who fled into exile. However, Chos words bolstered the 22-year-old kings position sufficiently so that on November 5, 1873, King Gojong announced that henceforth he would rule in his own right. That same afternoon, somebody- likely Queen Min- had the Taewonguns entrance to the palace bricked shut. The following week, a mysterious explosion and fire rocked the queens sleeping chamber, but the queen and her attendants were not hurt. A few days later, an anonymous parcel delivered to the queens cousin exploded, killing him and his mother. Queen Min was certain that the Taewongun was behind this attack, but she could not prove it. Trouble With Japan Within a year of King Gojongs accession to the throne, representatives of Meiji Japan appeared in Seoul to demand that the Koreans pay tribute. Korea had long been a tributary of Qing China (as had Japan, off and on), but considered itself of equal rank with Japan, so the king contemptuously rejected their demand. The Koreans mocked the Japanese emissaries for wearing western-style clothing, saying they were no longer even true Japanese, and then deported them. Japan would not be so lightly put off, however. In 1874, the Japanese returned once more. Although Queen Min urged her husband to reject them again, the king decided to sign a trade treaty with the Meiji Emperors representatives in order to avoid trouble. With this foothold in place, Japan then sailed a gunship called Unyo into the restricted area around the southern island of Ganghwa, prompting the Korean shore defenses to open fire. Using the Unyo incident as a pretext, Japan sent a fleet of six naval vessels into Korean waters. Under the threat of force, Gojong once again folded; Queen Min was unable to prevent his capitulation. The kings representatives signed the Ganghwa Treaty, which was modeled on the Kanagawa Treaty that the United States had imposed on Japan following Commodore Matthew Perrys 1854 arrival in Tokyo Bay. (Meiji Japan was an astonishingly quick study on the subject of imperial domination.) Under the terms of the Ganghwa Treaty, Japan got access to five Korean ports and all Korean waters, special trading status, and extraterritorial rights for Japanese citizens in Korea. This meant that Japanese accused of crimes in Korea could only be tried under Japanese law- they were immune to local laws. The Koreans gained absolutely nothing from this treaty, which signaled the beginning of the end of Korean independence. Despite Queen Mins best efforts, the Japanese would dominate Korea until 1945. Imo Incident In the period after the Ganghwa incident, Queen Min spearheaded a reorganization and modernization of Koreas military. She also reached out to China, Russia, and the other western powers in hopes of playing them off against the Japanese in order to protect Korean sovereignty. Although the other major powers were happy to sign unequal trade treaties with Korea, none would commit to defending the Hermit Kingdom from Japanese expansionism. In 1882, Queen Min faced a rebellion by old-guard military officers who felt threatened by her reforms and by the opening of Korea to foreign powers. Known as the Imo Incident, the uprising temporarily ousted Gojong and Min from the palace, returning the Taewongun to power. Dozens of Queen Mins relatives and supporters were executed, and foreign representatives were expelled from the capital. King Gojongs ambassadors to China appealed for assistance, and 4,500 Chinese troops then marched into Seoul and arrested the Taewongun. They transported him to Beijing to be tried for treason; Queen Min and King Gojong returned to the Gyeongbukgung Palace and reversed all of the Taewonguns orders. Unbeknownst to Queen Min, the Japanese ambassadors in Seoul strong-armed Gojong into signing the Japan-Korea Treaty of 1882. Korea agreed to pay restitution for the Japanese lives and property lost in the Imo Incident, and also to allow Japanese troops into Seoul so they could guard the Japanese Embassy. Alarmed by this new imposition, Queen Min once again reached out to Qin China, granting them trading access to ports still closed to Japan, and requesting that Chinese and German officers head her modernizing army. She also sent a fact-finding mission to the United States, headed by Min Yeong-ik of her Yeoheung Min clan. The mission even dined with American President Chester A. Arthur. Tonghak Rebellion In 1894, Korean peasants and village officials rose up against the Joseon government because of the crushing tax burdens imposed upon them. Like the Boxer Rebellion, which was beginning to brew in Qing China, the Tonghak or Eastern Learning movement in Korea was anti-foreigner. One popular slogan was Drive out the Japanese dwarfs and the Western barbarians. As the rebels took provincial towns and capitals  and marched toward Seoul, Queen Min urged her husband to ask Beijing for aid. China responded on June 6, 1894, by sending in almost 2,500 soldiers to reinforce Seouls defenses. Japan expressed its outrage (real or feigned) at this land-grab by China  and sent 4,500 troops to Incheon, over the protests of Queen Min and King Gojong. Although the Tonghak Rebellion was over within a week, Japan and China did not withdraw their forces. As the two Asian powers troops stared one another down and the Korean royals called for both sides to withdraw, British-sponsored negotiations failed. On July 23, 1894, Japanese troops marched into Seoul and captured King Gojong and Queen Min. On August 1, China and Japan declared war on one another, fighting for control of Korea. Sino-Japanese War Although Qing China deployed 630,000 troops to Korea in the Sino-Japanese War, as opposed to just 240,000 Japanese, the modern Meiji army and navy quickly crushed the Chinese forces. On April 17, 1895, China signed the humiliating Treaty of Shimonoseki, which recognized that Korea was no longer a tributary state of the Qing empire. It also granted the Liaodong Peninsula, Taiwan, and the Penghu Islands to Japan, and agreed to pay a war indemnity of 200 million silver taels to the Meiji government. As many as 100,000 of Koreas peasants had risen up late in 1894 to attack the Japanese as well, but they were slaughtered. Internationally, Korea was no longer a vassal state of the failing Qing; its ancient enemy, Japan, was now fully in charge. Queen Min was devastated. Appeal to Russia Japan quickly wrote a new constitution for Korea  and stocked its parliament with pro-Japanese Koreans. A large number of Japanese troops remained stationed indefinitely in Korea. Desperate for an ally to help unlock Japans stranglehold on her country, Queen Min turned to the other emerging power in the Far East- Russia. She met with Russian emissaries, invited Russian students and engineers to Seoul, and did her best to stoke Russian concerns about the rising Japanese power. Japans agents and officials in Seoul, well aware of Queen Mins appeals to Russia, countered by approaching her old nemesis and father-in-law, the Taewongun. Although he hated the Japanese, the Taewongun detested Queen Min even more  and agreed to help them get rid of her once and for all. Assassination In the fall of 1895, Japanese ambassador to Korea Miura Goro formulated a plan to assassinate Queen Min, a plan that he named Operation Fox Hunt. Early in the morning of October 8, 1895, a group of 50 Japanese and Korean assassins launched their assault on Gyeongbokgung Palace. They seized King Gojong but did not harm him. Then they attacked the queen consorts sleeping quarters, dragging her out along with three or four of her attendants. The assassins questioned the women to make sure that they had Queen Min, then slashed them with swords before stripping and raping them. The Japanese displayed the queens dead body to several other foreigners in the area- including the Russians  so they knew their ally was dead- and then carried her body to the forest outside the palace walls. There, the assassins doused Queen Mins body with kerosene and burned it, scattering her ashes. Legacy In the aftermath of Queen Mins murder, Japan denied involvement while also pushing King Gojong to posthumously strip her of her royal rank. For once, he refused to bow to their pressure. An international outcry about Japans killing of a foreign sovereign forced the Meiji government to stage show-trials, but only minor participants were convicted. Ambassador Miura Goro was acquitted for a lack of evidence. In 1897, Gojong ordered a careful search of the woods where his queens body had been burned, which turned up a single finger bone. He organized an elaborate funeral for this relic of his wife, featuring 5,000 soldiers, thousands of lanterns and scrolls enumerating Queen Mins virtues, and giant wooden horses to transport her in the afterlife. The queen consort also received the posthumous title of Empress Myeongseong. In the following years, Japan would defeat Russia in the Russo-Japanese War (1904–1905) and formally annex the Korean Peninsula in 1910, ending the Joseon dynastys rule. Korea would remain under Japans control until the Japanese defeat in World War II. Sources Bong Lee. The Unfinished War: Korea. New York: Algora Publishing, 2003.Kim Chun-Gil. The History of Korea. ABC-CLIO, 2005Palais, James B. Politics and Policy in Traditional Korea. Harvard University Press, 1975.Seth, Michael J. A History of Korea: From Antiquity to the Present. Rowman Littlefield, 2010.

The Inventors Behind the Creation of Television

The Inventors Behind the Creation of Television Television wasnt invented by a single person. The efforts of many people working over the years, together and separately, contributed to the evolution of the technology. At the dawn of television history, two competing experimental approaches  led to the breakthroughs that eventually made the technology possible.  Early inventors attempted to build either a mechanical television based on Paul Nipkows rotating disks or an electronic television using a  cathode ray tube  developed independently in 1907 by English inventor A.A. Campbell-Swinton and Russian scientist Boris Rosing. Because electronic television systems worked better, they eventually replaced mechanical systems. Here is an overview of the major names and milestones behind one of the most important inventions of the 20th century. Mechanical Television Pioneers German inventor  Paul Gottlieb Nipkow developed a rotating disc technology in 1884 called the Nipkow disk to transmit pictures over wires. Nipkow is credited with  discovering televisions scanning principle, in which the light intensities of small portions of an image are successively analyzed and transmitted. In the 1920s, John Logie Baird patented the idea of using arrays of transparent rods to transmit images for television. Bairds 30-line images were the first demonstrations of television by reflected light rather than back-lit silhouettes.  Baird based his technology on Nipkows scanning disc idea and other developments in electronics. Charles Francis Jenkins invented a mechanical television system called Radiovision and claimed to have transmitted the earliest moving silhouette images on June 14, 1923. His company also  opened the first television broadcasting station in the U.S., named W3XK. Electronic Television Pioneers German scientist  Karl Ferdinand Braun entered history books by inventing the cathode ray tube (CRT) in 1897. This picture tube, which for years was the only device that could create the images viewers saw, was the basis for the advent of electronic television. In 1927, American Philo Taylor Farnsworth  became  the first inventor to transmit a television image- a dollar sign- comprising 60 horizontal lines. Farnsworth also developed the dissector tube, the basis of all current electronic televisions. Russian inventor  Vladimir Kosma Zworykin invented an improved cathode ray tube called the kinescope in 1929. Zworykin was one of the first to demonstrate a system with all the features that would come to make up televisions. Additional Television Components In 1947 Louis W. Parker invented the Intercarrier Sound System to synchronize television sound. His invention is used in all television receivers in the world. In June 1956  the TV remote controller first entered the American home. The first TV remote control, called Lazy Bones, was developed in 1950 by Zenith Electronics Corp., then known as Zenith Radio Corp. Marvin Middlemark invented rabbit ears, the once-ubiquitous V-shaped TV antennae, in 1953. His other inventions included a water-powered potato peeler and a rejuvenating tennis ball machine. Plasma TV display panels use small cells containing electrically charged ionized gases to generate high-quality imagery. The first prototype for a plasma display monitor was invented in 1964 by Donald Bitzer, Gene Slottow, and Robert Willson. Other Television Advances In 1925, Russian TV pioneer Zworykin filed a patent disclosure for an all-electronic color television system. Following authorization by the FCC, a color television system began commercial broadcasting on Dec. 17, 1953, based on a system invented by RCA. TV closed captions are hidden in the television video signal, invisible without a decoder. They were first demonstrated in 1972 and debuted the following year on the Public Broadcasting Service. Television content for the World Wide Web was rolled out in 1995. Historys first TV series made available on the Internet was  the public access program Rox.

Law of Tort. Majrowski v Guys and St. Thomas NHS Trust. Rylands v Coursework

Law of Tort. Majrowski v Guys and St. Thomas NHS Trust. Rylands v Fletcher - Coursework Example Therefore Ben is at liberty to pursue a claim against X Ltd. in tort for Amir’s harassment provided he can substantiate the requisite elements constituting harassment. The fact that Ben complained to management in the past and after the incident in which he was locked in a store closet will not exempt X Ltd. from liability under the principle of vicarious liability. Despite a formal warning, the harassment continued. The fact is, an employer can be vicariously liable even if the employer is not aware of the harassment leading to psychiatric injury. Since Ben can substantiate harassment for which the employer is vicarious liable under the House of Lords’ interpretation of the Protection from Harassment Act 1997 , Ben will have to prove that the harassment took place in the course of employment. An employer can only be held vicariously liable for the conduct of an employee during the course of employment. In this regard, the Salmond test is instructive. The Salmond test provides that: An employer will be liable not only for a wrongful act of an employee that he has authorized, but also for a wrongful and unauthorised mode of doing some act authorised by the master. 5 It can be inferred that since Ben complained in the past and Amir’s harassment only intensified, X Ltd. authorized the harassment and therefore Ben will be able to meet the definition of the Salmond test. As Lord Millett stated, the Salmond test would act as a guide for applying the law to different facts and circumstances.6 Vicarious liability under the Protection from Harassment Act 1997 broadens the Salmond test in that the employee need only be acting during work hours and in the workplace.7 Moreover, it was established in Jones v Tower Boot Co. Ltd., that the Salmond Test may not be applicable in cases of harassment. The Salmond test may only be applicable in cases where an employee’s tortious conduct is directed toward a third party. However, when the employee’s conduct is d irected toward another employee, the employer will not escape liability. In this regard, the phrase â€Å"in the course of employment† will be interpreted liberally.8 In the final analysis, the test to be applied in establishing vicarious liability, is whether or not the behaviour complained of was such that it had an impact on the victim’s ability to perform his duties. Essentially, what this means is that once the harassment occurs during working hours and more especially in the workplace, the employer will be liable.9 In any event, there is no doubt that the bullying and/or harassment committed by Amir, did have an impact on Ben’s ability to work. He took three weeks off work and upon his return was subjected to further bullying which rendered Ben unable to return to work. Therefore in all the circumstances, Ben has a claim against his employer, X Ltd. for harassment at work under the principles of vicarious liability. B. Amir Section 1 of the Protection from Harassment Act 1997 provides for a new head of civil/tort claims in respect of harassment. Civil/tortious liability will arise when a person embarks upon a â€Å"course of conduct† that â€Å"amounts to harassment of another†. Although harassment is not defined by the 1997 Act, the House of Lords ruled that harassment would include causing anxiety or distress†. In fact, Section 3 of the 1997 Act permits the recovery of damages in respect of anxiety and distress resulting from harassment. Moreover Section 7 (2) provides that harassment includes â€Å"alarming the person or causing the person distress†. Section 7(2) would certainly include the silent telephone calls as well as the false report that Ben’s wife was in the emergency room of the hospital. On the facts of the case for discussion, Ben has certainly suffered what can be described as anxiety or distres

Transition From in Rem to in Personam Dimensions of Property Essay

Transition From in Rem to in Personam Dimensions of Property - Essay Example This paper is the best analysis of the most important theoretical concepts, developed by great economist and lawyers during last centuries, regarding the definition of a property. From the concept of right in rem, property rights impose a duty and attach to anyone, thus, providing a sense of security to a person who introduces improvement to the resources In the desire of the economists and economically oriented lawyers to define property in the context of the economic system, they drifted away from the in rem concept of property. They sought to determine property relationships in an economic perspective using some variables. This evolved property as a right to a thing to a mere collection of rights and privileges which are easily distributable, categorizing it as rights in personam. For the realists, the move to dethrone the concept of property as a natural right is politically motivated. Since property is a mere collection of interests, which social convention determines, the state may intervene, regulate and redistribute property. The state may vary list of interests for the general welfare, thereby allowing greater state intervention on economy and reducing the constitutional rights guaranteed to property owners Although law and economics movement was skeptical towards state intervention, its economic scholars embraced the legal realists conception of bundle-of-rights. To them, property is a listing by the state of permitted uses of a limited resource - the hyper-realist conception of property attributed to Ronald Coase. His 1960 article, The Problem of Social Cost, becomes the groundwork for later theorists on this subject. Three schools of thought followed Coase’s view of property as a collection of use rights.

The extracts from The Power and the Glory and The Pilgrims Progress Essay Example for Free

The extracts from The Power and the Glory and The Pilgrims Progress Essay Discuss the extracts from The Power and the Glory and The Pilgrims Progress The extract from The Power and the Glory is about the priests last night in prison before his execution. Greene writes about how the priest felt like he had accomplished nothing during his life and feels that through death he will still be a nobody. The extract from The Pilgrims Progress is about the end to Christians journey to heaven. When he gets to the gates Christian and his fellow pilgrim were surrounded by heavenly hosts and accepted into the Kingdom of God for eternity. Greene shows the dark and gloomy side to the life of a priest who has no self worth or any belief in his own spirituality. The priest believes in salvation by works, and he does not think he has done anything in the way of good works to earn his salvation. His dream of becoming a saint is not going to happen as he believes that eternal hell is being prepared for him, rather than eternal life in heaven. The priest is a Catholic priest and they believe that they have to earn their salvation, where as in The Pilgrims Progress Christian receives his salvation right at the begging of the book, at the cross. Then from that point he just has to hold onto it by making right choices and battling through everything the devil throws at him. This is a totally different way of seeing things, and also can have two very different results. Greene has written a very deep piece, there is so many religious thoughts and beliefs, so many feelings of grief, and loss, and total failure. He presents a broken man, who knows all to well his sins, I have been drunk I dont know how many times; there isnt a duty I havent neglected; I have been guilty of pride, lack of charity. He also remembers how people had died for him, and he feels guilty that God hadnt thought fit to send them a saint. The way in which Green has expressed the priest feelings is not just through his words, he does it by describing what is happening elsewhere, he sets the scene totally, and it always intensifies the feelings of the priest. He looked through the bars at the hot moony square. He could see police asleep in their hammocks There was an odd silence everywhere, even in the other cells; it was as if the whole world had tactfully turned away to avoid seeing him die. This extract from Graham Greenes The Power and the Glory is very much in context with the rest of the book, the negativity of the priest and his utter hopelessness follows him throughout the story and ends here with his death. The feeling of regret and of failure are two things that come up time and time again through out the book, and Greene continuously brings up many Catholic beliefs and torments. Hr brings to people attention the pressures that the Catholic people have on them to do as much good in their life as possible so as to earn themselves their salvation. Its all about good deeds, and duty. For the priest, all he wants is to be a saint, to be accepted into eternity by the saint already there. He wants to be someone that people could be proud of, to die for a worthy cause, and to know that his death was not the end. That people would not cringe at his name and comment about his drinking, but to recognise that he stayed when others run, he did not give in like Padre Jose, but stayed true to his people. He wants to be worthy of his death. Bunyan has written this ending in a positive way. Which a contrast to the ending in The Power and the Glory which is negative. Christian has finally reached the end of his story, the gates of the city of Heaven. Bunyan is very descriptive about who meets Christian at the gates, Trumpeters, clothed in white and shining Rayment Christian gives his certificate, which he received back at the beginning of his journey, to the people at the Gate. Christian and his fellow pilgrim both enter into the gates, and as they do they are transfigured, and they had Raiment put on that shone like Gold. Then they were given harps, and crowns and the bells of the City started to chime. Bunyan describes the City shone like the sun, the streets also were paved with Gold, and in them walked many men, with Crowns on their heads, Psalms in their hands, and golden Harps to sing praises with. This is the classic description of what heaven will look like. Bunyan also goes on in this extract to talk about Ignorance, who gets turned away from the Gate as he has no certificate with him because he did not start the path from the beginning and did not see the need to. This touches on such a huge reality, Bunyan has picked up on a matter that many people who think they are set for eternal life in heaven will in fact not be ushered in, but left outside. The language in Bunyan has changed a lot over the years since it was written, as he uses words and spellings that have changed and that are no longer used. Also he even uses two different spellings himself of the same word, Rayment and Raiment pronounced the same, but spelt differently, this shows how unstable the spelling was back when Bunyan wrote this book. Compassed is another word not used too often in the English language these days, we tend to say surrounded. Astwere is a spelling that is no longer used, it has no become, as it were, or as it was. Bunyan also uses odd Graphology, as he capitalises words that should not for any particular reason be capitalised, for exapmple, Brother, Gates, Bells. Dream These are words that I think he wanted to put emphasis on, these where things he wanted people to remember, although apart from that they seem rather random. This extract is in context with the rest of the book. Bunyans language and random capitalisation happens throughout the previous pages of the book as much as it does in the two that the extract is from. The way it has been written is the same as how the rest of the book has been written, the meanings the story line, it all leads up to this one all important ending. The final part of Christians story. This is the aim to which every Christian is longing to get, and Bunyan has written it in such a way that would encourage many more Christians to carry on along their walk with God and reach that final heavenly goal. Which is what I think Bunyan wanted to do with this book.

Samuel Seabury :: essays research papers

Born in Groton, Conn., Samuel Seabury was the son of the Reverend Samuel Seabury Sr. His Father was a pioneer of New England Anglicanism who followed the example of Samuel Johnson. Samuel Jr.,broke away from the Congregationalists and pursued Anglican ordination. He graduated from Yale in 1744 and received his B.A in 1748. He married Abigail Mumford and went abroad in 1784 to obtain consecration as an Anglican Priest. On December 23, 1753, Samuel Seabury was ordained a deacon and two days later a priest of the Anglican Church. He was licensed by the church to preach in New Jersey. He preached in various places, but none suited his fancy. A preacher in Westchester was charged with drunkenness and sexual assault, which opened up the preaching position. Samuel filled the position and preached in an uneventful ministry. He also ran a school in Westchester. As the tensions between Britain and the colonies grew stronger, Samuel stayed loyal to the crown. He viewed the American government as very primitive and dependent on the British government. When talk of the First Continental Congress arose, he began to voice his opinion. He tried to stop the election of the delegates by writing various pamphlets. His attempt proved futile and the delegates were elected and met together on that fateful day in Philadelphia when a new nation was envisioned. Now Samuel began to take more courageous steps in preventing the breaking away of the colonies. He wrote â€Å"Westchester Farmer† ,a compilation of five essays reasoning why the colonies should stay with the English. The five essays were Free Thoughts on the Proceedings of the Congress, The Congress Canvassed, Free Thoughts in the Full Vindication of the Congress, A View of Controversy, The Republican Dissected. Some of the writings were directed towards New Yorkers and local farmers. He beg ged the New York legislature to reject the laws of the â€Å"enthusiastic republicans† and was quoted as saying, †The Congress is in the power of a faction using a mob to carry out its purposes†. The other writings were a rebuttal or defense to Alexander Hamilton’s attack. Hamilton was a student at the time when the pamphlets came out and he wrote The Farmer Refuted, a pamphlet opposing Seabury’s loyalist views. The news spread like wild fire and four of the pamphlets were printed in newspapers across the colonies. Samuel was branded a loyalist right away and this unintentionally made him some enemies.

Sainsburys SWOT

The aim of this report is to analysis the financial performance of J Sainsbury plc by compare several ratios, in the view of an investor who seeking long term investment. Four sections will be illustrated, the background of Sainsbury, 10 ratio analysis, a suggestion of whether the company is worth to invest and a limitation of current financial statements and ratio analysis. J Sainsbury plc is the third largest chain company of supermarkets in the UK, which is generally known as Sainsbury’s. It takes over around 16. % in the UK supermarket sector and also has interests in property and banking (Bloomberg, 2011). Sainsbury’s was established by John James Sainsbury and his wife in London in 1869, and got a fast development during the Victorian era. SWOT analysis As one of the leading retailers in the UK, Sainsbury’s has a market share of around 16. 1% and serves over 19 million customers per week (J Sainsbury plc annual report, 2011). It has strengths in offering various services such as internet-based home delivery shopping services, which reach out to nearly 90% UK household. Strong presence in the UK imparts distinct competitive advantage and favorable market dynamics for Sainsbury’s, which facilitates revenue and business expansion growth prospects ‘(Datamonitor, 2010). It also has a significant advantage of providing portfolio renders that enables the company to have an increased sale. Besides, the company has a strong completive performance with offering discounts, compared to other retailer chains such as ASDA. However, Sainsbury’s has several weaknesses as well. One of them would be the limitation of market share. The company has generated all of its sales from UK, while the competitors, such as Tesco and Wal-Mart, have more equitable revenue generation from international operations, including areas of central Europe, Asia, and the US. They also have increased revenue in other industries like Tesco Bank, however, Sainsbury only has involved in retail industry (Datamonitor, 2010). Other weaknesses would be raising inflation and credit crisis resulted from the global economic showdown in recent years. As for some opportunities in the future, besides strategic shift in focus on expansion in emerging countries, the growth potential in the online distribution channel gets a jump. The potential market of the organic food in the UK has gotten an increase in recent years. ‘The UK organic food market grew by 3. 5% in 2010 to reach a value of $2,968. 3 million. By 2015, the market is forecast to have a value of $4,180. 8 million, an increase of 40. 8% since 2010’. The survey from Datamonitor said. As for Sainsbury’s, it is one of the largest companies of organic food market in the UK. The company markets more than 800 organic food product lines, with major growth about grocery, frozen foods and fresh meat. Threats always follow with opportunities. Sainsbury’s has to face competition from other major retailers like M&S and Tesco which have substantial operating base with Sainsbury’s (Datamonitor, 2010). The company might have to increase its cost for advertising or reduce prices because of such a competitive situation. However, it will cause declined profits and cannot get a great development for Sainsbury’s. The opportunities of Sainsbury’s growth might be limited by declined profits and sales growth Relevant ratios analysis The current ratio of Sainsbury’s has decreased from 66% in 2010 to 58% in 2011, resulted mainly from enhancive current liabilities. It is evident to find that the number of trade and other payables increased from 2,466 million pounds to 2,597 million pounds from the data of financial position. It might be because of global financial crisis of 2010 and purchasing 24 stores from the Co-operative (BBC, 2010). In short, it seems to decline the ability of debt paying. As for the Quick ratio, which assumes that inventory is not available as a part of the asset base to meeting the demands of immediate liabilities, there was a decrease from 41% to 31% between 2010 and 2011. It is fairer to consider investments for measuring the ability of meeting liabilities when combining the current ratio and the acid-test ratio. According to these figures, the funding liquidity of J Sainsbury plc is an indicator of plain performance in liquidity, because the data of current ratio is lower than 1 and that for quick ratio is lower than 0. 5. For instance, New Bristol Sainsbury's store is unstable in local business, and the study said the negative impact of the store, on Bristol City Football Club's ground, would outweigh any benefits (BBC, 2011). The gearing ratio displays the level of risks when investments happen. From the financial report of Sainsbury’s, it has an inconspicuous fall from 47% in 2010 to 43% in 2011 because the total shareholders’ equity got an increase from 4,966 million pounds to 5,424 million pounds. It looks that investors have to get lower profit margin, but it provided lower risks of investments and investors because higher gearing means a larger proportion of profits are used to pay interest on loans, instead of being reinvested or paid to shareholders. Therefore, it might be a good situation for most investors. In addition, Sainsbury's will create 20,000 new jobs over three years and the new jobs, which come after the creation of 13,000 jobs created in the last two years, will be at supermarkets and convenience stores across the UK(BBC, 2011). Most investors become more confident for Sainsbury’s. The operation capacity of Sainsbury’s can be reflected by the operating profit margin, which was 3. 56% in 2010 and 4. 03% in 2011. It is obvious to find that the ability of profit taking in Sainsbury’s went up between 2010 and 2011. The reason for this might be higher sales from 19,964 million pounds to 21,102 million pounds and higher profits. It is easy to find that from the news,’ In May 2010 Justin King announced that Sainsbury's pledged to involve each of its 850 stores in the promotion of the Paralympics after the multimillion-pound deal with the London Organizing Committee of the Olympic Games and Paralympic Games to be the main sponsor of the London 2012 Paralympic games’ (SkyNews, 2010) In terms of the return on capital employed ratio, it was 6. 4% in 2010 and 7. 47% in 2011. It is a result of increased total assets and some increasing in non-current assets such as property, plant and equipment between 2010 and 2011. According to the ROCE, the ability of value creation in J Sainsbury plc is very strong and fine management could be expressed. The asset turnover ratio plays a significant role in the target system of financial analysis. In the financial results of Sainsbury’s, it has a slight increase from 184% in 2010 to 185% in 2011. It means that the operating efficiency of total assets and marketing capacity in Sainsbury’s has become better, and then the company generated more profits. For example, Sainsbury's plans to open Whitchurch store and not only offer more jobs, but also get more profits (BBC, 2010). Conclusion In conclusion, J Sainsbury plc gets a great development in industries of supermarkets in UK, and it has an increase in its sales and higher profits. On the other hand, Sainsbury’s has utilized assets effectively and efficiently and had a strong management. However, compared to other competitors such as Tesco and Asda, it is lack of enough evident advantages such as profits of fast growth and strong capital turnover. The stable profit and lower risks can be provided if there are not better options. Limitation This report of J Sainsbury plc is limited by some factors such as quality of financial statements and inflation. Firstly, although all ratios from this report are based on financial statements of J Sainsbury plc annual report, some data which is excluded from usual financial statements such as human assets and internally-generated goodwill and brands is absent. Secondly, J Sainsbury plc annual report is between 2010 and 2011 so that the record from ratios only is a ‘snapshot’ of the business from 2010 to 2011. Thirdly, inflation is one of the most significant factors which affect the veracity and authenticity of this report. In recent years, the rate of inflation has kept up because of energy sources so that there is a time lag and it might cause the data of same parts in different years to display different trends.

Colorblind

Desire was a young bride that was adopted with no connection to the past that marries a successful Louisianan plantation owner. Desire and Armband have a baby, but something isn't quite right with him because at about three months of age the truth comes out, the baby has African origins causing the marriage to dissolve. Armband's accusation leads to heartache and tragedy because he valued his family name more than his family. Having a mulatto in those times was not unheard of, but not in â€Å"his† family.The cultural system is flawed because it leads to pride being challenged and personal humiliation of social system based on white supremacy and the oppression f women and people of color. Waits 2 Armband's misogynistic pride was destructive to the faithful relationship that Desire and he shared in the beginning. It seems that Armband wasn't really in love with Desire, at least not truly. â€Å"Armband Abusing riding by seeing her there had fallen in love with her.That was th e way all the Bigness fell in love, as if struck by a pistol shot† (301). Armband has known Dsire for years and never felt any feelings for her, so it seems to reason that it was apparent that he was driven by his unconscious assign, or as Sigmund Freud says his lust for her and not as a deep seated emotional love. His prideful name leads us to believe his love is only superficial because he doesn't care where she came from, his only concern was that she carried his last name. Desire was only his possession, not his wife. The passion that awoke in him that day, when he saw her at the gate, swept along like and avalanche†¦ He was reminded that she was nameless. What did that matter about a name when he could give her the oldest and proudest in Louisiana† (302)? Armband is selfish. He has it all, family name that seems to be compared to royalty, a wealthy plantation owner with vast slaves, all of which he's normally cruel to except when he gets married and his pridefu l baby boy was born. Armband seemed kinder, gentler, and more tolerant. †¦ He hasn't punished one of them-not one of them-since the baby is born. Even Engineering, who pretended to have burnt his leg that he might rest from work-he only laughed, and said Engineering was a great scamp† (302). Although his face has softened and his demeanor is less oppressive, still his only concern is the family name. Desire, the baby, and the slaves are still viewed to him as property and possessions, ones that are good or bad, but either way his name is upon them and whatever they do reflects his name.Once Armband realizes that his baby boy, the one to carry on his â€Å"name† was of African dissent, the baby and Desire were cast aside Waits 3 because they were no longer any use to him. Their worth was nothing to him any longer because his pride and heritage were at stake. Armband is a wealthy plantation owner, he courts, marries, and father's a child, but in the end his pride lea ds him to ultimately turn his back on his family. The other major issue that â€Å"Desires Baby† brings to light is that of racism.Racism, with an indispensable set of truths-racism only victimizes all â€Å"possessions† in the South that lead to the ultimate superiority ideology. The superior ideology says that being black is an evil curse that must be stamped out. African Americans were considered inferior to the white culture which led to Desire and her baby's destruction. Armband ruled with an iron fist as a cruel master in Southern legend. â€Å"Young Bigamy's rule was a strict one, too, and under it is Negroes had forgotten how to be gay, as they had been during the old master's easy-going and indulgent lifetime† (302).He was mean and enormously for how he treated his slaves and finally his wife. The baby, at three months old seemed to resemble La Blanches little squadron boy who was standing beside the baby fanning him to cool him off. â€Å"One of La Bl anches little squadron boys-half naked too- stood fanning the child slowly with a fan of peacock feathers. Desires eyes had been fixed absently and sadly upon the baby, while she was striving to penetrate the heartening mist that she felt closing about her. She looked from the child to the boy who stood beside him, and back again.. T was a cry that she could not help†¦ She tried to speak to the little squadron boy; but no sound would come at first†¦ She stayed motionless, with gaze riveted upon on her child, and her face the picture of fright† (303). The quote shows the beginning of the end for the Abusing family. The superficial love that Armband had for Desire, was completely gone. The only thing left was the racist, black heart he had. Waits 4 Merriam Webster defines racism as a belief that race is the primary determinant of human traits and capabilities. Racism played a huge part in the story because once Armband found out that his baby boy had an African heritag e, his whole attitude changed. His attitude towards the love of his life was cast aside along with her baby and hearts were broken. Armband assumed it was Desire that was not white, but in actuality, it was him who was not. â€Å"But, above all,† she wrote, â€Å"night and day, I thank the good God for having so arranged our lives that our dear Armband will never know hat his mother, who adores him, belongs to the race that is cursed with the brand of slavery† (305).The story has certain aspects of situational irony; such a reversal clearly shows that ideas of race, and the racism stemming from such ideas, are created by humans and humans alone. The use of situational irony in â€Å"Desires Baby' is important because it makes the ending of discovering Armband's origins much more powerful. The reader is somewhat confused as to the outcome of the irony because the reader thinks it's Desires fault as well. The story begins with her not having a name and Armband giving he r one of the oldest and proudest names in Louisiana.The irony of the situation was that Armband was expecting it to be Desires fault, but as it is clearly written, it was not. â€Å"Desires Baby† dealt with society's issue of slavery, miscegenation, and the assignment and classification of race. Desire and her baby were victims of the â€Å"superior culture† of the times, but the situational irony where Armband blames Desire is profound in the sense that one can never be too certain of his or her heritage.

Communication Styles Worksheet Essays

Communication Styles Worksheet Essays Communication Styles Worksheet Paper Communication Styles Worksheet Paper You spent the past few yearss researching the resources available to pupils at University of Phoenix. and you want to portion what you learned with a friend who is interested in inscribing. Write a 150- to 200-word e-mail to your friend sum uping the resources available to pupils. Hi. I would wish to go on with our conversation from earlier today on your involvements in go toing the University of Phoenix . This university has many resources to impart you a manus in making your ends. The Center for Writing Excellence has an copiousness of information and ushers to assist you with your punctuations and grammar in your authorship. There is besides the plan Riverpoint Writer. This plan is designed to take your information and decently arrange your papers. It will even help with quotation marks and mentions and mention them right for you. The University besides has the plagiarism checker. The checker will analyse your documents and state you what your per centum of plagiarism you may hold in your paper which allows you to travel back and repair your errors to avoid plagiarism. The concluding plan I want to present to you is WritePoint. Before you submit your documents. you can direct your documents to WritePoint and they will proofread and look into your documents for you at any clip. Giving thoughts or suggestions and doing alterations to better your paper are some out of many accomplishments that this plan has to offer. Once you enroll into the University of Phoenix you have complete entree to all of these excellently helpful plans. I am dying to hear your ideas and possibly even your determination on going a Phoenix yourself! You asked your facilitator to reexamine your e-mail bill of exchange. She liked what you wrote and asked you to compose a drumhead to post in the category forum for the other pupils to read. Write a 150- to 200-word drumhead for your category of the resources available to pupils. Remember to compose utilizing an academic tone. The University of Phoenix has legion resources accessible to pupils go toing and fostering their instruction. For illustration. in the University’s online library you can happen the Center for Writing Excellence or CWE. For those who want to better their authorship or go better authors so this is the tool for you. The Plagarisism Checker is another plan that evaluates your paper to do certain you have non plagiarized and ensures that you turn in a clean and alone paper of your ain. WritePoint and RiverPoint are two different types of plans so be certain non to acquire assorted up. WritePoint is used to measure your paper and gives you thoughts. suggestions. or remarks to help in bettering your paper. Riverpoint author. on the other manus. decently formats your documents in the APA format which is the manner used at this University. For those who have problem in the math country. the Center for Mathematics Excellence is your finish. This plan is besides found in the University’s online library. It has helpful tutorials. step-by-step jobs that you can utilize for pattern and picture when you need them. Get downing your first math category after months or even old ages without traveling through it can be rather chilling but fortunately for you. this university has a plan to assist you. The edifice mathematics assurance is an astonishing plan that helps you get over that first initial panic of acquiring back into your mathematics category.

Seagrasses and Seagrass Beds

Seagrasses and Seagrass Beds Seagrass is an angiosperm (flowering plant) that lives in a marine or brackish environment. Seagrasses grow in groups, forming seagrass beds or meadows. These plants provide important habitat for a variety of marine life.   Seagrass Description Seagrasses evolved around 100 million years ago from grass on land, thus they look similar to our terrestrial grasses.  Seagrasses are submerged flowering plants that have leaves, roots, flowers and seeds.   Since they lack a strong stem or trunk, they are supported by the water.   Seagrasses attach to the ocean bottom by thick roots and rhizomes, horizontal stems with shoots pointing upward and roots pointing downward. Their blade-leaves contain chloroplasts, which produce energy for the plant through photosynthesis. Seagrasses Vs. Algae Seagrasses may be confused with seaweeds (marine algae), but they are not. Seagrasses are vascular plants and reproduce by flowering and producing seeds. Marine algae are classified as  protists  (which also includes protozoans, prokaryotes, fungi and  sponges), are relatively simple and reproduce using spores. Seagrass Classification There are about 50 species of true seagrasses worldwide.  They are organized into the plant families Posidoniaceae, Zosteraceae, Hydrocharitaceae, and Cymodoceaceae. Where Are Seagrasses Found? Seagrasses are found in protected coastal waters such as bays, lagoons, and estuaries and in both temperate and tropical regions, on every continent except Antarctica.  Seagrasses are sometimes found in patches, and these patches can expand to form huge seagrass beds or meadows. The beds can be made up of one species of seagrass or multiple species. Seagrasses require lots of light, so the depths at which they occur in the ocean are limited by light availability.   Why Are Seagrasses Important? Seagrasses provide food and habitat for a variety of marine life (more on that below!).They can stabilize the ocean bottom with their root systems, which gives greater protection from storms.Seagrasses filter runoff and trap sediments and other small particles. This increases water clarity and the health of the marine environment.  Seagrasses help boost local economies through supporting vibrant recreation opportunities. Marine Life Found in Seagrass Beds Seagrasses provide an important habitat to a number of organisms. Some use seagrass beds as nursery areas, others seek shelter there their whole lives. Larger animals such as manatees and sea turtles feed on animals that live in the seagrass beds. Organisms that make the seagrass community their home include bacteria, fungi, algae; invertebrates such as conch, sea stars, sea cucumbers, corals, shrimp and lobsters; a variety of fish species including snapper, parrotfish, rays, and sharks; seabirds such as pelicans, cormorants and herons; sea turtles; and marine mammals such as manatees, dugongs and bottlenose dolphins. Threats to Seagrass Habitats Natural threats to seagrasses include storms, climate changes such as floods and droughts affecting water salinity, disruption of seagrasses by small predators as they search for food, and grazing by animals such as sea turtles and manatees. Human threats to seagrasses include dredging, boating, water quality degradation due to run-off, and shading of seagrasses by docks and boats. References and Further Information: Florida Museum of Natural History. 2008. †Seagrasses†. (Online) Florida Museum of Natural History. Accessed November 12, 2008.Florida Fish and Wildlife Conservation Commission. 2008. Learn About Seagrasses.  (Online). Florida Fish and Wildlife Conservation Commission Fish Wildlife Research Institute. Accessed November 12, 2008.Florida Fish and Wildlife Conservation Commission.   Importance of Seagrass. Accessed November 16, 2015.Florida Department of Environmental Protection. 2008. †Seagrasses† (Online). Florida Department of Environmental Protection. Accessed November 12, 2008.Seagrass.LI, Long Island’s Seagrass Conservation Website. 2008. †What is Seagrass?† (Online). Cornell Cooperative Extension Marine Program. Accessed November 12, 2008.Smithsonian Marine Station at Fort Pierce. Seagrass Habitats. Accessed November 16, 2015.Smithsonian National Museum of Natural History. Seagrass and Seagrass Beds. Ocean Portal. Accessed November 1 6, 2015.

Philosophy Essay Example | Topics and Well Written Essays - 1750 words - 4

Philosophy - Essay Example nd analyzing distinguishes human beings from all other creatures including animals, beasts, birds and even latest devised calculation and computation machines. Renowned twentieth century philosopher Alan N. Turing (1950) is of the opinion that digital computation systems render the lengthy and exhausting computation and calculation services far quicker than human brains, and thus they could challenge and surpass human brains in computation performance, even though these machines are unable to make analysis and draw out tangible measurements attributed to humans. The present paper aims to examine the fact, in the light of theoretical frameworks presented by Rene Descartes and A. M. Turing, that whether human made machines, digital computers, robots and androids have obtained the same level of thinking and reason in this era of technological revolution that is attributed and confined to human brain only or human brain certainly outclasses digital computers on the foundation of unique r easoning and deep thoughtfulness which the latest digital computers are unable to observe. The analyses will also be made in the light of Philip Dick’s novel  Do Androids Dream of Electric Sheep for accept of reject the hypothesis articulated by Turing (1950). Nature has blessed human beings with splendid mental capabilities, which have been turned out to be highly supportive for the establishment of their superiority over the fish of the water, beast of the jungle, pet of urban life and the bird of the sky. Hence, man keeps dominance over almost all creatures by dint of the innate mental characteristics and gifted intellect. Turing (1950) displays his reservations regarding the fast pace of developments being made in the world of technology, which not only have given birth to countless inventions and discoveries, but continuous sequence of these inventions may supersede human intellect as well. By this, according to him, people could rely upon machinery even for entering into

Self-love; do you have to love yourself in order to love others Term Paper

Self-love; do you have to love yourself in order to love others - Term Paper Example Love has been the prescribed remedy for most of the problems that people confront with in their daily life. Love was interpreted by many; we all experience it, share it, long for it; yet know little about what actually love is. Generally, people think that they all have self love. The evidence they find for this belief is that they defend themselves, they enjoy, they work and earn etc. Yet many of them are not able to give an immediate answer to the question whether they love themselves. The reason must be that they have seldom attempted to analyze whether they have self-love, despite, many of them are so familiar with the Christian rule â€Å"love others as you love yourself.† (Mt: 22:39). Question whether we should love ourselves in order to love others is a disputable one. Some are of the opinion that it does not necessarily require self love in order to love others. People of the other view believe that loving others without having self-love is pseudo love because what peo ple find bad with themselves, obviously find more with others. So the love they express toward others is only a short term pretension. Among the both concepts the latter seems to be more justifiable. One of the definitions goes like this; â€Å"Loving self means being real and accepting every aspect of ourselves. We are having a human experience in a unique human body. We are not having an idealistic saintly experience. We are human we get angry, we feel sad, we love, we are selfish, we are generous, we lie, we hide†¦. But we must embrace them all if we want to experience love of self.† (Isha, 2008 p.58). The self love begins with accepting oneself in spite of all the negative factors of one’s character and limitations. An individual can not wait for becoming a perfect character to begin loving himself. In spite of all the bad habits and unworthiness we all have certain virtues within our souls. According to Aristotle’s Nicomachean ethics (Aristotle, Browne &

Transforming the balanced scorecard Coursework Example | Topics and Well Written Essays - 250 words

Transforming the balanced scorecard - Coursework Example tion view intangible assets as a source of competitive advantage as opposed to the view of the 19th century and early 20th-century firms (Kaplan and Norton 88). The Balanced Scorecard was introduced to provide a new framework for describing value-creating strategies that link tangible and intangible assets. It describes how to mobilize and combine intangible and tangible assets to develop differentiating customer-value offering and superior financial results. The program has helped over 200 executive teams. It allows the strategy to emerge from meetings and consultations with the senior executives. Then a general framework for describing and implementing the strategy known as the strategy map is developed. It creates a common and comprehensible point of reference for the company (Kaplan and Norton 92). Apart from its industrial application, Balanced Scorecard has also been adopted by non-profit and government organizations (NPGOs), however, it faces the challenge of a strategy that has not been clearly defined. It is important for the class to note that the Balance Scorecard is not just about performance measurement. It has evolved to become the organizing framework, for a new strategic management system. Its adoption has been observed to deliver good result. The Balanced Scorecard provides a recipe to combine with what exists in the organization for long-term value creation. The following points will be in class; strategic maps, other forms of performance measurement, Balanced Scorecard and NPGOs and beyond performance management (Kaplan and Norton

How Plagiarism Violates the NASW Code of Ethics

How Plagiarism Violates the NASW Code of Ethics The National Association of Social Workers (NASW) is an organization of professionals that â€Å"works to enhance the professional growth and development of its members, to create and maintain professional standards† (National Association of Social Workers [NASW], 2008, About). Within this association there is a Code of Ethics that was created to help guide the behavior of both professional and student social workers. The NASW Code of Ethics provides ethical standards, values, and principles that all social workers are responsible to adhere to. The Code is presented in four sections detailing appropriate behavior for social workers. With these guidelines in mind social work students are expected to complete both assignments and practice in the field with the upmost highest integrity. While there are many topics covered within the Code, one that is essential for students to consider is plagiarism. Plagiarism as defined by Columbia University School of Social Works Writing Center is â€Å"the use of another writers ideas or words as ones own without citing that person† (CUSSW Writing Center, 2010). Without providing proper documentation of where the writer obtained the information included in an assignment the reader will automatically assume that these are the writers original thoughts and ideas. The fact that a social work student does not credit an author used in a writing assignment goes directly against the guideline of acknowledging credit depicted in section 4.08 of the NASW Code of Ethics, which states, â€Å" a) Social workers should take responsibility and credit, including authorship credit, only work they have actually performed and to which they have contributed. (b) Social workers should honestly acknowledge the work of and the contributions made by others† (NASW,2008, preamble). All students in the School of Social Work are bound by the by the NASW Code of Ethics and by the policies of the Columbia University School of Social Work community. It is the students responsibility to be fully informed as to what constitutes plagiarism and to refrain from all activities that constitute plagiarism. Typically this information can be obtained by visiting the schools website. As a social work student it is necessary to practice personal and academic honesty because it shows ones character. By copying information and passing it as your own can be considered deceitful and misconstrued as portraying fraud or deception. The Code of Ethics also provides students a method to check ourselves as social workers as we go forth and set an example to clients. In addition, as read in Section 4, Social Workers Ethical Responsibilities as Professionals, of the NASW Code of Ethics â€Å"Social Workers should not participate in , condone, or be associated with dishonesty, fraud or deception† (NASW, 2008, Section 4). This reinforces the concept that as social workers we have a commitment to be true to ourselves and recognize the work of others by crediting them. After a close examination of the NASW Code of Ethics it is apparent that when one performs any act of plagiarism including cheating it is violating the code of many levels and aspects. Under the value of integrity stand the following ethical principles outlining â€Å"Social workers behave in a trustworthy manner† (NASW, 2008, Ethical Principles). The participation of plagiarism this value and ethical principle that are put upon social workers is disgraced. Additionally, under the value of competence, the ethical principle paired is, â€Å"Social workers practice within their areas of competence and develop and enhance their professional expertise† (NASW, 2008, Ethical Principles). All of these are broken when partaking in plagiarism, as we use others words we are not valuing that individuals worth of the person and more or less stealing their hard work and concepts. Not only do we lose trust of our colleagues but trust in ourselves and are overwhelmed with the feeling of being incompetent when one cannot honor another individuals work. The core values provided by the NASW Code of Ethics are important because our profession is based on these morals. Since â€Å"CUSSW students are expected to conduct themselves in all aspects of school activities in a manner consistent with the Code of Ethics of the National Association of Social Workers† participating in plagiarism directly violates these standards (CUSSW, Policies, 2010). As a matter of professional development social work students need to develop a respect for written communication and the process of presenting work. Academic communication is often a balance between the presentation of your original ideas, representation of information gained from other sources and the integration of both. It is ones liability to account for the usage of others work, so we stay in line with our social work ethics and values presented in the code. Furthermore, the Ethical Standards provided in the code include: social workers ethical responsibilities to colleagues, ethical responsibilities in practice settings, ethical responsibilities as professionals, social workers ethical responsibilities to the social work profession, and Social workers ethical responsibilities to the broader society. All of this is lost when not crediting someone else work. It is every social workers mission to follow and have their professional worth be embedded in the core values that the Code of Ethics is based upon and identifies. It is crucial for academic institutions to hold the responsibility of students of fostering and evaluating professional behavioral development for all students in the social work program is (Atlantic University Florida). The School of Social Work also bears a responsibility to the community at large to produce fully trained professional social workers who consciously exhibit the knowledge, values, and skills of the professi on of social work. The values of the profession are codified in the NASW Code of Ethics. When a student does not adhere to these ethical principles, a dilemma arises that question if a student fully comprehends the NASW Code of Ethics and what responsibility it carries. It is clear that quality students fully prepared for the profession will adhere to all the guidelines provided in the NASW Code of Ethics and demonstrate knowledge of the meaning. http://www.columbia.edu/cu/ssw/faculty/policies/index.html#ethics http://www.columbia.edu/cu/ssw/write/handouts/AvoidPlagiarism.html http://www.cosw.sc.edu/student/syllabi/sowk735.html http://www.naswdc.org/pubs/code/Default.asp http://www.fau.edu/ssw/expectations.html www.socwork.jmu.edu/demos/partone.ppt http://www.socialworkers.org/pubs/code/code.asp National Association of Social Workers. (2008). Preamble to the code of ethics. Retrieved May 4, 2008,from http://www.socialworkers.org/pubs/ Code/code.asp Social work values and ethics Reamer, Frederic, G. Columbia University Press New York Chichester, West Sussex Copyright  © 1999 Columbia University Press