Theology Essay Example | Topics and Well Written Essays - 1500 words - 2

Religious philosophy - Essay Example This paper expects to examine for what reason would a keen psyche accept or not have faith in the presence of God, and what my sentiment about the nature and presence of God is. An hour and a half discussion was held in Alys Stephens Center in Birmingham, Alabama, on October 03, 2007 between two Oxford University partners; an agnostic and mainstream humanist, Professor Richard Dawkins, and a Christian defender, Professor John Lennox. The subject of the discussion was the presence of God dependent on the skeptical perspectives that Dawkins introduced in his book, The God Delusion. In the discussion, Dawkins clarifies his postulations in regards to the dismissal of God’s presence saying that science depends on proof based grounds while confidence is visually impaired and depends only on good convictions and in this manner it hauls people to accept what is told in religion without the need of comprehension and investigating. This makes us state that an insightful brain accepts that science doesn't bolster religion; rather, it underpins logic or agnosticism. Marx origination of God’s presence is simply agnostic. He certifies that a keen brain must contend that the originator God, if there is one, must need another planner to structure him. Freud doesn't put stock in God and affirms that â€Å"the sooner one acknowledges that God doesn't exist, the better† (qtd. in McFaul 9) on the off chance that one needs to step into develop adulthood. Christianity presents risks to the presence of people as all wars and annihilations come because of the strict convictions and contrast in religions. Dawkins clarifies a contention from his book, that is, confidence is visually impaired though science is proof based (92) in which he contends that confidence is by no reasons fortifying its grounds in the 21st century when it has nothing to do with proof. Then again, as per Dawkins, â€Å"science utilizes proof to find reality with regards to the universe† and logical disclosures depend on research and

Report: Sustainability in Audi AG

Self-improvement and Careers Task 7 Environmental Sustainability in Audi AG By 1213666 To: Romas Malevicius 22. 11. 2012 Table of substance List of Figures Summary Introduction 1 Audi AG Sustainability Procedures 1. 1 Technologies 1. 2 Waste and water the executives 2. Manageability as a piece of Audi’s CSR 2. 1 Audi Environmental Foundation 2. 2 Environmental Pact for Bavaria and EMAS 2. 4 Recognition 3. Analysis 3. 1 General analysis towards the vehicle business 3. 2 â€Å"Greenwashing† Conclusions Bibliography List of figures * Figure 1. 3 p. 7 From: http://wip. audi. no/photoalbum/see/? ize=org&id=15902&type=1 (Accessed 21. 11. 2012) Summary This report covers Audi AG’s current operational and key strategies for natural manageability. It sees supportability as a major aspect of the company’s Corporate Social Responsibility and perspectives basic investigation of the car business to empower making adjusted ends. Presentation A report by the Unit ed Nations entitled Our Common Future (1987) characterized supportable advancement as ‘development, which addresses the issues of the present without trading off the capacity of people in the future to address their own issues. What's more, supposed ‘intergenerational equity’ has stayed a subject in characterizing ecological manageability. Basically it implies looking for the minimization of any antagonistic (long haul) impacts on people in the future. The point of this report is to explore the completions of the previously mentioned standards in the corporate activities of Audi AG. Audi AG is an engine vehicle maker, which involves the brands Audi, Ducati and Lamborghini. It is a global organization (MNE) that utilizes somewhere in the range of 46,000 individuals and has a yearly yield of more than 1,3 million units.Audi AG is a piece of Volkswagen Group, headquartered from Ingolstadt, Germany. 1. Audi AG Sustainability Procedures 1. 1 Technologies Audi concedes that a vehicle maker can never profess to positively affect the earth. They are, be that as it may, putting billions of pounds in capable innovations. These incorporate lightweight space outlines, diesel motors and Start-Stop advances. The motivation behind these is to diminish fuel utilization and henceforth cut CO2 emanations. 1. 2 Waste and water the board Audi’s motto ‘Advancement Through Technology’ basically plots the company’s rule of steady innovation.The brand esteems additionally express that corporate exercises are â€Å"shaped by the longing to safeguard assets and adopt a capable strategy to the environment†. They have embraced various activities to present these standards. For example, mechanical production system squander is isolated and arranged nearby and bundling is advanced in the arranging stage, which decrease transport needs significantly. Audi utilizes different wellsprings of vitality, for example, a nearby waste handling pla nt and the Combined Heat, Cooling and Power creation office (CHCP) in the Ingolstadt factory.Together they spare the organization 37,000 tons of CO2 every year. For vehicle creation the organization gathers water. They likewise feed 96. 3 percent of absolute water into a shut circle framework, so just a modest quantity of water is lost. In addition, Audi supports reusing vehicle parts and batteries. Thus their creation yield has generously expanded over the most recent two decades however generally speaking vitality use has remained basically the equivalent. Figure 1. 3. Figure 1. 3 outlines the reduction in squander water volume per vehicle in Audi’d principle creation plants in Germany between the years 1990 and 1999.The all out diminishing is 4,5m3/vehicle in Neckarsulm and correspondingly 2,3m3/vehicle in Ingolstadt. 2. Supportability as a piece of Audi’s CSR 2. 1 Audi Environmental Foundation Audi’s duty to the earth and society is an essential piece of the ir Corporate Social Responsibility (CSR). The most convincing evindence is the Audi Environmental Foundation Ltd. , which makes intentional move in ecological, social and monetary issues by directing and financing research ventures. 2. 2 Environmental Pact for Bavaria and EMASAudi was an author individual from the Environmental Pact for Bavaria, which currently incorporates around 1,350 organizations. The Pact was framed in 1995 as an intentional understanding between the Bavarian business and government to support the earth. The Pact incorporates Audi’s European plants taking an interest in the EC Eco-Management and Audit Scheme (EMAS). The motivation behind this is to present a natural administration framework, which improves operational ecological insurance on location. 2. 4 RecognitionBased on the previously mentioned arrangements it very well may be expressed that as a vehicle maker Audi is progressed in advancing maintainability. Audi has additionally gotten acknowledgm ent for this, for example, the 2012 Logistics Sustainability Prize. Audi works tenaciously to improve its picture as a â€Å"green† organization. Audi of America President Johan de Nysschen’s talked at the company’s 100th Anniversary festivity in 2009 (Audi MediaServices, 2009): â€Å"We and our shoppers (likewise) need to drive at something better †a progressively reasonable future.  The organization likewise distributed a business for the 2010 Super Bowl entitled â€Å"Green Police† where they track down Americans who stick to carbon-hostile practices. This was viewed as a difference in showcasing system and it got blended audits. 3. Analysis 3. 1 General analysis towards the car business The appearance of thousands of engine vehicles in huge urban areas has given the contamination issue totally new measurements. Research shows that vehicle fumes contributes half of the (climatic) contaminations in enormous urban communities and adds to the â₠¬Å"Greenhouse effect† raising the Earth’s temperature.Among different producers, Audi has henceforth done advancements of elective force sources, for example, electric and inside ignition motors, which gives them a serious edge. 3. 2 â€Å"Greenwashing† Greenwashingâ is a type of promulgation in Public Relations (PR) where green promoting is misleadingly used to make a figment of an association's points and strategies being earth inviting. Subsequent to distributing their 2010 Super Bowl business â€Å"Green Police† Audi was blamed for greenwashing. Making what is seen as a truly naturally well disposed methodology in the entirety of their practical territories is one of their biggest current challenges.A quote from Jamey Boiter's Brand Innovatr blog (Fast Company, 2010): â€Å"†¦Audi are advancing ††They should focus on this advancement in everything about their brands, from item improvement to correspondences to industry association, t o demonstrate they are not greenwashing. † One of Audi’s qualities is that they have been engaged with dependable activities for a considerable length of time, going back to up to 1960. That being stated, their most noteworthy rivals, for example, BMW and Mercedes Benz are progressively beginning to grasp manageable methodologies, which frames a potential danger to Audi.Conclusions The car business is as yet seen as perhaps the biggest specialist of unfavorable impacts to the earth. Because of buyers getting increasingly advanced and instructed on natural maintainability, the opposition in the business gets progressively extraordinary. It very well may be prescribed for Audi to move their showcasing system significantly more towards manageability and practice item separation to this course at whatever point conceivable. Audi should take a stab at shaking off the â€Å"greenwashing† claims and appearing to be a really mindful corporation.Taking preferred position of the decades’ worth of experience and information that they have accumulated could do this and conceivably gain them a head start from their rivals. Word tally: 1000 Bibliography Abuelsamid, S. 2009. Autobloggreen: Audi to add sun oriented capacity to Ingolstadt factory,(online) Available at: http://green. autoblog. com/2009/12/16/audi-to-add-sun based capacity to-ingolstadt-central station manufacturing plant/(Accessed 21. 11. 2012) Audi AG, 2012. Audi Environmental Foundation Ltd. , (on the web) Available at: http://www. audi-umweltstiftung. de/auws/brand/de. html (Accessed 22. 11. 2012)Audi AG, 2012. Experience: The Audi Sustainability Magazine, (on the web) Available at: http://www. audi-diaries. de/eJournals/mz3/2. 0. 7/index_dialoge_en_2010. html#/0 (Accessed 22. 11. 2012) Audi AG, 2000. Break Review: Environment Report of AUDI AG, (on the web) Available at: http://wip. audi. no/photoalbum/see/? size=org&id=15902&type=1 (Accessed 22. 11. 2012) Audi AG, 2012. V orsprung Durch Technik: Environmental Protection at Audi, (on the web) Available at: http://www. audi. com/com/brand/en/organization/environmental_protection/items/reusing. html#source=http://www. audi. om/com/brand/en/organization/environmental_protection/environmental_protection_at_audi. html&container=page (Accessed 22. 11. 2012) Audi MediaServices, 2012. Official statement: Audi granted the 2012 Logistics Sustainability Prize, (on the web) Available at: https://www. audi-mediaservices. com/distribute/ms/content/en/open/pressemitteilungen/2012/03/16/audi_awarded_the_2012. html (Accessed 21. 11. 2012)â Audi United Kingdom, 2012. : Environment, (on the web) Available at: http://www. audi. co. uk/about-audi/condition. html (Accessed 22. 11. 2012) Audi United Kingdom, 2012. Audi ‘green’ issues and supportability, (on the web) Available at: http://www. udi. co. uk/content/dam/audi/creation/PDF/Fleet/FleetSalesPDF231209/Audi_Green_issues_and_Sustainability_Jan2010. p df (Accessed 21. 11. 2012) Boiter, J. 2010. Quick Company: Can Brands Launch Sustainable Campaigns Without Being Accused of Greenwashing? , (on the web) Available at: http://www. fastcompany. com/1563389/can-brands-dispatch supportable crusades without-being-charged greenwashing (Accessed 21. 11. 2012) Britannica Encyclopedia, 2012. Car Industry, (on the web) Available

Blog Archive Will I Get In And If I Do, Will I Want to Attend After All

Blog Archive Will I Get In And If I Do, Will I Want to Attend After All Not surprisingly, one of the most common questions we receive from MBA candidates is “Will I get in?” Of course, this is an important question to consider before applying, and we suggest that you honestly assess and understand your candidacy and risk profile within the context of your target school’s typical student body before completing or submitting an application to that school. However, once you have determined that you will in fact apply to a particular school, you should not let this question haunt you or halt your progress. Many applicants spend too much time worrying and not enough time working. Your admissions decision is ultimately out of your control, so just focus on submitting the best application you possibly can. The following scenario may be hard for you to imagine when you are still in the midst of applying to business schools, but every year, we at mbaMission see clients get accepted to an MBA program only to realize it is not a place they actually want to attend after all. Alternatively, we occasionally see applicants who are not accepted to  any  school and realize they must remain in a job they were more than ready to leave. So, how do some candidates end up in these kinds of situations? In both of these scenarios, the applicants chose and applied to schools without first taking an  honest  look at their candidacy, goals, and alternatives. We encourage all applicants to very thoroughly consider where their true tipping point lies in terms of attending business school. At what point would  not  going to school be better than going to  X  school? Some candidates feel that if they do not go to Harvard Business School, they may as well not go to business school at all. Others believe they must attend a school in the top ten. Still others think, “I really hope to go to a top ten program, but I’ll be happy to attend any top-30 school.” Having a frank discussion with yourself (or perhaps with us) on this topic may help you pinpoint where this cutoff point is for you. Start by researching all the MBA programs at which you believe you would be competitive, and then organize them into three clusters: dream schools, reasonable schools, and safer schools. Next, further investigate the schools you deemed “reasonable” and “safer,” and as you do so, ask yourself, “Would I rather be at  this  school next year or not be in school at all?” Essentially, we are suggesting that you imagine your worst-case scenarioâ€"not getting into  any  of your dream schoolsâ€"and decide what you would do in that situation. Then, in addition to applying to your dream programs, apply only to those reasonable and safer schools for which you felt going would be preferable to not attending any MBA program at all. This way, you can avoid finding yourself in either of the situations we described at the beginning of this post and instead will be well positioned to embrace the choices you ultimately have. Share ThisTweet Application Tips Blog Archive Will I Get In And If I Do, Will I Want to Attend After All Not surprisingly, one of the most common questions we receive from MBA candidates is “Will I get in?” Of course, this is an important question to consider before applying, and we suggest that you honestly assess and understand your candidacy and risk profile within the context of your target school’s typical student body before completing or submitting an application to that school. However, once you have determined that you will in fact apply to a particular school, you should not let this question haunt you or halt your progress. Many applicants spend too much time worrying and not enough time working. Your admissions decision is ultimately out of your control, so just focus on submitting the best application you possibly can. The following scenario may be hard for you to imagine when you are still in the midst of applying to business schools, but every year, we at mbaMission see clients get accepted to an MBA program only to realize it is not a place they actually want to attend after all. Alternatively, we occasionally see applicants who are not accepted to  any  school and realize they must remain in a job they were more than ready to leave. So, how do some candidates end up in these kinds of situations? In both of these scenarios, the applicants chose and applied to schools without first taking an  honest  look at their candidacy, goals, and alternatives. We encourage all applicants to very thoroughly consider where their true tipping point lies in terms of attending business school. At what point would  not  going to school be better than going to  X  school? Some candidates feel that if they do not go to Harvard Business School, they may as well not go to business school at all. Others believe they must attend a school in the top ten. Still others think, “I really hope to go to a top ten program, but I’ll be happy to attend any top-30 school.” Having a frank discussion with yourself (or perhaps with us) on this topic may help you pinpoint where this cutoff point is for you. Start by researching all the MBA programs at which you believe you would be competitive, and then organize them into three clusters: dream schools, reasonable schools, and safer schools. Next, further investigate the schools you deemed “reasonable” and “safer,” and as you do so, ask yourself, “Would I rather be at  this  school next year or not be in school at all?” Essentially, we are suggesting that you imagine your worst-case scenarioâ€"not getting into  any  of your dream schoolsâ€"and decide what you would do in that situation. Then, in addition to applying to your dream programs, apply only to those reasonable and safer schools for which you felt going would be preferable to not attending any MBA program at all. This way, you can avoid finding yourself in either of the situations we described at the beginning of this post and instead will be well positioned to embrace the choices you ultimately have. Share ThisTweet Application Tips Blog Archive Will I Get In And If I Do, Will I Want to Attend After All Not surprisingly, one of the most common questions we receive from MBA candidates is “Will I get in?” Of course, this is an important question to consider before applying, and we suggest that you honestly assess and understand your candidacy and risk profile within the context of your target school’s typical student body before completing or submitting an application to that school. However, once you have determined that you will in fact apply to a particular school, you should not let this question haunt you or halt your progress. Many applicants spend too much time worrying and not enough time working. Your admissions decision is ultimately out of your control, so just focus on submitting the best application you possibly can. The following scenario may be hard for you to imagine when you are still in the midst of applying to business schools, but every year, we at mbaMission see clients get accepted to an MBA program only to realize it is not a place they actually want to attend after all. Alternatively, we occasionally see applicants who are not accepted to  any  school and realize they must remain in a job they were more than ready to leave. So, how do some candidates end up in these kinds of situations? In both of these scenarios, the applicants chose and applied to schools without first taking an  honest  look at their candidacy, goals, and alternatives. We encourage all applicants to very thoroughly consider where their true tipping point lies in terms of attending business school. At what point would  not  going to school be better than going to  X  school? Some candidates feel that if they do not go to Harvard Business School, they may as well not go to business school at all. Others believe they must attend a school in the top ten. Still others think, “I really hope to go to a top ten program, but I’ll be happy to attend any top-30 school.” Having a frank discussion with yourself (or perhaps with us) on this topic may help you pinpoint where this cutoff point is for you. Start by researching all the MBA programs at which you believe you would be competitive, and then organize them into three clusters: dream schools, reasonable schools, and safer schools. Next, further investigate the schools you deemed “reasonable” and “safer,” and as you do so, ask yourself, “Would I rather be at  this  school next year or not be in school at all?” Essentially, we are suggesting that you imagine your worst-case scenarioâ€"not getting into  any  of your dream schoolsâ€"and decide what you would do in that situation. Then, in addition to applying to your dream programs, apply only to those reasonable and safer schools for which you felt going would be preferable to not attending any MBA program at all. This way, you can avoid finding yourself in either of the situations we described at the beginning of this post and instead will be well positioned to embrace the choices you ultimately have. Share ThisTweet Application Tips Blog Archive Will I Get In And If I Do, Will I Want to Attend After All Not surprisingly, one of the most common questions we receive from MBA candidates is “Will I get in?” Of course, this is an important question to consider before applying, and we suggest that you honestly assess and understand your candidacy and risk profile within the context of your target school’s typical student body before completing or submitting an application to that school. However, once you have determined that you will in fact apply to a particular school, you should not let this question haunt you or halt your progress. Many applicants spend too much time worrying and not enough time working. Your admissions decision is ultimately out of your control, so just focus on submitting the best application you possibly can. The following scenario may be hard for you to imagine when you are still in the midst of applying to business schools, but every year, we at mbaMission see clients get accepted to an MBA program only to realize it is not a place they actually want to attend after all. Alternatively, we occasionally see applicants who are not accepted to  any  school and realize they must remain in a job they were more than ready to leave. So, how do some candidates end up in these kinds of situations? In both of these scenarios, the applicants chose and applied to schools without first taking an  honest  look at their candidacy, goals, and alternatives. We encourage all applicants to very thoroughly consider where their true tipping point lies in terms of attending business school. At what point would  not  going to school be better than going to  X  school? Some candidates feel that if they do not go to Harvard Business School, they may as well not go to business school at all. Others believe they must attend a school in the top ten. Still others think, “I really hope to go to a top ten program, but I’ll be happy to attend any top-30 school.” Having a frank discussion with yourself (or perhaps with us) on this topic may help you pinpoint where this cutoff point is for you. Start by researching all the MBA programs at which you believe you would be competitive, and then organize them into three clusters: dream schools, reasonable schools, and safer schools. Next, further investigate the schools you deemed “reasonable” and “safer,” and as you do so, ask yourself, “Would I rather be at  this  school next year or not be in school at all?” Essentially, we are suggesting that you imagine your worst-case scenarioâ€"not getting into  any  of your dream schoolsâ€"and decide what you would do in that situation. Then, in addition to applying to your dream programs, apply only to those reasonable and safer schools for which you felt going would be preferable to not attending any MBA program at all. This way, you can avoid finding yourself in either of the situations we described at the beginning of this post and instead will be well positioned to embrace the choices you ultimately have. Share ThisTweet Application Tips Business School

Essay on The Awakening of Neil in Dead Poets Society

The Awakening of Neil in Dead Poets Society nbsp; nbsp;nbsp;nbsp;nbsp; Significant experiences are moments in life that create change not only in ones present period of life, but also dramatically alter ones view of the surrounding and forthcoming events.nbsp; The impacts of such experiences are the opening of new doors in life, the realization of possibilities one would have never imagined sitting right under ones nose and the perception of details one never thought important before.nbsp; They mostly temper peoples views of events, shedding a different hue of light upon them, revealing multiple possibilities that were once left in shadow.nbsp; In Dead Poets society, a handful of students†¦show more content†¦Keating reawakened Neils half-drowned spirit and encouraged Neil to strive towards what he thought was important, not what his father thought was important.nbsp; Neils life was drastically changed as a result of his meeting Mr. Keating, from a life dedicated to school, to a life dedicated to living.nbsp; The impact of this association with Mr. Keating was that Neil was a different person after, he attempted to break free of the conformity that was suppressing him and his view on life became brighter and more hopeful. nbsp; nbsp;nbsp;nbsp;nbsp;nbsp; For Neil, the significant experience of meeting Mr. Keating also changed his outlook on the future. Instead of constantly studying and dreading disciplinary action from his father, he began to look towards the good things in life.nbsp; He realized that his dream was to become an actor, and that acting gave him happiness and hope that he had never had before.nbsp; Acting was Neils hope for the future, it let him grow and experience lifes true joys, joys that he could not have even wished for in the past.nbsp; The greatest impact that Mr. Keating

Dolni Vestonice - Czech Republic Upper Paleolithic Site

Definition: Dolnà ­ Vestonice (Dohlnee VEST-oh-neets-eh) is a large Upper Paleolithic (Gravettian) occupation, loaded with information about the technology, art, animal exploitation, site settlement patterns and human burial activities of 30,000 years ago. The site lies buried beneath a thick layer of loess, on the slopes of the Pavlov Hills above the Dyje river. The site is near the modern town of Brno in the region of Moravia in the eastern part of what is now the Czech Republic. Artifacts from Doln Vestonice The site has three separate parts (called in the literature DV1, DV2, and DV3), but all of them represent the same Gravettian occupation: they were named after the excavation trenches that were dug to investigate them. Among the features identified at Dolnà ­ Vestonice are hearths, possible structures, and human burials. One grave contains two men and one woman; a lithic tool workshop has also been identified. One grave of an adult woman contained burial goods, including several stone tools, five fox incisors and a mammoth scapula. In addition, a thin layer of red ochre was placed over the bones, indicating a specific burial ritual. Lithic tools from the site include distinctive Gravettian objects, such as backed points, blades and bladelets. Other artifacts recovered from Dolnà ­ Vestonice include mammoth ivory and bone battens, which have been interpreted as loom sticks, evidence of weaving during the Gravettian. Other important finds at Dolni Vestonice include fired-clay figurines, such as the venus illustrated above. Radiocarbon dates on the human remains and charcoal recovered from hearths range between 31,383-30,869 calibrated radiocarbon years before the present (cal BP). Archaeology at Doln Vestonice Discovered in 1922, Dolnà ­ Vestonice was first excavated during the first half of the 20th century. A salvage operation was undertaken in the 1980s, when borrowing of the soil for dam construction was eminent. Much of the original DV2 excavation was destroyed during the dam construction, but the operation which exposed additional Gravettian deposits in the region. Ivestigations in the 1990s were conducted by Petr Ã…  krdla of the Institute of Archaeology at Brno. These excavations continue as part of the Moravian Gate Project, an international project including the Centre for Palaeolithic and Palaeoethnological Research at the Institute of Archaeology, Academy of Sciences, Brno, Czech Republic and the McDonald Institute for Archaeological Research at the University of Cambridge in the UK. Sources This glossary entry is a part of the About.com guide to Upper Paleolithic, and the Dictionary of Archaeology. Beresford-Jones D, Taylor S, Paine C, Pryor A, Svoboda J, and Jones M. 2011. Rapid climate change in the Upper Palaeolithic: the record of charcoal conifer rings from the Gravettian site of Dolnà ­ Vestonice, Czech Republic. Quaternary Science Reviews 30(15-16):1948-1964. Formicola V. 2007. From the sunghir children to the Romito dwarf: Aspects of the Upper Paleolithic funerary landscape. Current Anthropology 48(3):446-452. Marciniak A. 2008. Europe, Central and Eastern. In: Pearsall DM, editor. Encyclopedia of Archaeology. New York: Academic Press. p 1199-1210. Soffer O. 2004. Recovering Perishable Technologies through Use Wear on Tools: Preliminary Evidence for Upper Paleolithic Weaving and Net Making. Current Anthropology 45(3):407-424. Tomaskova S. 2003. Nationalism, local histories and the making of data in archaeology. Journal of the Royal Anthropological Institute 9:485-507. Trinkaus E, and Jelinik J. 1997. Human remains from the Moravian Gravettian: the Dolnà ­ Vestonice 3 postcrania. Journal of Human Evolution 33:33–82. Also Known As: Grottes du Pape

What Makes A Christian Essay - 1998 Words

What does it mean to be a Christian? A Christian is a person that believes in God and shares his word with all of God’s children. Christianity is the faith that a Christian puts in to being a Christian. Being a Christian means so many different things to many different people all across the world. Deciding on what the correct views as being a Christian is a difficult task, as many see the world in a different light. After looking up in the dictionary, it found that the definition of a Christian is a person professing their belief in Jesus as the Christ. In the bible the definition according to Act 11:26 it says â€Å"Followers of Jesus Christ were first called Christians.† A Christian is a person that obeys the Ten Commandments, up holds God’s word, and lives the life God has planned for all of his children. Choosing to live life as a Christian is the promise of a fulfilled life that when this life is over there is a promise of a wonderful life in heaven. How to live the good life according to God’s plan is a great example of being a Christian. This means to be kind to our neighbors, help out poor people whenever there is a free moment and to always trust in God’s plan. God has a plan for each and every one of his children, that doesn’t mean that the plan cannot change from time to time, but all of God’s children are supposed to live everyday doing good in God’s eyes. This quote sums up God’s plan for all of his children â€Å"As for many of God’s children, â€Å"we will serveShow MoreRelatedWhat Makes A Christian? Essay1826 Words   |  8 PagesWhat does it mean to be a Christian? A Christian is a person that believes in God and shares his word with all of God’s children. Christianity is the faith that a Christian puts in to being a Christian. Being a Christian means so many different things to many different people all across the world. 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Within this work, she asks what makes art Christian, an artist Christian, and the relationship between faith and art. After reading her book, I have arrived at certain conclusions regarding â€Å"Christian art† andRead MoreThe Christ Of Jesus Christ975 Words   |  4 Pagesand trust in the Lord Jesus Christ. However, there are some Christians who make a profession of faith, but their lives do not reflect their profession. There needs to be an understanding that once a Christian comes to faith in Christ they are to die to self and to live for Christ. This is the point A. W. Tozer makes in The Crucified Life. The following reading reflection will focus on four points that are important to our lives as Christians, and apply those principles to ministry. Principles The crucifiedRead MoreThe Separation Of The State And Church1535 Words   |  7 Pagesentities, there will always exists a way through which the two entities will interact and consult each other as individual entities (Hamburger 67). People should not push Christian beliefs on American’s that do not want it , we should stick with our background as a Christian nation because most of American’s categorize themselves as Christians and our country has always been prosperous why change it now. In some nations such as France and Turkey, the level of relations that exists between the nations andRead More Hypocrisy and Christianity Essay1158 Words   |  5 Pagesviews of Christians, what response would one receive? We can imagine that there would be a great variety of answers. However, most people might say that, in general, Christians are not very different from everybody else. This is a problem. There are many people who claim to be Christians whose lifestyles do not reflect their beliefs. The problem with this situation is that it gives non-Christians the wrong impression of Christianity. Christians need to live their lives in a way that reflects what theyRead MoreChristianity And World Changing By James Davison Hunter1743 Words   |  7 PagesMany people believe that that the motivation of the Christian church is to radically â€Å"change the world†. However, through his book To Change The World, James Davison Hunter explains how this common believe is a misconc eption. Rather, he shows readers that, from a sociological perspective, while Christians thrive in many areas of life by reaching others individually, they fundamentally components of creating cultural change. Hunter’s first essay, titled â€Å"Christianity And World-Changing† attempts

Hofstede Theory An Asian Country Singapore â€Myassignmenthelp.Com

Question: Discuss About The Hofstede Theory An Asian Country Singapore? Answer: Introducation The cultural differences are depicted in Coca-Cola ad is very evident respect to different country. The Coca-Cola ad projected culture through its ad such as, when it comes to Chinese New Year the brand embraces it and projected a family gathering of a Chinese family. Accounting to Hofstede theory an Asian country like Singapore, who maintains a strong cultural link with the past and during festivals the people arrange a get together even if they are facing any challenge. This factor is clearly depicted in the advertisement. The Coca-Cola advertisement in Singapore regarding the construction workers is to minimize the Power of Distance or inequality regarding working class (Geert-hofstede.com 2017). The advertisement tried to impart a message that happiness is for everyone and everyone in the society is interdependent. In Singapore the Power of Distance is higher than other two countries hence, it is evident that class division is prevailing in the society. In terms of uncertainty av oidance Singapore much safer than other two countries as the society is very much family bound so if a threat comes the members of the family will stand against that challenge which is clearly depicted in the advertisement related to Chinese New Year. The Coca-Cola advertisement regarding health issues is based on the factor Indulgence. The pledge of reducing sugar intake to prohibit diabetes is controlling the desire to have sugar in the beverage. On the contrary, In America individualism is stressed through patriotic ad made by Coca-Cola saying I`m proud to be an American`. The Masculinity projected in Coca-Cola advertisements as the American culture is very much fond of super heroes. On the other side, in United Kingdom Indulgence factor is highlighted (Geert-hofstede.com 2017). Projecting London Eye a popular destination in London where people spend pleasure time, projecting Coca-Cola as Marketing drink also highlights the Indulgence (Geert-hofstede.com, 2017). In England, the C oca-cola advertisement focuses on delivering meaningful messages to every consumer as the culture nurtures the fact of individualism. References Management-hofstede.com. (2017).United States - Geert Hofstede. [online] Available at: https://geert-hofstede.com/united-states.html [Accessed 18 Sep. 2017]. Geert-hofstede.com. (2017).Singapore - Geert Hofstede. [online] Available at: https://geert-hofstede.com/singapore.html [Accessed 16 Sep. 2017]. Geert-hofstede.com. (2017).United Kingdom - Geert Hofstede. [online] Available at: https://geert-hofstede.com/united-kingdom.html [Accessed 16 Sep. 201

Alexander Pope and the Scientific Revolution Essay Example

Alexander Pope and the Scientific Revolution Essay In the seventeenth century many scientists and philosophers strayed away from the church’s way of thinking and began to seek out their own explanations of the world around them. Scientists questioned, even opposed theories the church had been teaching for centuries. Alexander Pope, a philosophical poet, wrote a very controversial poem that changed a lot of people’s views on God’s divine role in human kind, as well as inspired people to think for themselves. What made Pope’s ideas so unique? How did Pope incorporate the belief of God with the new scientific discoveries of his time? Exploring these questions gives a better understanding of the conflict between science and religion in the seventeenth century, and insight on a man who believed everyone should accept the world as they find it. The scientific revolution was a time of dramatic change. People began asking questions of the world around them, and instead of looking to the church for answers as they had for many years, started coming up with their own theories. Alexander Pope was very interested in the scientific discoveries of his time, particularly those of Sir Isaac Newton, and tried to incorporate them into his faith. This was dangerous however, because the Church opposed all of the new ideas being brought forth, as they felt it was challenging their beliefs. Pope’s main intent was not to oppose the Church; instead, he sought to build a bridge between religion and the new scientific discoveries as a way to glorify God. By writing â€Å"An Essay on Man†, Pope wished to present a God that was different from those in Judaism, Christianity and Islam. We will write a custom essay sample on Alexander Pope and the Scientific Revolution specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Alexander Pope and the Scientific Revolution specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Alexander Pope and the Scientific Revolution specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The faith that he presents in his poem is similar in that it is monotheistic; however, the new ideas he offers on humanity’s role in the universe was incomparable to any other religion at the time. This was just one of many examples of the critical thinking that was beginning to be used in the scientific revolution, and encouraged others to seek out their own explanations of the world around them. For centuries it had been common belief that the earth was the center of the universe and humans were God’s greatest creation; therefore, new discoveries in nature and the universe generally contradicted the Church’s teachings and beliefs. In Pope’s poem â€Å"An Essay on Man†, he explains God’s relationship to the world in a Newtonian way. Pope tried to use the new scientific discoveries in nature and the universe as a way to glorify God, showing that He was everywhere and a part of everything. The poem states that no matter how complex or evil the world seems to humans, it follows the natural order of God, and therefore should be accepted. Pope believes that the ignorance of people to the world around them inhibits their relationship with God. It was this kind of thinking outside of the norm that was present among many philosophers during the scientific revolution. The most important aspect of the scientific revolution is people began to ask questions of the world around them, and sought the answers for themselves. Instead of looking to the church for answers, they began to observe, examine and explore for themselves. Alexander Pope was one of many , who instead of accepting the Church’s beliefs, interpreted the universe and God’s place in it all in his own perspective and encouraged others to do the same.

Recognizing and Controlling a Tree Burl

Recognizing and Controlling a Tree Burl Little research has been done to confirm the cause (or causes) of burls. A burl could be caused by many environmental factors, but the biology of burls on trees is not well known. To be sure, burls and galls may serve as secondary infection avenues for insects and diseases, but as a rule, they do not appear to be harmful to most trees and maintain protective bark. Burl-Like Symptoms The tree trunk infections called burls look like bumps or warty growths, probably caused as a result of an environmental injury. Cambial growth is hyper-stimulated as a way for the tree to isolate and contain the injury. Almost all burl wood is covered by bark, even when underground. Often, a tree that has developed burl wood is still generally healthy. In fact, many trees with burl wood will go on to live for many years. Still, burl wood in vulnerable spots or with off-shooting growth can become so large and heavy that they create additional stress on a tree, and can cause the tree to break apart. Oak Tree Burl Bulges and Tree Health Even though not much is known about the cause of burls, it should be assumed that proper tree management that improves tree health can help reduce the occurrence of burls or make their presence less of a problem. Burls certainly should not be removed from the main stem of a living tree, since that would expose a large decay-producing wound or completely kill the tree. Burls can be removed if they are located on branches or limbs and proper pruning methods are used. Not All Burls Are Bad Burls can yield a peculiar wood that is prized for its beauty and sought-after by furniture makers, artists, and wood sculptors. There are a number of well-known types of burls. Quality burl wood often comes from redwood, walnut, buckeye, maple, baldcypress, teak, and other species. The famous birdseye maple superficially resembles the wood of a burl but is something else entirely. Burls Are a Valuable Wood Product Some tree burls can be valuable in the specialty wood market.  Cherry and ash trees are popular burl-producing species due to their remarkable grain. Oak trees, on the other hand, tend to mill out with defective rot and holes and are usually rejected by wood buyers. Depending on quality and size, walnut, redwood, and maples often yield quality burls, but most tree species can offer rare gems. If you have a large burl on a tree you might want to sell, measure its size and take photos from several angles. It would help to include a yardstick in the photo for perspective. The burl must be covered with sound bark and have no major rot. Its value is significantly higher with increased size. The best market for burls is among woodturners. Search for woodturners locally using the internet and the American Association of Woodturners.

Report Toys4U Ltd Essay Example | Topics and Well Written Essays - 2000 words

Report Toys4U Ltd - Essay Example The legal implications are the following: On March 3, 2010 eight Polaris toy missiles arrived at toys4u from the supplier instead of the 10 because it was claimed that the two other were damaged during handling by the fork lift, and the other one was clearly badly broken due to transporting. The redundancy of broken toys from one delivery should have alarmed Toys4u that the whole stock might be defective; however instead of being careful and cautious the retailer went on disposing the product. Toys4U has been negligent to put first the safety of their clients. Mrs. Sharma can make her legal claims against the toy retailer for negligence. However, in the absence of proof that there has been neglect, Mrs. Sharma just the same can make a claim for the injury her son Pritam has suffered. Mrs. Sharma can also make a claim for a damage property under the same Act. These can be done even without proving the negligence of the producer as long as they can prove that the injury and the damage are direct result of using the product (P roduct Liability, Defective Products, Unsafe Products Quick Facts 2007). The Polaris missile that was sold to Mrs. Sharma was clearly defective and therefore can be categorized as ‘unsafe product’. An unsafe product means in general something that the consumer does not expect from what she or he bought. When a consumer buy a product there is a general assumption that the product is safe for use. In the event that accidents like that of what took place at the house of Mrs. Sharma, there is provision in the law. Consumer Protection Act 1987 made a strict and clear liability concerning damage that is a result of a defective product. Damage means death, or injury; or loss or damage to a property including land (Derbyshire County Council Trading Standard Service 2010, p.1). The Act entitled Mrs. Sharma to a legal claim for the injury suffered by her son and for the glass ceiling lamp

Company report about wooden chairs Essay Example | Topics and Well Written Essays - 3500 words

Company report about wooden chairs - Essay Example taking care that there will not be any deficiency in the raw materials used by the company and, therefore, its continued progress in providing the required goods to the community. There should also be a great balance between the firm and organisation with the social, natural, and economic environments. Challenges do exist in the mentioned fields of interaction with the firm. The corporate governance and strategies of a business have a number of social responsibilities and have to follow the specified ethics. The future prospects and the bottom line of many industries and companies lie within the social and environmental issues surrounding the firm. The social and environmental issues can present opportunities that would be crucial for the future success of the business while at the same, time they could be a source of risk that can result to the failure of the business. The best environment for furniture such as wooden chairs depends largely on the priorities of the caretakers and the resources available. They function as an acting balance between them. Nothing perfect has ever been found for anything. However, there are conditions that are there that contribute towards more or less deterioration or else are the artefacts of preservation. However, the best balance within an organisation has its optimal point of the environment. An environment with a temperature of about forty degrees Celsius and a relative humidity of approximate 50 percent is conducive for furniture and wooden items. The other conditions relating to the well-processing and storage of wooden chairs is the provision of an optimal environment in terms of the dark anaerobic environment free from contact from other items and people. On the other hand, the term environment could also be used to mean the various working relations with the firm that in one way or the other affect the success of the firm (Nelson, 2008). It may be used to mean the market environment, the government relations with the

Impact of Leonardo Da Vincis Inventions

Impact of Leonardo Da Vincis Inventions Engineering Drawings To be a proficient engineer, it requires a person to develop and possess various skill sets. The understanding of the various concepts and knowledge presented to them is crucial as well as it would allow them to apply it to their work as a practicing engineer. Some engineers may consider their best tools to be a piece of paper and a pencil. Possessing the ability to graphically communicate their ideas by sketching or drawing them, allows some of these ideas to come to life. Best known for his paintings of the Last Supper and Mona Lisa, Leonardo Da Vinci was more than just an artist, he was also an inventor and to some he is considered to be the worlds most famous engineer. His fascination for knowledge and his ability to bring his ideas to life shows that he is the epitome of an engineer. Only at the age of fifteen is when Leonardo was progressing in advancing his artistic skills under his teacher, Andrea Del Verrocchio. By 1482, Leonardo had chosen to move to Milan, Italy from Flore nce (which at the time was considered to be a more militaristic city than Florence), to work for Duke Ludovico Sforza as a military engineer. From there, Leonardo was able to innovate the war machines used by the military at the time. He essentially paved the way for some of the common weapons used in the modern day military. One of his war machine inventions was called the 33-Barreled Organ. Leonardo got the idea for this weapon when he saw that a cannons shot may not be as accurate and took quite some time to reload in battle. He figured that if a soldier could reload the weapon and fire at the same time, it would prove to be much more effective in the battlefield. The guns design consisted of a wheelbarrow like structure with big wheels and attached to it in the middle were the thirty-three guns split into three rows, which meant eleven shots were possible with just one row. It also had a rotating wheel to allow one row to fire while the other was being prepared for the next round. Leonardos idea for this barreled gun was it is now seen as the machine gun in modern day military. Another military innovation from Leonardo was the Armored Car, also known as the military tank in modern times. Leonardo thought to himself that if the soldiers could get closer to the enemy frontlines as well as their artillery that meant no soldier could stop their attack and would be forced to scatter. The armored car featured multiple cannons around the vehicle, thus giving the soldiers inside a firing range of three-hundred and sixty degrees. The shape of the vehicle consisted of a cone with a view port for a soldier to direct the vehicles motion. However, it was discovered there was an issue within the vehicle that would not allow it to move in a forward motion. Some suggested that da Vinci might have sabotaged his own design to discourage the war machine from ever being built. (Leonardo da Vincis Armoured car invention, 2008). As Leonardo was developing other war machines, he had decided to take an existing idea and improve on it for use on the battlefield. He took the soldiers average crossbow and decided to create a giant version out of it. Leonardo had claimed that this weapon was the best way to terrify the enemy. The Giant Crossbow was measured to stretch as far as 27 yards across the field. It consisted of six wheels, three on each side, to ensure mobility during the battle. It also had to be made of thin wood to allow the crossbow to have some flexibility. But the issue was, where Leonardo would create large enough arrows for use in battle. Instead, the crossbow launched large pieces of stone and at times, flaming bombs. To launch the object, it required the soldier to wind back the bow and then use a mallet to push the pin out of place for the weapon to fire. Leonardo had also improved another commonly used weapon during the war. In his observations, he found that the cannons shot may not be accurate and was too slow to reload after each shot. This meant that if the shot missed, the soldiers would be lacking in damage. He also found that the cannon lacked sufficient mobility in the battle. He designed instead a faster and more lightweight version of the cannon. But it did not just consist of one cannon, it included three cannons. Due to how lightweight it was, it made mobility on the battlefield much easier for the soldier. This also meant that the soldier could fire multiple shots at once as well and at a much faster rate compared to its predecessor. Seventeen years later, Leonardos time as a military engineer under the rule of Ludovico Sforza had come to an end once the French had invaded Milan. This left Leonardo to pursue other projects and come up with new inventions while travelling to other cities. Leonardo ended up designing an invention known as the ornithopter or known as the flying machine. His inspiration for this machine came from birds and kites. He had hoped one day the average man could fly as high as them in the sky. He specifically studied how the birds would use their wings to fly and would apply the concept into his design. However, it would become quite more apparent that the design of the wings, resemble the wings of a bat. The wingspan of the ornithopter was beyond thirty three feet. The material he used in the design of the wings consisted of pine and raw silk. This allowed the wings to be light and allow it to be easily carried by the wind. He would then have the pilot sit in the center between the wings a nd push a pedal in an alternating fashion while the machine flapped its wings. But Leonardos interest in flying did not stop there, he had come up with another invention. This time, Leonardo came up with the Parachute, not specifically the one seen in modern day, but the early sketch of a parachute. His idea of the parachute would come from a tent made of linen, sewn together to make sure all its openings were not letting air through and it would have a wooden frame which allowed the person to attach some rope to it to be able hold on. He believed at the time, that this device would allow a person to be able to jump from nearly any height without injury. But, at the time there were not any extremely high up places that were viable enough to be used for testing. It was not until the year 2000, when a known daredevil by the name of Adrian Nicholas decided to try Leonardos design of the parachute. Critics doubted his design would work and would put Adrians life at risk. But after jumping from 3000 feet above ground, Adrian proved that Leonardos design was successf ul. He also discovered that the ride to be smoother than the ripcord parachute found in modern times. But, the weight of the parachute was a concern since it could potentially injure the user as they land. Near the end of the fifteenth century, Leonardo had come up with another invention that was seen once again as ahead of his time. Using gears, pulleys, and cables, he was able to create a robot knight. By taking a knights suit and fitting it with the gears, pulleys, and cables, he was able to give the suit the ability to move various parts such as the arms and legs using different pulley systems within the suit. It could also perform human like actions such as sitting down and standing up, moving its head, and opening its mouth piece. But since then, Leonardos full drawings could not be found together, but rather, scattered designs in his notebooks. However, in 2002 a NASA roboticist by the name of Mark Rosheim took Leonardos design and was able to create a prototype out of it. As he was building the prototype, he discovered how Leonardo designed the robot to be easily built. This truly showed how Leonardo was a man ahead of his time. This allowed people in modern times now to take i nspiration from Leonardos Robotic Knight and to apply similar concepts to what is created today. It would be quite challenging to imagine life without some of the designs that Leonardo Da Vinci had created which helped pave the way for some of the modern day inventions. One may question what the world would be like in terms of technological and architectural advances had people neglected his work or he chose to not share his ideas. One can come to the conclusion that Leonardo Da Vinci was more than just an artist, but he was also an innovator that was way ahead of his time. References ENGINEERING.COM. (2006, October 12). Leonardo da Vinci > ENGINEERING.Com. Retrieved from http://www.engineering.com/Library/ArticlesPage/tabid/85/ArticleID/34/Leonardo-da-Vinci.aspx Leonardo da Vincis Armoured car invention. (2008). Retrieved from http://www.da-vinci-inventions.com/armoured-car.aspx Wight, C. (2009, March 4). Leonardo da Vinci from inspiration to innovation. Retrieved from http://www.bl.uk/onlinegallery/features/leonardo/leonardo.html Universal Leonardo: Leonardo da Vinci online à ¢Ã¢â€š ¬Ã‚ º welcome to universal Leonardo. Retrieved from http://www.universalleonardo.org/ What is Leonardos robotic knight invention? Retrieved from InnovateUs, http://www.innovateus.net/innopedia/what-leonardos-robotic-knight-invention

Love Wasnt :: essays research papers fc

Love Wasn’t   Ã‚  Ã‚  Ã‚  Ã‚  Love is sacrifice of one’s self for the people you care about most in your life. Love is a choice to do what is best for another person. There are times when choosing to love someone comes at a great cost. You have to sacrifice something; time, money, energy, and sometimes the supreme cost will be giving up your own life so that someone else can live. When it really costs you something to carry on in a relationship or to help someone, that is the real test to find out if you truly love that person. If you bail out, you have just proved that you love yourself more than the person who needs your help. If you do what is best for the other person even though it is difficult for you, then you have discovered real love, a love that you choose to exercise regardless of how you feel. I feel like Louise loved him in the beginning of their relationship, however, over time she was only comfortable being with him. Staying together was easier than being alone. So when she found out about his death, and that it was not her fault, she could be free without taking any blame. According to Joseph Rosenblum, â€Å"nothing can compensate Louise for the freedom that she has lost by marrying. Her face â€Å"bespoke repression†; no matter how kind Brentley has been, he has still imposed his will upon his wife. Hence, Brentley’s death is not tragic to her, since it gives her own life back to her† (Rosenblum par 7) The story states that she had loved him some of the time, which I believe if not all the time, then love did not exist throughout most of their marriage. When Louise whispered free over and over, she exhibited the fact that her life would be lived without the constant controlling of her husband. I think that since being diagnosed with heart trouble, maybe Brently must have been a little forceful with Louise to make sure she would not get worse. He could have imposed rules that she must abide by in order to prevent her from getting worse, such as, staying in bed, confining her to the house, and keeping her from doing things she enjoyed doing. Her freedom could be doing all the things he would not allow. Rosenblum supports this freedom with this passage:

ICT and an Adult in Education Essay

Mr Williams is a teacher at my school, he teaches ICT and Business Studies at KS3, ICT at KS4, Form Tutor, Production, Collection and Collation of Reports for the whole of my school. He produces information on students and for staff to help in teaching and learning, he also produces statistics for staff, senior staff, LEA and DFES. He also produces information to do with effort grades ad target setting information. So he uses a lot of technology, this includes; * PC’s on a Network * Apple Mac’s on a Network * Internet via 10MB broadband * E-mail * Laptop also on Network * Digital Video Camera * Digital Still Camera * Digital LCD Projector * Palm m515 PDA * Wireless Notebooks Window/MAC OS * USB Memory sticks * Data Logging Hardware * Control hardware/software * Fax * Also available – Interactive Whiteboard Mr Williams is a teacher of I.C.T and business studies at Key Stage 3, teacher of I.C.T at Key Stage 4, Production, collection and collation of Reports for the whole school, effort grades and target setting information he produces also. He produces of information on students for staff to use which will help in teaching and learning. He has achieved the Electronic registration system for the whole school within 12 months for people to use and view. He performs general backup for staff using RM software, he also performs General Network Administration which is adding new pupils and staff users. He gives advice on purchasing new equipment for the whole school and departments. He selects, purchases and setup’s laptops for teachers using E-Learning. Mr Williams analyses exam results so senior staff and heads of years or departments so they are aware of achievement compared to the expected results. Staff are also able to view these results so they can be aware of performance issues. Subject staffs, heads of years and departments, senior staff and form tutors are also able to access these results, grades and comments. Extra software is available which will help staff by using the system that was introduced by Mr Williams, (software produced using Microsoft Visual Basic). The RM Network The RM network system allows Mr Williams to access the information on students and is able to update it if needed such as if the student changes address or phone numbers. Mr Howells can now, after Mr Williams has set the network up, can get access to LEA Management Information System and the school records. Data bases are creates to hold student information on staffs users names or folders on their laptops. Mr Williams has also enabled access from home, using the internet and school passwords. He has also updates the Pupil Achievement Tracker software which allows staff to store progress of students within classes or year group. The RM connect system enables Mr Williams and two other members of staff, who are supervisor users, to access students work areas to solve problems and to check appropriate use of programmes and internet. The E-mail system is also filtered so inappropriate E-mails are redirected and staff are able to view them, the access of websites with inappropriate langua ge or content such as pictures, Mr Williams and the other two members can check. The RM system is set up to allows staff to open Read only documents so they can give students access to related subjects. Mr Williams uses this for providing information, revision materials, coursework guides and modelling situations and simulation materials. Also used is a Virtual CDROM software and a multimedia server this allows staff and students to access CDROM images, such as the Applied ICT On-Line course used in years 9, 10 and 11. Digital Multimedia Technology Mr Williams also uses digital multimedia technology to help provide teaching and learning resources. Mr Williams used a digital camcorder, a still camcorder and Video editing software on Apple computers on a programme called IMovie and Windows, Microsoft Movie Maker2 to interview staff in local company. The final video clips were used on Matchware Mediator, which helped him to produce a series of web pages which students now use for their coursework tasks. Digital LCD Projector Mr Williams uses a digital LCD projector to allow students to use and interact with progressing work. Either Mr Williams or a Student will control the PC being used in the demonstration or teaching session. Mr Williams also uses this technology with teachers on Inset days for staff. School Internet Network Mr Williams uses the internet the school provides for teaching and learning and links on the school system. The internet is used for research for topics and to help Mr Williams keep up to date with the education and subjects. Students and staff use the school e-mail system to communicate or send work for marking or that has been marked via E-mail. Mr Williams can view student’s progress on GCSE grades by using created databases in DataPower which stores coursework marks, comments and examination marks. Formulae is used to estimate the final grade the student may be given to the student, he can do this by using board supplied information. This information is shared with students and used to report back to parents. Virtual Learning Mr Williams has helped in the introduction of a Virtual Learning Environment (VLE). The VLE allows students to upload web pages to the school system and also as a secure data and information storage area for student’s work. PDA Mr Williams uses PDA in school; this holds a lot of useful information such as Diary information, pupil performance information, examples of E-book for future reference by students in the school. Software and information can be ‘beamed’ using Infra – Red technology to members of staff or to certain Infra-Red equipped printers in the school. USB Stick Mr Williams has introduced the use of USB stick technology which enables transport of large amounts of data in a compact secure form (32 or 128 Mb at present). Data Logging and Control Hardware Mr Williams uses Data Logging and Control hardware in teaching and provides INSET days for ICT and Science staff, these days are needed to improve the quality of teach Wireless Mr Williams uses the wireless (55Mb) notebooks with students in school and with adult learners to allow them to experience new technology. The advantages are obvious, a lot more space recommended for each machine, extra infra form is required, (Wireless access points can be plugged into network sockets, for easy movement), students can also work in groups in a more adjustable way. The School Network The School Network System enables Mr Williams to access information on students or necessary by students or staff anywhere in the school. Software He uses a lot of software such as Microsoft Word Access, Microsoft Excel, Microsoft PowerPoint, Microsoft Publisher, DataPower 2, Macromedia dreamweaver, Macromedia Fireworks, Macromedia Flash, Macromedia Freehand, Adobe Acrobat, Adobe Photoshop, Pupil Achievement Tracker (PAT), IMovie, Microsoft Movie Maker 2, QuickTime Pro, Microsoft Visual Basic, Internet Explorer, EasyMail and Outlook Express. Hardware and Network, Windows Desktop PC’s, Windows Laptop, Apple IBooks (wireless) Apple G4 desktops, Apple Network using MACOS Xserver, RM Connect network using 5 NT4 servers and a multimedia server, Fibre Optic spine connecting four cabinets which contain Hubs and Switches, 100Mb Ethernet to the desktop, 10Mb Broadband Internet access with RM SmartCache technology, Palm m515 PDA using IR and USB technologies for transferring data. He also uses a Promethean Interactive Whiteboard, Sony digital video camera, Canon digital video camera, Sony digital still camera, Canon digital still camera. The Internet Mr Williams uses the internet for research, if he did not have the internet he would have to get information from textbooks, and use more textbooks during lessons while he teaches. If he had to do this it would be expensive. If he was not able to have access to the internet it would mean he would have to photocopy from books so he would have to arrange time before and after lessons to photocopy the information needed. To do this more money is needed to be spent and more time would be needed, so other jobs will not be able to be completed as time would be wasted on photocopying. As Mr Williams will always be up to date with resources as he uses the internet. Mr Williams also uses the internet to buy gifts for friends and family, such as buying tickets fro the cinema or theatre, with his friends and family. He likes using the internet to but gifts as he gets an online discount, that isn’t available in the shops and by using the internet he doesn’t have to waste time waiti ng in queues. Although there is a disadvantage about purchasing online as he doesn’t always get to see all the objects in the shop, and he also has to pay for delivery, but that works out the same as the amount of money he would of spent driving to the shop and parking. The PDA The PDA had several facilities this means Mr Williams will have all the information he needs for the day. If he didn’t have this piece of technology Mr Williams wouldn’t be able to travel around school to see students and teachers as he would have to carry lot’s of papers with him if he didn’t have this technology. Sometimes he is not able to take his laptop into meetings but with this programme he is able to save work to his area, this is handy as he will never loose his work or information, like he would if he had to carry paper around with him. The PDA has facilities which a useful to Mr Williams, such as alarms and a diary, this meets his needs as he is never late to an appointment or meeting and never misses a private party or function, like a family member’s of friends birthday party. Digital Camcorder He uses a digital camcorder to create applications for his students ICT classes. This allows Mr Williams to download the resources directly to the system. Mr Williams can now uses student friendly resources in his teaching schedules, enriching and improving the experience of his students education. Memory Stick Mr Williams uses a memory stick which allows him to be more resourceful and more flexible in his job. This means Mr Williams can hold data on and be able to transport it around school easily. As he can store more work it means he can do more work at home in his own time in the evenings and at the weekend. This means Mr Williams can now spend more time at home as before he had a memory stick he would have had to spend more time at school, which before he felt he was missing out on his family life. Notebook Dell D810 He uses a Notebook Dell D810, this means he now has more freedom than he used too. Before he had this laptop it meant that he had to sit at a desktop, which is usually in a classroom, and could not get much work finished. This programme means that he can move around during school, as long as it has a wireless connection to the network, having this means he can complete all of his work. Microsoft Word This Microsoft programme can give Mr Williams a variety of options and facilities. One of the facilities is mail merge is useful for producing reports for students. If Mr Williams did not have this option of using Microsoft Word, it would take him an awful long time to add address’s and reports for students. The word processing software also checks his spelling and grammar so it looks professional and correct. Power Point is also used by Mr Williams to create presentations for students. Having this programme allows students how to create different fun pieces or work. E-Mail Mr Williams uses E-mail for school and his social life he uses this so he can send work to and from home, also he can sends work to students via e-mail, with suggestions on how to improve their work. He also uses this to communicate with his family and friends to arrange events in his social life. He likes e-mail because he knows that when he sent an e-mail, it will be viewed by the person he has sent it to, when they open their inbox. This therefore means he can communicate. This means he can communicate with anyone when he is on his computer and isn’t near a phone. Doing this means he doesn’t have to wait until the person turns on their phone or leaves a message or is at home. Mr Williams feels that when he leaves a message on a phone, he doesn’t feel he can communicate properly. He knows that if he sends an e-mail, all of the necessary information will be displayed once read. Network System Mr Williams is able to access information anywhere in the school. This means that he can complete his work anywhere and any time, when he has spare time.

The Silent Struggle For Well Water Users - 1865 Words

The Silent Struggle for Well Water Users Located in a small town of Licking county lays Brownsville. A town with less than 150 homes and no more than 300 people. While everything seems to be normal on the outside of the home, the inside is the quiet struggle of many people living in this town. Brownsville has well water that destroys many household items, including but not limited to, utilities, dishware, and clothes. While not all Well water is bad, Brownsville has water that has a fifteen iron count level, which is higher than normal. Well water in Brownsville Ohio is an issue that needs to be addressed and there are many solutions to the problem but the best solution is purchasing a Kinetico Water System. Evidence Figure one: Figure†¦show more content†¦Although residents do not have to pay for Well water, the price does not come free when items of the home need replaced. As the home owner, the family purchases five gallons of water at a one dollar a piece, throughout the week for meal preparation and drinking. This totals to $260.00 at the end of the year. Money is also spent on replacing clothes for the family of five that have stained orange, and in the future, will need to be spent on replacing household cooking utensils and pots; as well as the shower, toilet and kitchen sink. Past Attempts for Resolution Previous attempts have been made to fix this issue. The previous home owner had installed a new Kenmore water softener, in which the owners had to continue to add three 15lb bags of Morton salt to clear up the iron that was going through the system. This brand of water system costs up to 600 dollars and once every two weeks had to have new salt put in, which costs fifteen dollars a bag. This put the home owner spending 90 dollars a month on salt, which turned into 1,080 dollars in a year. Because Brownsville has such hard, salt filled water and was an electric unit, the Kenmore system broke after a year. This leads into discussion of one of a few options that home owners can have. Option One: Kinetico Home Water System In order to have a good working water system that works for this hard water, homeowners in Brownsville could purchase the Kinetico home water system. TheShow MoreRelatedCocaine, Race, And The War On Drugs1791 Words   |  8 Pagestime the narcotic was already being used for tonics, dental anesthetic, and patented medicines. One advertisement from the early 1900s boasted it would â€Å"make the coward brave, the silent eloquent, and render the sufferer insensitive to pain.† And by the early 20th century, the addictive properties of cocaine were well known throughout the western societies. 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The Importance Of Students Teachers Voices - 2341 Words

This chapter provides a description of the teachers in the sample in order to provide a richer understanding of their lived experiences. In the following sections, I write about participating teachers’ opinions in an attempt to share how I experienced them in terms of our interactions for this study. Following these rich descriptions, I will present themes that are specific to each case. I will include quotes from the interviews so that the participating teachers’ voices can be heard. The actual study population consisted of twelve high school teachers—an adequate sample size within the parameters established by Creswell (2007)—all of whom are currently employed in School Districts within the State of Nebraska School Districts. Potential participants were approached via a letter of invitation explaining the purpose of the study, and outlining the need to interview teachers participating in CROP. 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Fahrenheit 451 By Francois Truffaut - 1310 Words

Fahrenheit 451 Analysis Franà §ois Truffaut’s 1966 science fiction film, Fahrenheit 451, encapsulates a dystopian society that controls its inhabitants. This film is based off of Ray Bradbury’s 1953 novel of the same title.Truffaut took the novel and created a full length film to tell the story. The use of future is a common characteristic of science fiction movies, yet this particular film uses future to relay its message, not just as the setting. The technical aspects, effects and setting work together to create a setting that can hold the message and theme of the film. Fahrenheit 451 takes a science fiction novel and develops it into a visual art form that effectively delivers its point. This film contains a variety of themes that aid†¦show more content†¦Lastly, the theme or idea of technology is prevalent throughout the film. The most notable way is through the control the technology and media in the society has on its citizens. They are conditioned to li ve life through technology, rely on it for their well being, news source and entertainment. It essentially takes away their need to think. The large screen televisions in the film an essential to everyone and is almost a parallel into the society of today. All in all, the themes in the film. The concepts of science and technology are in nearly every science fiction film and Fahrenheit 451 is no exception. Scientific discoveries and progress is always expanding and an interesting scene that exhibits this is the one where Montag’s wife overdoses on too many pills. Montag phones the hospital and the sent ambulance men quickly revive Linda from her state using a blood pump. This pump removes Linda’s blood and replaces it with someone else’s fresh blood. The men state â€Å"we have about 50 of these cases a day†, showing that overdoses and blood pumps are nothing to them and that this medicine is routine. 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But in some societies, governments try to keep their people ignorant. Usually, this is so governments can keep people under control and hold on to their power. In trying to keep people from the realities of the world, these oppressiveRead MoreAnalysing Movies that Have to Do with Marxism, Panopticism and Globalization1693 Words   |  7 Pagescyber-capitalist era. The ideas of importance in this essay are as follows: Marxism, Panopticism, and Globalization. The movies that shall be examined, in relation to the ideas listed above, are as follows: Beijing Bicycle, The Hunger Games, and Fahrenheit 451. Capitalism, the embodiment of the American dream, is the idea of personal property and the pursuit of personal wealth; but, is Capitalism truly what it promises to represent? In taking a look at the movie, Beijing Bicycle, will the darker side

The Self as a Writing Concept Essay Example For Students

The Self as a Writing Concept Essay How does one get an identity? This is one of the questions that sociologists have tried to unravel for some time now. Many argue that the self is created and nurtured by the society and cultures we interact with and is therefore capable of change and adjustments. Carrying this argument in literary works, the self as portrayed in narratives is not only dependent on the narrator but all the characters and the setting of the story. In this paper I will define the â€Å"self† in the writing concept and how this concept has been used in the book â€Å"Jordan, Mary Ellen 2005, Balanda: My Year in Arnhem Land. The author a young single white woman leaves her home and goes to Maningrida where she hopes to learn more about the cultures there. The only reason she is visiting the place is because she knows very little about the area and would like to learn more about it. Jordan (p. 25). The story is told from the self life writing concept which this paper seeks to address. In trying to understand the self I will rely on the arguments of Harrà © who described three types of selves. According to Harrà © narrating our encounters will see three of these selves at play. Self 1 as Harrà © refers to it plays the major role as one narrates the encounters they have. It simply reports what is happening and does not interpret or attaches any feeling to it. Self 2 on the other hand is defined as a â€Å"context of reflections where one actually begins to look at their inner self in relation to the encounters they face. In reference to Jordan she simply begins her narration be describing the environment with no much emotions or reflections attached to it. It is just a description. At this point we can say that Self1 is at play. However as we meet new characters we begin to understand who this narrator is through some of the reflections and monologues she undergoes and Self 2 then takes centre stage. â€Å"Self 2 is a complicated mesh of very different attributes, some occurrent, such as images, feelings, and private dialogues, but most are dispositional, like skills, capacities, and powers.† Harrà © (p. 59). Jordan gives an account of an experience she faces where she was been harassed by an Aboriginal man who constantly harassed her by asking for sex. (p. 118). Introducing this incidence shows the reader the fears of the protagonist and any reader at this point would understand her fears. At this point Jordan again is simply describing the harassment and we see that she is scared (p. 118). But later in her recollections we realise that there are underlying issues to this fear of the indigenous Aboriginal man. This we get through a discussion they were having with her friend Alice in which they discussed about two Aboriginal men who were arrested for sexual assault relate cases. As she goes through this experience with the Rodney (the man harassing her) she ends up admitting that she had transferred her fears to all the Aboriginal men because according to her they all reminded her and even looked like Rodney (p. 123). Here her Self 2 begins to take centre stage to the point in her reflections she actually begins to question whether she was being a racist? Self 3, in the context of social interaction, is used to refer to the way that certain aspects of a person’s actual or self-attributed Self 2 are manifested to others in the course of some life episode. Harrà © (p. 59). I will use the same episode where Jordan was getting this visits from Rodney. It is also during this time that her father dies and we learn that he was a violent man and it is this violence that had led to her parent’s breakup. In my opinion, Jordan unconsciously brought out a side of her that the reader did not know-a past that she herself did not know was haunting her. This automatically links the reader to the gender violence being faced in the society at that time. Her interactions with Rodney and her fathers death helps ring out the issue in the society. When all these selves are brought together Harrà © concluded that it â€Å"opens up the disparity between what one believes about oneself (self-concept) and what is true about oneself, including those beliefs.† (p. 62). In writing an autobiography the narrator in this case is also the protagonist and the essence is to make the two of them meet and be one. It is only through this way that the reader is introduced to the narrator. It is also the only way the narrator can identify himself or herself to the reader. Bruner argued that the main task of the narrator is to find the protagonist and bring him forth to a point where they become one Bruner (p. 27). According to him the narrator is usually in the present but the protagonist is in the past. The job of the narrator will be then to bring out the protagonist. Bruner (p. 27). Writing in the self means, personally introducing the reader into your life. The use of present tense and the first person pronoun makes the reader see the world through the eyes of the narrator. â€Å"What after all is an autobiography? It consists of the following. A narrator, in the here and now, takes upon himself or herself the task of describing the progress of a protagonist in the there and then, one who happens to share his name. He must by convention bring that protagonist from the past into the present in such a way that the protagonist and the narrator eventually fuse and become one person with a shared consciousness.† Bruner (p. 27) The self is therefore the subject he or she is the one who experiences everything and who feels everything in the narrative. The self must be omnipresent and relates to all characters that are in the narrative. It entails how people give an account of themselves as they tell the story. Is everything they experience in their life interesting to tell about or must they be cautious as to what might actually interest the reader? Bruner stated that â€Å"a narrative must also answer the question â€Å"Why†, â€Å"Why is this worth telling, what is interesting about it?† Not everything that happened is worth telling about, and it is not always clear why what one tells merits telling.† (p. 29) His argument that the reader may not be necessarily be interested in detailed accounts of events that do not add value is one this paper stands by. â€Å"The â€Å"why tell† function imposes something of great (and hidden) significance on narrative Jordan managed to tell her story and make it relate to those of her kind. While introducing her narrative she has made it clear that she is a visitor/stranger in this place. She is ready to watch and learn. Though it can be argued, I believe that Jordan was writing for people of her kind. They are the ones who could relate to the issues she faced in this foreign land. According to her account she felt out of place, the culture shocks and the surprises she received made her sit back and think about herself and her life. Her description of the indigenous people she meets helps the reader to know that Jordan is indeed white and non indigenous. This means that whatever the writer decided to put on paper must be able to serve a purpose and should not just be a chronology of events. Bruner Indicated that â€Å"not only must a narrative be about a sequence of events over time, structured comprehensibly in terms of culture, it must also contain something that endows it with exceptionality. (p. 29) However as much as we want exceptional accounts, other authors argue that what makes life writing interesting is the way the story is told. The writer is able to make an ordinary event look interesting without exaggerations. Autobiographies are true accounts of ones life, when deciding what to tell and what not to tell authors could run the risk of skipping the ethics and introducing untrue events. This introduces us to the aspect of narrative integrity. In using the self the reader totally relies on the accounts of the narrator. The same reader holds trust that the events are told as they happened and that he/she has liberty to interpret them as one feels appropriate. With this in mind Freeman and Brockmeier remind us that the need to be exceptional and interesting should never affect the degree of narrative integrity. It should not just be about the aesthetic value but the ethical concept (p. 72) â€Å"We do not simply want to advance a concept of coherence, predicated exclusively on quality of form; narrative integrity, as conceptualized here, encompasses both aesthetics and ethics and is thus to be considered a dialectical structure of meaning.† Freeman and Brockmeier (p.76) So what defines the self is it just what we say about ourselves or can it be influence external factors. In the definition of self the term is seen as very subjective in that it belongs to the individual and the individual is in control of the self. But there are those that believe that this broad description can not be taken in totality. Such is the argument of Bart where he argued that in life-writing, ‘geographical location strongly inflects the story being told. This is illustrated with brief reference to immigrant life-stories, narratives of city dwelling and prison testimonies.† (p. 52). In Jordan’s account her description of the cultures of the Aboriginal people and how she is amazed and shocked at some of their practises the reader gets to learn of her frustrations to try to change these people to what she would prefer them to be. Indirectly he communicates that she thinks her culture is more superior and should be adopted by the indigenous people. She thought the Balandas would be working together with the Aboriginal people to try and assist â€Å"such communities†. But realises this is not the case. She slowly learns that there are disparities that even her good intentions can not solve. The self cannot exist in a vacuum. It is determined by external factors which define who we are and our beliefs. These external forces can be cultural social and even environmental. For example Jordan sympathises with the life the Aboriginals are leading because she keeps comparing it to her home town which she considers superior. She just wants to help them. Freeman argument on the autonomy of self is similar to that of Bart. In his article he stated that â€Å"my story† can never be wholly mine, alone, because I define and articulate my existence with and among others, through the various narratives models my culture provides.† (p. 287). According to him autobiographies are personal stories that are conditioned by our cultural worlds. (p. 287). The culture does not necessarily affect the form of the piece but more of the ideas that the writer introduces. It is important to note at this point that the ideas presented by the writer may be brought out intentionally or unintentionally. For example in Jordan, the conversation about the Aboriginal men who were arrested and released on gender violence cases may have sounded like a normal chitchat. However as a reader the tone used in telling about the release of this man is an angry tone. This goes to show that she is angered by the society that sets free a man who murders his wife. She may be unable to tolerate this because she know that in her culture a woman would have a choice of walking out of an abusive marriage just like Jordan’s parents separated due to such violence. I will now get to discuss self in terms of flexibility. Here I would like to review whether there is any possibility that a self as portrayed at the beginning of the story can eventually change at the end of the narrative. This paper intends to show that the self can indeed change. This can be linked to the fact that the self is flexible and is not autonomous. Therefore change of external forces can also change our self at some point. In the book by Jordan, towards the end of the narrative she knows she has to go back home after 14 months of her stay in Maningrida. When she came in she was shocked at the way the people lived and desperately wanted to help. She was later appalled by the society that seemed to adorn gender violence but the only thing she could do was but angry and scared about it. But towards the end she begins to think of this place as home. The reader now sees a changed version of Jordan. She marks her moods at the closure of the journey by describing the weather â€Å"it was getting heavier† as her days drew to a closer. (p. 199). She had gotten to learn the cultures of these people, their art their language and she was actually managed to be a part of them though with difficulty. She says she was excited to go home but at the same time very sorry that she had to leave so much behind (p. 199). At this point she is not all about being superior. She actually acknowledges that the stories she will tell will be contradictory â€Å"with no good ending† because in the process of trying to understand these people she had ended up a changed person. In conclusion this paper asserts that the self as a writing concept must be looked at in a broad perspective. As seen in the arguments presented in the paper, the self is not autonomous and cannot exist in a vacuum. The paper has also managed to illustrate and successfully argue that the self is not rigid and can therefore be influenced. Comparing and Contrasting NCU's Concept Paper Requirements for Qualitative and or Quantitative Papers Works Cited Bart M., Postcolonial Life-Writing: Culture, Politics, and Self-Representation. Viewed 03 August, 2011, Brockmeier, J. and Carbaugh, D. 2001, Narrative and Identity: Studies in Autobiography, Self and Culture, viewed 03 August 2011.  f.deakin.edu.au/lib/deakin/docDetail.action?docID=5004938 Jordan, M.E., 2005, Balanda: My Year in Arnhem Land. Viewed 03 August, 2011,