International Politics Essay Example | Topics and Well Written Essays - 1000 words

International Politics - Essay Example To this the constructivists argue that customs, culture and ideas principally determine the awareness of the world that we live in. The distinctiveness and welfare of a state can be molded by ideas and this serves to have more or less lasting effects on international relations. Conflicts emerge from fundamental and controlling outcomes of standards and shared hopes, distinctiveness, culture and social processes (Baylis & Smith, 2005). The notion of liberalism maintains that in order to determine the behavior of the state, it is important to consider the state’s preferences, and does not accept the capabilities of the state for these purposes, which differ from one state to another. They are mainly dependent on the culture, economic system and the type of the government in each state. (International relations). Proponents of the dependency theory assert that all the third – world countries are not poverty stricken. In the past, these countries had been rich, but they the colonial regime exploited and impoverished them. The powerful first-world nations compelled the third world countries to integrate into the mainstream of the world economy, which rendered their economy subservient to the insatiable needs of the colonial regimes of the first-world nations. These countries were unable to satisfy the needs of their society, due to the compulsions of their colonial masters. The wealthy and industrially developed countries dominated the global economy, and were never exploited by colonialism. (The IR Theory Knowledge Base). Functionalism deals with the functionality of organizations in terms of their purposes and tasks. Most international organizations were developed to address several problems, purposes, tasks and demands. Therefore, theorists argue that the growth of these organizations was mainly based on their responsibility to sort out these issues that could arise from time to time. The neo  ­Ã¢â‚¬â€œ functionalism

'Common stock valuation' Essay Example | Topics and Well Written Essays - 500 words

'Common stock valuation' - Essay Example The dividend yielded from a particular common stock is not predetermined and is variable as compared to the fixed dividend offered in the case of preferred shares. The identification of the common stock’s value becomes quite difficult as the dividend rate is not already known and is always fluctuating. The basic principle applied while stock’s value is determined is that the current value of the stock is supposed to be its present value of all upcoming cash flows that is owed by the person who has invested in the stock. In simpler terms this means that an investor’s return depends on what price he is paying for a stock. The current price of a stock can be identified through discounted value of future cash flows by applying the principle of time value of money (Moyer, 2012). This value of the stock is recognized as the stocks intrinsic value as this value is obtained from different information available about the stock. This value is not the exact value of the sto ck, but this value is near to the stocks actual value and reflects the current position of the stock. The above formula states that Po is the current price of the share and D1 is the dividend for that particular stock which is offered for the first time and the same dividend will be offered throughout and r is used to represent the common stock’s required return rate (Mayo, 2007). If a particular stock’s dividend is not constant and keeps on changing then the current value of the stock is its present value of any growing cash flows. Formula: Do is used to indicate the dividend that is offered this time, if the dividend of that particular stock keeps on growing at a continuous rate, then the current common stock’s value is value that all future dividends will have (Chisholm, 2009). The constant rate of growth of stocks is represented by â€Å"g†. This model is referred as DVM or dividend

Lord of the Flies Symbolism Essay

Lord of the Flies Symbolism Essay The conch shell is a shell that means a lot more than just a beautiful white shell. It has great power and it symbolizes civilization and order. The boys on the island look to this conch as holding order in a crumbling society. The boys respect this conch in the beginning and no one can speak unless you are holding the conch. You will see how the conch, positioned high on a pedestal, but in the end, lays among the rocks in fine white dust. As the civilization and order on the island begins to erode, the conch shell looses power and this has a big influence on the boys. When they start to realize the conch is losing power, things will get out of order and jack is beginning to take over. Once Jack takes over, savageness is comes into play. The diminishing of the conchs importance in this story shows the start of the decline of the civilization on this island. When the conch shell is crushed by the boulder roger threw, this symbolizes the true end of civilization and the true start of a truly savage nation. The signal fire is another important symbol in lord of the flies. The fire seems to represent savageness and civilization. It is savage because it burns wildly and it is civilization in the sense that they are trying to get rescued. The fire at first is a symbol of civilization and order and because Ralph is trying to get rescued which symbolizes civilization. When the fire starts to burn out of control and one boy goes missing (the one with the big birthmark on the side of his face) this shows that the fire is becoming savage. The signal fire has many complex layersà ¢Ã¢â€š ¬Ã‚ ¦ kind of like an onion. When the fire burns low or goes out, we begin to realize that the boys have lost the desire to be rescued and have accepted their savage lives on the island. The fire is ironic in a way that at the end of the novel, it finally gets a ship to the island. Instead of it being the signal fire it is the fire of savagery. The forest fire Jacks tribe starts as part of trying to hunt Ralph d own and kill him The evil within the boys has more effect on their existence as they spend more time on the island, isolated from the rest of society that represents the decline and is shown by Piggys specs. Piggys glasses represent civilization, science, and technology while they are trying to get rescued. Piggys glasses make the fire start representing the start of the civilization process, if that is what you want to call it. Without the glasses, they would not have been able to get rescued. They end up fighting over the gasses when the glasses were knocked off piggy and broken. That represents how the glasses have changed and how the civilization is starting to diminish. When jack steals the glasses this shows how savageness is taking over and how jack is taking over. Throughout the book, Piggy represents the civilization and the rules. As Piggy loses his ability to see, the other boys lose their vision of becoming civilized and being rescued. When the story begins, Piggy can see clearly with bot h lenses of his glasses perfectly new and the boys are still civilized. After some time passes, the hunters become more concerned with slaughtering of a pig than with being rescued and returning to civilization. Things are beginning to diminish. This is illustrated in the way that Piggys glasses are becoming more and more broken. It shows how in the beginning piggy could see clearly and things were civilized. Then when his glasses were knocked off, he could not really see and that shows how civilization is declining. When Piggys glasses are stolen, he cannot see at all which shows that civilization has completely disappeared. The beast is a thing that all the boys are afraid of, it is a product of their imagination. However, in reality, it represents the evil that lurks whit in all of us, which is causing life on the island to deteriorate. Piggy begins to say that the beast is just fear and Simon tells them, Maybe, maybe there is a beast what I mean is maybe its only us (p. 89). Jack states that the beast can take shape in any form, which is kind of showing how the beast can take shape in anybody. It is foreshadowing in how the beast will soon come out of the boys and start killing one by one. The beast changes from the beginning because it is seen as a thing but then later on they started to realize that the beast is within all of us. The beast cant be killed because it is in every single one of us. The beast is, literally a man that is not what Simon means when he says that it is only us. He is talking about the beast being the darkness that is inside each and every one of us. If this is true, then, as the Lord of the Flies later says, it is crazy to think that the beast is something you could hunt and kill. If it is inside all of us, not only can we not hunt it, we can never see it, never give it form and never defeat it. When Simon has his scene with the pigs head, the Lord of the Flies says to him, Im the beast. This makes simons other words true; you cannot hunt and kill the beast, because they have already hunted and killed the pig and it is still talking to you. Even later, when Ralph smashes the skull, makes the smile bigger, now six feet across as it lies grinning at the sky. This thing just will not die, and it torments Ralph so much, because it knows all the answers and wont tell. The boys are afraid of the beast, but only Simon realizes that they fear the beast because it exists within each of them. As the boys grow more savage, their belief in the beast grows stronger. By the end of the novel, the boys are leaving it and treating it as a some what god. The boys behavio r is what brings the beast into their lives because they are so savage. The more savagely the boys act, the more real the beast seems to become. Another symbol that is the presented in the middle of the book is the lord of the flies. The lord of the flies is the main theme of the book, hence the title. The lord of the flies is the head of the pig that the boys killed and chopped up. The Lord of the Flies is the bloody, severed sows head that Jack impales on a stake in the forest glade as an offering to the beast. They stuck the head on a stick and left it there for the so-called beast to come eat it. The lord of the flies symbolizes the devil or satan. The actions that the boys did to kill the pig was the last action that truly turned them to savages. That was the most savage thing they could have done. Simon has a discussion with the lord of the flies and it tells him that the beast cannot be killed and it lurks within all of us. This complicated symbol becomes the most important symbol in the novel when Simon confronts the cows head in the forest and it seems to speak to him, telling him that evil lies within every human he art and promising to have some fun with him. (This fun foreshadows Simons death in the next chapter.) In this way, the Lord of the Flies becomes both a physical picture of the beast, a symbol of the power of evil, and a kind of Satan figure who makes the beast come out within each human being. Looking at the book in the sense of the bible, the Lord of the Flies resembles the devil, just as Simon resembles Jesus. The name Lord of the Flies is a translation of the name of the biblical name Beelzebub, which is a powerful demon in hell that is sometimes thought to be the devil. The boys, have truly, been deprived of their innocence. They have witnessed that deep down inside there is a dangerous beast lurking there. The symbols help to show how the innocence is lost and how things have changed in their society. Golding is foreshadowing our lives. Slowly and slowly, we will become more and more uncivilized and the beast will come out and transform our faces and personality. The change in the symbols of the book shows the slow decline of civilization and the gradual increase of the savageness and the beast manifesting from within the boys.

Dramatic Tension in The Crucible Essay -- The Crucible Arthur Miller W

Dramatic Tension in The Crucible The play, ‘The Crucible’, illustrates how people react to mass hysteria created by a person or group of people, as people did during the McCarthy hearings of the 1950s and the Salem witch hunts of 1962. Many Americans were wrongly accused of being Communist sympathizers. The activities of the House of Un-American Activities Committee began to be linked with the witchcraft trials that had taken place in the town of Salem. This provided Miller with the catalyst to write ‘The Crucible’. Without the knowledge of the McCarthy hearings and the Salem witch hunts, ‘The Crucible’ may be seen as a melodrama and the events in the play, sensationalised. It is not a melodrama because it is not overly dramatic; the McCarthy hearings and the witch hunts inject realism in the play. The play deals with historical events and with characters that have a historical context. Through the use of dialogue, stage directions which enable us to envisage the scene on stage and characterisation we can see how dramatic tension is created by Miller. These aspects are to be explored for each act. Act One begins with Reverend Parris praying fervently over his daughter, Betty Parris, who lies unconscious on her bed. The stage directions indicate that the room is quite dark with only a candle burning and sunlight through the window lighting the room. Parris is frightened, confused and angered by Betty’s illness, perhaps wondering what he has done wrong to be inflicted with such misery. This shown by the way he prays, then weeps and then starts praying again as if he unsure even of his emotions. He is very tense and is quickly angered without provocation, for example when Tituba inquires about Betty he turns on her in fury and shouts at her to get out. He then starts to sob and in his fear he starts to mumble to Betty to wake up, his feeling of inadequacy is expressed through his fragmented, disjointed sentences. ‘Oh, my God! God help me! Betty. Child. Dear Child. Will you wake, will you open your eyes! Betty, little one†¦Ã¢â‚¬â„¢ He turns on Abigail and confronts her and through the conversation between Reverend Parris and his niece Abigail, the audience learns that the town’s girls, including Abigail and Betty, had engaged in activities in the forest led by Tituba; Parris’ slave from Barbados. At this moment they are only provided with conflicting accou... ...he town like others before him. He and Rebecca are led out and Parris, Hale and Elizabeth are left on stage. A drum roll is heard in the background, showing that there is little time left to stop the hangings. Parris and Hale plead frantically with Elizabeth to stop him and that there is time yet but as the drum roll signifies, not much time. Elizabeth knows that this is the only way things can end so that she and Proctor can finally be at peace. She replies to hale and Parris, ‘He have his goodness now. God forbid I take it from him!’ The loud drum roll that heightens violently at the end of the play signifies a definite end to the play. It leaves a tense atmosphere; which leaves the audience to contemplate the play and particular characters and their relevance to the title. Proctor would be seen as the one comes out of the ‘crucible’ purified. The light that shines through the window at the very end of the play makes the ending symbolic. The word, ‘new’ almost lets us forget all the tragic events that have passed and that the best solution would be to start afresh. It leaves the audience thinking there is a hope for the people of Salem especially with the presence of light.

Strengths Paper

â€Å" A good objective of leadership is to help those who are doing poorly to do well and to help those who are doing well to do even better. †~ Jim Rohn Throughout history, people have needed leaders to help them handle certain situations and work through problems. Anybody can become a leader, but first they must determine what their strengths are. There is now a test that one can take online that outlines their five top strengths and explains in detail what each one means. It varies for each person that takes it, but my top five strengths are achiever, adaptability, strategic, restorative, and relator.The first of my strengths is achiever. This means that whenever I start something, I like to finish it and generally do whatever it takes to reach that goal. My second strength, adaptability, in a way, ties into the first one. Adaptability means being able to approach problems from different angles and finding new ways to complete things when one idea doesn't work. I feel like these two strengths relate to me pretty well. I do not like to leave projects open ended whenever I start them and I'm usually pretty good at ‘rolling with the punches. These two allow me to tackle situations in a variety of ways and leave me with plenty of the proverbial â€Å"plan B's† in case any of the first attempts do not work properly. My third strength, strategic, also aids my ability to work through problems. This particular strength allows me to think about the situation fully before jumping into it. Once I figure out what's happening, I can come up with a plan that best suites the circumstances and work on accomplishing it. By nature, I have found out that I more of a planner.I like to lay things out in my head before I start so things run more smoothly once I begin, which works well with my strategic strength. The last two strengths, restorative and relator, confused me for a little bit. I can put myself into other people's shoes easily and I would much rat her mend my broken relationships than burn those bridges, but I wouldn't necessarily put them into my top five. It's not a bad thing by any means, though! As a whole, these five strengths work well together nicely and, in a certain situation, could play off of each other in a very effective way!For example, let's say that I worked at a burger joint downtown. Well, everyone gets hungry and the need to eat usually overwhelms any other feeling that one could have. So, here's the scene: it's a hot summer day and after classes, I decide that I'm going to go get some free food at the restaurant that I work at. Walking in, I know what I want to achieve: I want a big, juicy burger with mustard, ketchup, tomatoes, pickles, onions, and cheese with a side of fresh onion rings. I grill the burger, pull out the buns, and head to the fridge to grab all the condiments.I generally only like to make one trip, so I carry all the items to the table where my burger is waiting. Little did I know that so meone had spilled Coke earlier in the day! As I slip on the spill, the pickles and ketchup fall to the tile in the kitchen and shatter. I have to adapt to the new situation, so I come up with a new strategy. Banana peppers and a little bit of mayo would fill in for the dropped items nicely! I bring all the items over to the table and restore what could have been a disaster.I can now take my delicious lunch outside, find someone that I can relate to, and have a conversation over fresh burgers and crispy onion rings. Everybody has the potential to be a leader. Before they assume this responsibility though, it is best that they find out what their top strengths are so that they can benefit a larger amount of people more effectively through their actions. For me, my top strengths are achiever, adaptability, strategic, restorative, and relator. With these, I can figure out problems, find out ways to solve them, get others input on the subject, and come out of the situation intact.

Byzantine and the Impact of Islam

Byzantine is a Roman empire or the empire of Greeks in the Middle East. The history of Byzantine is a continuous line from the latter centuries of Rome to the very beginning of the modern time. It’s about the culture of the Greece and Rome that has a unique cultural history based on synthesis of Roman, European and Islamic elements when it suffered three crisis of external invasion, internal civil war and economy that later made the administrative center less important. (Bury, J. B. 1989).The emperor of Byzantine Empire was Justinian who occupied territories by the Goths and the main occupants of the empire were Christians, but after the fall of Rome; Christians who were horribly persecuted by the Byzantines welcomed the Muslims conquerors with open arms just to tolerate their religion. (Barker, J. W. 1966) By the time justinian resigned Byzantine was in a financial crisis. Later Heraculius succeeded him. When the throne was assumed, a forty-year old Arab named Muhammad swept the streets with messages of Islam across the entire empire.At the end of his regime Muhammad’s message came to pass and Muslims armies emerged and started making raids into Byzantine territory in Syria and began to conquer the Persian territories. (Bury, J. B. 1989) Because of the disaffected populations of Christians and Jews who had been persecuted earlier, the Muslim quickly conquered Byzantine territories in the ninth century. Their victory did not last long because of the Islamic government under Caliph deteriorated and Byzantines started to dominate the Asia Minor and by the tenth century they reconquered most of Syria and became more powerful and influential again.The crusaders The Byzantines however saught help from the Europe against the Muslims conquerors. Europe decided to assist them despite their cultural differences as they shared a common religion with the Byzantines. In 1204 the crusaders attacked the city of Constantinople a goal that the Muslims had been tr ying to conquer for centuries and conquered the Muslims. In 1261 the Byzantine Empire ceased to be an empire and was known as a small kingdom that later in 1453, the Constantinople city was permanently conquered by the Ottoman Turks and was renamed Istanbul.(Diehl, C. (1957) Byzantine Christianity Byzantine Christianity was a different religion from the Latin Christianity, what made it look different was the role of the emperor in matters regarding the faith. While for the Latin Christians the pope in matters of faith was almost solidified. Later the Byzantines inherited the roman idea and practiced a form of Christianity whereby theological authority was vested in the emperor. Through this theological authority it created a permanent breach in the world of Christianity between the west and the east.The breach was to produce iconoclastic controversy that the worship of images and icons was a sign of pagan belief. Only Christ and God should be worshiped this was angulated by Leo the saurian who had turned the tide against the Muslim in 717. The collapse of the Byzantine empire in 1453 saw the Russians believe that they were inheritors of the Byzantine empire and later began the roman empire. (Amis, R1995).Byzantium Empire and impact of IslamThe Byzantine Empire was able to survive for a period of time though not easily achieved through Heraculius some of the empires were kept together despite confrontation on the three sides of empire, and was able to save the empire from the Muslim. (Diehl, C. (1957) His effort worked but his 200,000 troops were killed and a lot of wealth lost during the war with the Persians. After the fight with the Persian he thought of rebuilding the empire but this was not to be as the empire was again attacked by another threat of Islam. The Muslims again got the opportunity to invade Persia and the Byzantine and this surprised both of them.The Persia and the Byzantine Empire did not have strength to fight back the Muslims attacks and th is paved way for Muslims to conquer the eastern provinces of the Byzantines. (Bury, J. B. 1989) The Muslims invasion in the empire weakened the internal division and many Christians wanted to keep their faith and always looked upon religious sects as heretics. Most of them who were persecuted to them life under Islam was good compared to Byzantines because Muslims did not look down upon other religion and this resulted to Muslims being welcomed to Byzantine Empire.Finally when Heraculius died the Muslim got opportunity to conquer the eastern provinces of Byzantine Empire. In the 14th and 15th centuries Islam was already being accepted by the Albanians and later it was in quick acceptance by other nations. . (Diehl, C. (1957) After the death of Mohammed Islam spread very fast and outside Arabia its spread was aided by various political upheavals. The long series of wars between the Byzantine and Persian empires is always credited for this fast spread in the near east especially after the triumph of the Muslims.The Byzantine Empire had the character of imposing Christianity on the population it conquered, for this reason the Syrians and the Egyptians resented and resisted the attempts made by the Byzantine Empire to impose Christianity on them. (Diehl, C 1957) Therefore when the Muslims came to these particular areas they were readily accepted to forestall any attempts that the Byzantine were trying to make, this led to the fall of Syria to the Arab armies to be followed soon by the fall of Iraq and Persia with Egypt falling in 640 AD with very little resistance.With this conquest Islam soon spread to most territories of the Near East and Africa. (Diehl, C. 1957) In the Byzantine Empire there was fierce fanaticism that included interdenominational strife and religious persecution amongst the Christians themselves, compared with the practice and the doctrine of the Islamic faith that tolerated other religions it endeared itself to others. For example the Byzantin es brutally attempted to suppress Christian sects who questioned the established Church.Also there was oppression of the peasants who were heavily taxed. The Empire also suppressed non-orthodox Christian teachings. Opposition to Islam after the conquest was weakened by the fact that under the Muslims, taxes were not very heavy like before and the non-orthodox Christian sects could now operate comfortably. (Diehl, C 1957) The spread of Islam in the better part of Middle East was made possible by Arab victories over Byzantine armies. The Byzantines were the major enemies to be encountered by the Aryans from the Arabian Desert.The encounter with the Byzantines was the first of many major battles between Muslims and Christians. It was Omar who acted as Caliph or head of the Moslem community in 634-44AD that initiated the fast expansion of the Arabs and Islam. Omar achieved the first great successes of Arab armies outside of the Arabian Peninsula when he conquered the Byzantine Empire ru led by the Emperor Heraclius. Omar's armies attacked Syria, seizing large areas. In 636AD at the Battle of Yarmuk the Byzantine Army were greatly humiliated by the Arabs when they defeated them.This saw the Arabs entering Jerusalem and Damascus in 638. It was during these period that it is believed Christianity replaced Christianity in this particular area as a result of the weakness of the Byzantine Empire. Arab rulers imposed a personal tax on all non-Muslims, which encouraged many to convert to the Muslim Faith. In the new Caliphate there was no forced conversions but happened later. At first the Arabs did not consider converting anyone because of the taxes they collected which provided great incomes.(Diehl, C 1957) Cultural and intellectual factor Islam as a religion does not recognize superstitions but is a simple and rational religion that emphasize on knowledge and learning. Through learning as the foremost priority to humankind the Islamic civilization spread through many co untries. The Muslim never destroyed things in middle east as the Christians in Spain what they did was to defend what was positive and eventually embrace it.Political and economic impactIslam was seen as a religion without any political and economic principles. However Islam preached a new concept of human relations avoiding nationalism and class divisions. Islam main concern and interest was humankind’s relations with God. Politically Islam perception was that the supreme power rests with God and equality before the law is a major principle of the political system. (Diehl, C. (1957) In Balkan nations, emergence of Islam was very important compared to the Byzantines Empire.Islam also emphasized on the economic aspect of life and this was clearly shown through justified ways of making profits, possession of property and not overspending and everybody must earn a living in an honest way. Islam came up with obligatory and voluntary laws that have played important roles in the ec onomic system of Islam. Before Islam spread to Balkan nation and Byzantine Empire people who lived there had some kind of social chaos but Muslims brought a new approach to the social lives of the Balkans.For example: Muslim women played a crucial part in the institution of family and were always considered equal in every aspect to her male counterpart. A woman is always the first to show kindness, love, and sincerity and educate. While for Christians, women are seen as devils instrument to harm or hurt people. (Diehl, C. (1957) When they conquered Byzantine Islam played a role in regulating the slavery and sanctioned better conditions for the slaves and even encouraged the prohibition of slavery.Islam also brought together the Middle East and came up with a common language known as Arabic and a common religion known as Islam. After all this positive impact of Islam in Byzantine Empire some of the rules set up are not applicable in the 21st century. At one time there were most power ful, rich and advanced people and today they have created four empires, which include Umayyad, Abbasid, Mogul and Ottoman Empire. Their decline can be traced to about 1700 when the west caught up with the Ottoman the great Muslim empire and started misinterpreting the Koran.(Amin, H. A. 1989).REFERENCESAmin, Hussein Ahmad (1989).The present state of the Muslim umma. Muslim World Amis, Robin (1995).A Different Christianity: Early Christian Esotericism and Modern Thought. Albany: Suny Press, Barker, John W. (1966).Justinian and the Later Roman Empire. The University of Wisconsin Press, Bury, J. B. (1989).â€Å"Roman Emperor from Basil II to Isaac Komnenos,† English Historical Review. 41-64 & 251-286. Diehl, Charles. (1957).Byzantium: Greatness and Decline. Rutgers University Press.

Why Lawyers are Good for Healthcare essays

Why Lawyers are Good for Healthcare essays Healthcare, in its most basic context, can be viewed as an essential human right, and as such, certain standards must be upheld within healthcare if the best interests, and indeed the very lives of patients are to be protected. Thankfully, the presence of lawyers has helped to protect the public from the flaws and shortcomings of the healthcare system. With this statement in mind, solid, logical arguments can be made to validate the role of lawyers in the modern healthcare system and beyond. Organized healthcare enjoys a distinct advantage over the patient from several points of view; generally speaking, doctors and hospitals hold the power to decide whether a patient lives or dies, and as such, the tendency of the patient in the past was to relinquish all rights in the pursuit of being cured of a disease or recovering from trauma (Annas, 1989). This has put the patient, ironically enough, in the dangerous position of having no protection and basically taking a gamble with their wellness and survival. Beyond this surrender on the part of the patient, the true motives of the healthcare industry have degraded to an all out pursuit of profits over the provision of the best care that is humanly possible. In the pursuit of a fat bottom line, healthcare has cut staffing to bare minimum levels, compromised care to lethal levels in many cases, and the like. This is proven by the outrageously high number of fatalities from preventable complications such as infections, careg iver error, substandard facilities, and deliberate negligence (Forsythe, 2000). In the midst of this healthcare crisis, fortunately, lawyers have stepped forward to provide an improved view of healthcare-as it should be. The Lawyers View of How Healthcare Should Be Because of the life and death power that the healthcare industry holds, it can be fairly argued that healthcare as a whole has lost sight of the fundam ...

The Future World †English Composition Informal Essay

The Future World – English Composition Informal Essay Free Online Research Papers The Future World English Composition Informal Essay People have been thinking of all kinds of futures, and I have no exception. Always, people imagine that the future is totally great, but in fact, there will still be many problems in all aspects. So sometimes I think of the past, too. Maybe in the past, the life was also great in some way. Thus, I often think of the past and imagine what the world will be like in the future. When it comes to the future, I often think that is a convenient world. Many things will be invented and used for convenience. The means of transportation will be greatly changed. For instance, people will drive the small vehicles which have wings with them so they could fly high. Moreover, some kinds of the vehicles even have the jet engines so they could also fly fast like jet planes. Everybody wants to have one because it is cool when you drive it go and from school or work, but you must get the license first. So some people may choose other ways. One is the magnetic train. In the cities, there will often be many cars flying over your head during rush hours. In this situation, you must not want to fly your car into the terrible mess. What should you do? You can take the magnetic train. It floats on the air by magnetic force so there is no friction between the train and the ground; therefore, it can be very fast and people like to take a long distance trip by the magnetic train as w ell as a short one. And what kind of energy will people use in the future? Gasoline? Electricity? No. I think the most possible energy for using in the future is solar energy. Because the energy we use now will be run out of in the future such as gas, gasoline, and coal. They all are fuels. It means that if you want to get energy from them, you must burn them first. Thus, you can get what you want, but also, they cause air pollutions. So the best way to get energy is solar system. We cannot use sunlight directly, but we can turn it into some kind of energy which can be used like electricity. Besides, in the whole process, it would not cause any pollution. That is why future people will use it as the best energy resource. And I think they will improve the system over and over to make the most use of it. However, in the past, at least in my parents’ childhood, what people used the most were their â€Å"feet.† It was slower, though, it was also good. You got nothing to worry about because you just walked. When you walked you could feel more about nature. So, even now I also like to take a stroll when I have free time. I can see trees, flowers beside the path and listen to birds singing in the grove. Nowadays, people have been thinking how great the future will be, but it’s more important to think what we can do now. Because no matter how great the future will be, it is we that will make it out. As the saying goes well, â€Å"Acts speak louder than words.† Remember not to keep on imagining. Otherwise, all you imagine will turn out to be illusion and remains nothing. Research Papers on The Future World - English Composition Informal EssayLifes What IfsBionic Assembly System: A New Concept of SelfThe Spring and AutumnPETSTEL analysis of IndiaTwilight of the UAWThe Hockey GameIncorporating Risk and Uncertainty Factor in CapitalCapital PunishmentBook Review on The Autobiography of Malcolm XNever Been Kicked Out of a Place This Nice

7 Most Common SAT Math Mistakes and How to Avoid Them

7 Most Common SAT Math Mistakes and How to Avoid Them SAT / ACT Prep Online Guides and Tips I spent several years tutoring students in SAT Math, and many found the section frustrating. The first test-takers for the new SAT in March felt the same. Some struggled because they felt their strong suit was English and were irkedby the content, mental math, and the pacing of SAT Math. Others found that although they considered themselvesexcellent math students, they struggled to finish and get the score they want. No matter what group theyfell into, students tended to make the same seven mistakes on the SAT Math section. In this guide, I’ll tell you what those mistakes are, give you examples, and let you know to avoid making these mistakes in the future. Mistake 1: You Didn’t Write Out All of the Steps Some students hate writing out their work for math problems.I know; I'mone of them.Trust me, while SAT Math problems may look simple since they only require you to know basic math topics (i.e. no advanced calculus), these problems are actually quite intricate, requiring you to go through many steps to get the correct answer. If you don’t write out all of these steps, you can accidentally end up with the wrong answer.This is especially important in the non-calculator section where you’re not able to rely on a calculator to help you find the correct answer. Together, we’ll work through this no-calculator SAT Math question and write out all of the steps: To determine what the price per pound of beef was when it was equal to the price per pound of chicken, you need to first find the value of $x$ (the number of weeks after July 1) when the two prices were equal.The prices were equal when $b=c$; that is, when $2.35+0.25x=1.75+0.40x$. $$2.35+0.25x=1.75+0.40x$$ You can find the value of x by reducing. $$2.35(−1.75)+0.25x=1.75(−1.75)+0.40x$$ $$0.6+0.25x=0.40x$$ $$0.6+0.25x(−0.25x)=0.40x(−0.25x)$$ $$0.60=0.15x$$ $$x={0.60}/{0.15}=4$$ Then, to determine b, the price per pound of beef, substitute 4 for $x$ in b=$2.35+0.25x$, which gives $b=2.35+0.25(4)=3.35$ dollars per pound. Therefore, D is the correct answer. When I initially attempted this problem, I didn't write anything down, and I accidentally added 1.75 to 2.35 instead of subtracting 1.75 from 2.35. Therefore, I got the wrong value for $x$, 27.33. Thankfully, when I plugged that into $b=2.35+0.25x$, I found thatmy answer wasn't one of the answer choices, so I caught my mistake. However, I'm lucky because I would have answered incorrectly otherwise. You don't want to miss questions because you didn’t write out all of the steps.This is arguably the easiest mistake to fix.Write out all your steps, and you’ll never accidentally get a question wrong because you skipped a step! Mistake 2: You Forgot Formulas The SAT gives you some formulas at the start of each Math section.However, the College Board doesn’t provide you with all of the formulas you need to know to answer every question in the SAT Math section. Luckily, here at PrepScholar, we’ve created a complete list of all the formulas you need to know for SAT Math.Create flashcards to help you memorize these formulas.However, memorizing alone is not enough.If you have the formulas memorized, but don’t know how to use the formulas, they’re useless to you. The best way to practice using formulas is to do as many SAT Math problems as you can. Let's work through this SAT Math question that you couldn’t answer without knowing formulas and how to apply them: If you didn't have your trigonometry formulas memorized (SOHCAHTOA), you would have no idea how to answer this question. It's impossible to answer this question without at least knowing the formulas for the sine and cosineof an angle. Memorizing formulas is not only necessary to answer certain questions correctly, but it can also be a time-saving shortcut. If you were a formula whiz and knewthe complementary angle relationship for sine and cosine, which is $sin(x °)=cos(90 °Ã¢Ë†â€™x °)$, you'd know immediately that the answer is $cos(90 °Ã¢Ë†â€™x °)={4}/{5}$ or $0.8$. However, if you didn't know that formula, but knew the sine and cosine formulas, you could stillsolve this problem by constructing a diagram using the given information.It’s a right triangle (which it has to be to use sine/cosine), and the sine of angle x is ${4}/{5}$. If $sin(x)={opposite side}/{hypotenuse}$,then the opposite side is 4 long and the hypotenuse is 5 long: Since two of the angles of the triangle are of measure $x$ and 90, the third angle must have the measure $180 °Ã¢Ë†â€™90 °Ã¢Ë†â€™x °=90 °Ã¢Ë†â€™x °$. If we know that $cosine={adjacent side}/{hypotenuse}$, then,using the figure, $cos(90 °Ã¢Ë†â€™x °)={4}/{5}$or $0.8$. SAT Math may make your brain hurt! Mistake 3: You Didn'tKnow Functions Functions are one of the trickiest topics in SAT Math.This is not because they'remore difficult than other topics, but rather students are simplyless familiar with functions than they are with other math concepts.The good news is that you'll easily master functions withpractice and familiarization. Let's work through thisSAT quadratic function question together: To figure outwhich answer choiceis the equation of the graph,you shouldstart by finding the y-intercept. Youcan see in this graph that the y-intercept is 2, which means you can eliminate C and E since C had a y-intercept of -2, and E has no y-intercept. The vertex of the graph is at $x=0$, so the function is not shifted to the right or left of the y-axis. This means that, in your quadratic equation $ax^2+bx+c$, your b value has to be 0. If it were anything other than 0, the graph would be shifted left or right of the y-axis. Let's look at the remaining answer choices, A, B, and D, to see which one had a b=0. A does so that might be the correct answer, but let's rule out B and D. Answer choices B and D are squaring expressions, so let's FOIL them in order to see the equation properly. Answer choice B gives us: $$y=(x+2)^2$$ $$y=(x+2)(x+2)$$ $$y=x^2+2x+2x+4$$ $$y=x^2+4x+4$$ This equation has b=4, not b=0, so it can't be the answer. You can also eliminate D; when foiled, it gives us: $$y=(x−2)^2$$ $$y=(x−2)(x−2)$$ $$y=x^2−4x+4, so b=-4$$ Therefore, A is the correct answer. If you're still struggling, check out our full guide to functions. Remember, you'll master functions with practice, so take as many SAT math practice tests as you can. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Mistake 4: You Panicked atan Unfamiliar Question Format SAT Math problems are often asked in strange waysthat you've never seen in math class. When confronted with these unfamiliar question formats, many students rush to move on to the next question thinking they'll come back to it, or they'll just try to guess the answer.Even though you’ve reviewed all of the math content areas and knew your stuff, you don't think you know how to answer the question. There is no easy solution to this issue.The only way to learn how to approach SAT Math questions is with practice. SAT Math questions are unlike the math questions you’re used to seeingin your math class, so to get familiar with the SAT Math question style, you should take as many practice SAT tests as you can. Let’s work through this convolutedSAT Math problem together: At first glance, this question looks overwhelming with a chart and a large paragraph. Don't let that scare you. Read carefully, and try to identify the important information as you read the question by circling or underling.Ask yourself: What am I solving for? What information am I given? How can I use this given information to find the solution? We're trying to find the probability that a right-handed student selected at random is female. We're told that there are 5 times as many right-handed females as there are left-handed females, and there are 9 times as many right-handed males as there are left-handed males. Also, we know the total number of left-handed students is 18, and the total number of right-handed students is 122. To solve this problem, you need to create a system of equations using two variables ($x$ and $y$) and the information you’re given in the question.Let $x$ be the number of left-handed female students and let $y$ be the number of left-handed male students. Using the information in the question, the number of right-handed female students will be $5x$ (since there are 5 times as many right-hand females as there are left-handed females) and the number of right-handed male students will be $9y$ (since there are 9 times as many right-hand males as there are left-handed males) . Since the total number of left-handed students is 18 and the total number of right-handed students is 122, the system of equations below must be true: $$x+y=18$$ $$5x+9y=122$$ When you solve this system of equations, you get $x=10$ and $y=8$.Thus, 50 of the 122 right-handed students are female.Therefore, the probability that a right-handed student selected at random is female is ${50}/{122}$, which to the nearest thousandth is $0.410$.The final answer is A. Don't run away from a weird question! Mistake 5: You Solved for the Wrong Value Because SAT Math questions can be convoluted, it's sometimes difficult to figure out what the question is asking you, which leads some students to solvefor the wrong value.Take for example this SAT Math question: This question throws a lot of numbers and letters at you. It gives you angle and side measures and mentions a similar triangle. Some students might accidentally solve forthe measure of the sides of DEF. Don't let the numbers and letters distract you. Make sure to identify what you're being asked: what is the valueof$sin F$? To find$sin F$, we need to start with thegiven information: Triangle ABC is a right triangle with right angle B.Therefore, AC is the hypotenuse of right triangle ABC, and AB and BC are the legs of right triangle ABC. According to the Pythagorean theorem, $$AB=√{(20^2)-(16^2)}=√{(400)-(256)}=√{144}=12$$ Since triangle DEF is similar to triangle ABC, with vertex F corresponding to vertex C, the measure of angle F equals the measure of angle C. Therefore, $sinF=sin C$, and $sinF={3}/{5}$.The final answer is ${3}/{5}$or $.6$. This problem has an easy fix: take the time to read the question fully, circle the important information, and make sure you know what you’rebeing asked before you start doing any work. I know you don’t have a lot of time on the SAT Math section (that was one of the chief complaints from the new SAT test-takers), but you need to read each question completely and make sure that you know what you’re being asked.You’ll get better at this with practice. Most SAT Math questions will have an answer choice that will seem correct if you misread the question.I know it’s rude and sneaky; the SAT is trying to tempt you to answer incorrectly.Don’t fall prey to the tricks! Read the question correctly, and you’ll be on the track to get the right answer! Mistake 6: You Used Your Calculator Incorrectly Calculators are both wonderful and horrible.You only get to use your calculator on one part of the SAT Math section, but for that part, you need to use your calculator carefully.When you’re rushing to answer SAT Math problems, you might accidentallytype the wrong number(s) into your calculator, leading you to the wrong answer. This isone of the better mistakes to make. Because if you type the wrong number(s) into your calculator, you’ll likely find no matching answer in the SAT answer choices, andyou’ll realize you made an error.However, even if you catch the error, you’ve still wasted valuable time that you could have been using to answer more SAT Math questions. Moral of the story: take the time to check that you’ve copied the numbers into your calculator correctly before running the calculation. Don't let your calculator become your enemy! Mistake 7: You Didn’t Pace Yourself With only 25 minutes to answer 20 questions in the no-calculator section and only 55 minutes to answer 30 questions in the calculator section, you need to learn to pace yourself.However, not every student should attempt the same pacing. You should plan your pacing based on your target SAT score. In both math sections, the questions progress from easy to hard and then re-set on the grid-in portion from easy to hard. No matter what your target score is, you should always attempt the easier questions: the first half of the multiple choice and grid-ins. If you're aiming for a Math section score above 700,then you're going to need to answer all or almost all of the 58 Math questions. That means you will need to get your pacing under oneminute per question for the easier questions to conserve time for the harder questions. If you're aiming for a Math section score below 700, then you can skip some questions.Focusyour time on trying to answer the easier questions correctly (the beginning questions of the multiple-choice and grid-ins).Consider bubbling in a random letterfor the harder questions since there is nopenalty for guessing. Note: if you use this strategy, make sure that you’re answering enough questions to reachyour target score.No one is perfect, so count on answering a few questions incorrectly. For example, if you’re aiming for 600 in Math, then you shouldattempt at least 45 questions before bubblingin random answers for the other 13 questions. That way, if you answer five of the 45 incorrectly, you can still get 600. Give yourself acushion. To really master yourpacing on the SAT Math section, you need to take a lot of practice tests under realistic testing conditions.For a more in-depth explanation on pacing, check out our guide to help you beat the clock and maximize your SAT math score. What’s Next? Now that you know the most common mistakes on SAT mathmake sure you’re prepared for all of the math topics you'll see on the SAT.All of our math guides will take you through strategies and practice problems for all the topics covered on the math section, from trig to radians, coordinate geometry to systems of equations and much more. Feeling anxious about test day? Make sure you know exactly what to do and bring to ease your mind and settle your nerves before it's time to take your SAT. Angling to get a perfect score? Check out our guide to getting a perfect 800, written by a perfect-scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Santander Bank Assignment Example | Topics and Well Written Essays - 2500 words

Santander Bank - Assignment Example Its main competitors are the Barclays bank, Royal Bank of Scotland and Standard Chartered Bank. Santander bank, however, stands out from the rest of the institutions as it offers savings accounts that are cost-effective and reliable to the customers. All these have both short term and long term benefits to the customers. This unique feature has made it have a wider market base that has, in turn, improved its profitability. Santander bank’s current business environment in the financial sector makes it suitable for my placement purposes. Being a business student, I believe that I will gain immensely from the practical experience that I will obtain from this bank. The experience will prepare me adequately in the business world in which I will be required to compete favorably with my competitors. Santander bank being such a successful bank I believe that I will be able to gather excellent lessons that I will make use of in the future. Santander Bank’s Business Activities Sa ntander bank offers banking and financial services to its customers. The services are broadly divided into two, which is, business and personal banking. Its target customer market comprises large business enterprises and individual investors. Some of the business segments of the bank are as follows: retail banking, asset management, global wholesale banking and insurance (Guillen & Tschoegl, 2008). The bank also takes part in the run-off real estate business of Spain in which it advances loans to its Spanish customers.

Human resources manangement Essay Example | Topics and Well Written Essays - 2000 words

Human resources manangement - Essay Example The advantage of using internal applicants in filling vacant positions is in regard to the motivation factor. Employees feel motivated when they are rewarded for good performance by being promoted to higher positions. Any organization that cannot be able to engage in employee advancement and promotion opportunities is likely to experience job dissatisfaction among the employees (Courtney, 1997: 126). Internal recruitment also provides the managers with the opportunity to use HR data that is available and maintained in the organization. An analysis of the employee performance is important in the recruitment process. This ensures that the organization is able to guess the competency of the employee (Schermerhorn, 2009: 78). Promotions within organizations lead to vacant positions that should be filled by other employees. The chain effect on promotion means that every time an employee is promoted, two or more positions will need to be filed. Internal promotions help to motivate employees since every promotion positively affects several employees within the organization (Schermerhorn, 2009: 78). Promotion of employees in the organization ensures that entry level vacancies are filled by external job applicants. The benefit of this approach is that no company is able to experiment unknown individuals in high risk employment positions. Further, employees have the chance to prove their ability in lower-level position first (Schermerhorn, 2009: 78). Bidding and job posting are the most common used methods of recruiting employees internally. Bidding occurs when qualified employees have been notified of the vacancy. They are then notified to bid for the vacancy if they want to be considered for the post. In bidding, the employee with the most seniority gets the job (Walsh, 2012: 52). Job posting involves the use of traditional bulletin boards, computer email based systems and telephone voicemail based systems. Computer email based systems and telephone voicemail

Calvins View of the Biblical Doctrine of the Fall of Man, Resistence Essay

Calvins View of the Biblical Doctrine of the Fall of Man, Resistence to Tyrannical Government and argument for Limited Governmen - Essay Example Irresistible Grace†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..5 D. Perseverance of the Saints†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6 E. Limited Atonement †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 III. Christian Community and the Christian Government †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 - 9 IV. Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Introduction The Reformation was a religious movement intended to rectify the teachings of the Catholic Church on human salvation. It abolished the systematized view on attaining salvation by emphasizing on human faith alone. Thus, for the Reformists, it is enough for man to believe in order to be saved. One of the most influential theologians during the Reformation period was John Calvin. Claimed by many as the founder of Calvinism, he shared some definitive teachings on the nature of man and on the significance of a Christian community. His lectures greatly contributed in the establishment of some religious and socio-political ideologies of today. In this light, we will examine the teachings of John Calvin by highlighting on two important aspects: firstly, his view on the nature of man in relation to the divine intellect; and secondly; his notion of the ideal socio-political community. I. Human Sin and Salvation All of the teachings of John Calvi n are grounded on his unique conception of human nature, which according to him, is corrupt and wicked. 1 As underscored in most of works, the spiritual downfall of man was caused by the sin of Adam and Eve. As a result of this sin, man became spiritually dead. Thus, John Calvin believes that the spiritual downfall of man has made him unworthy to go to heaven, thus, he has to be essentially chosen by God to be saved. The choice, however, depends not on his actions on earth but on the destiny that has been arbitrarily assigned to him by God. In this light, the salvation of man rests heavily on the arbitrary and preordained judgment of God, for He has the right, the power, and the wisdom to do whatever he pleases. This sets forth the central tenet of Calvinism, which is predestination. The catechism of Calvinism is summarized into Five Points (Christ Covenant Sunday School 2009). An examination of each point will help elucidate some of the key issues related to Calvinism: firstly, the inherent nature of sin in relation to the work of Satan; secondly, the justification for the selection of the Elect; and lastly, Calvary and notion of limited atonement. 1. Total Depravity As described earlier, the whole being of man has been tainted by sin—his body, soul, intellect, will, and emotions. And because of this, man has lost his direct relation to God. Sin is deemed to be the activity of Satan. According to the bible, Satan is a fallen angel who lost his status due to perversion. His rebellion to God caused him to become the irreconcilable enemy of God. It can be stated, moreover, that Satan’s nature is marked by lies.2 His basic strategy of falsehood is intended not only to injure God, but also to destroy man. According to Calvin, however, the fall of man is his own responsibility. Although the conception of sin is formed by Satan, it is man that ultimately executed the act. As a result, man now bears the image of Satan and is now

Journal Assignment Example | Topics and Well Written Essays - 250 words - 1

Journal - Assignment Example Nevertheless, some people do not treat Wheatley as an antislavery writer. This is one of the racial prejudices I need to face while marketing her books. Moreover, it is still unknown why a slave writer was silent about her miserable fate. There is a point of view that Phillis just wrote the poems that were popular at her time. In any case, nobody has proved this thought yet. The best variant to learn the truth is to buy and read Wheatley’s poems and try to find out this information between the lines of marvellous rhyming. Phillis Wheatley’s books have several important qualities that contribute to the popularity of these writings and make the works of this author very popular on any book market. One of the most essential ones is that Phillis’s works are a complicated blend of African and Anglo-American literary traditions. This writer inherited the features found in her books from West African past. It is not very difficult to note that this poet’s works i nclude her anticipation of the literary conventions of Romanticism. According to the critics’ point of view, Wheatley applied Coleridge’s theories of the secondary imagination. It is very useful to read Phillis’s works for those, who are interested in the history of literature.

History Essay Example | Topics and Well Written Essays - 250 words - 18

History - Essay Example The ideologies of the movement would not have gained impetus if the print media had not yet flourished, which promoted a renewed interest in the discovery of knowledge especially among the elites. One of the founding centers of the Enlightenment was France. Voltaire (1694–1778) was a French radical thinker who epitomized the Enlightenment ideals of freedom of speech and rational thought over blind faith in religion. Baron de Montesquieu (1689–1755) was another Enlightenment figure who revolutionized political discourse. He praised the republic as the best form of government and paved way for the division of the executive, the legislative, and the judiciary. Diderot was the architect of the Encyclopedia which was published over a period of twenty one years (1751–1772). Though the Enlightenment ideals originated in France it spread to different parts of Europe and the world. Each country saw the emergence of a bunch of radical thinkers in various fields. In England it was epitomized by Isaac Newton. John Locke, Adam Smith, David Hume were the other exponents of the Enlightenment in England. In America the writings of Thomas Jefferson and Benjamin Franklin created waves. It encouraged a widespread thirst for knowledge among the elites and the cultivation of scientific rationalism. Many of these philosophes set the mood for a tremendous intellectual and cultural revolution which left no stone in the society unturned. In the essay let us look at the political, economic, and scientific ripples created by the Enlightenment across the world. Many leaders of the American Revolution like Thomas Jefferson, Benjamin Franklin, and Thomas Paine were greatly influenced by the English and French Enlightenment thought, especially John Locke’s idea of liberalism. The Enlightenment clearly defied the absolutism of monarchy and upheld democracy. The common man was tired of being suppressed under the absolutist monarchs and they were influenced by the teachings

Photo essay Example | Topics and Well Written Essays - 250 words - 1

Photo - Essay Example clean, sparkling waters that perfectly magnify and reflect the images that are visually seen: the large brightly lit observation wheel, the skyscrapers equally lighted, and the distant array of high-rise buildings that brighten the deep blue skies. As one views these waterfronts, one could just marvel at the serenity of the waters amidst the busy commercial sector that is displayed beyond it. Visitors are enticed by the cleanliness and serenity of the waters, both in Tokyo and in Singapore, despite being located beside highly industrialized cities. One could also note that there were no evident traces of smog or air pollution from the photos, reflecting the ability of the cities to maintain the pristine condition of their surroundings, and their abilities to preserve and conserve the natural resources. At the time these photos were taken, it is evident that the time frame could be potentially similar – nearly approaching nighttime but the blue skies proved that it is night has not appropriately arrived. The greater numbers of bright lights from the photo of the waterfronts of Singapore prove that this was taken at a closer time frame to nighttime than that of the Tokyo

History Essay Example | Topics and Well Written Essays - 250 words - 18

History - Essay Example The ideologies of the movement would not have gained impetus if the print media had not yet flourished, which promoted a renewed interest in the discovery of knowledge especially among the elites. One of the founding centers of the Enlightenment was France. Voltaire (1694–1778) was a French radical thinker who epitomized the Enlightenment ideals of freedom of speech and rational thought over blind faith in religion. Baron de Montesquieu (1689–1755) was another Enlightenment figure who revolutionized political discourse. He praised the republic as the best form of government and paved way for the division of the executive, the legislative, and the judiciary. Diderot was the architect of the Encyclopedia which was published over a period of twenty one years (1751–1772). Though the Enlightenment ideals originated in France it spread to different parts of Europe and the world. Each country saw the emergence of a bunch of radical thinkers in various fields. In England it was epitomized by Isaac Newton. John Locke, Adam Smith, David Hume were the other exponents of the Enlightenment in England. In America the writings of Thomas Jefferson and Benjamin Franklin created waves. It encouraged a widespread thirst for knowledge among the elites and the cultivation of scientific rationalism. Many of these philosophes set the mood for a tremendous intellectual and cultural revolution which left no stone in the society unturned. In the essay let us look at the political, economic, and scientific ripples created by the Enlightenment across the world. Many leaders of the American Revolution like Thomas Jefferson, Benjamin Franklin, and Thomas Paine were greatly influenced by the English and French Enlightenment thought, especially John Locke’s idea of liberalism. The Enlightenment clearly defied the absolutism of monarchy and upheld democracy. The common man was tired of being suppressed under the absolutist monarchs and they were influenced by the teachings

Fairy Tale Analysis Essay Example for Free

Fairy Tale Analysis Essay â€Å"Fairytales are unique, not only as a form of literature, but as works of art which are fully comprehensible to the child as no other form of art is. † we were introduced several versions of Cinderella in â€Å"Damsels in Distress†. For generations, the Cinderella story had been one of the most popular fairytales around the world; there are countless modified versions of it. For this analysis, I chose â€Å"Cinderella† by Charles Perrault and â€Å"Ashputtle† by the Grimm Brothers and applying them to the ideas from the article, â€Å"The Struggle for Meaning†. The most familiar version of â€Å"Cinderella† in western society was the written by Charles Perrault in 1667, it was then later used by Disney for a children’s film production. The Grimm Bothers’ modified version of the story is mainly based on Perrault’s version with a little twist in it. In general, both of the stories share a similar story-line. A widower with his daughter (Cinderella or Ashputtle) was remarried to a â€Å"stuck-up† woman and her two daughters. The man’s daughter are Cinderella or Ashputtle, they were named by their stepsisters, and have been treated poorly by their stepsisters. It happened that the King of the kingdom had a son who was anxious to get married; so he gave a ball, and invited all the ladies in the kingdom to go to it. Cinderella (or Ashputtle) was invited, but her evil stepsisters forced her not to go. Cinderella (Or Ashputtle) made a wish to go to the ball, and magic happened, it clothed her in a beautiful dress, but it will only last until midnight. The Prince fell in love with her at the ball at first site, but Cinderella (Or Ashputtle) ran home, leaving only a glass shoe behind, because it was almost midnight. The prince ordered every woman in the kingdom to try it on, he knew he found the real Cinderella (or Ashputtle) when no other woman in the kingdom could fit the glass shoe but Cinderella (Or Ashputtle). The authors made the morals of Cinderella and Ashputtle very clear. The story of Cinderella had one simple moral, always be generous to people, Cinderella accepted her sisters’ apologies at the end of the story. Ashputtle had the same moral but told in a different way, Karma will always strike back; Ashputtle’s sisters’ eyes were pecked out for treating Ashputtle poorly. â€Å"Many parents believe that only conscious reality or pleasant and wish fulfilling images should be presented to the child- that he should be exposed only to the sunny side of things. But such one-sided fare nourishes the mind only in one-sided way, and real life is not all sunny. † In Bruno Bettelheim’s â€Å"The Struggle For Meaning†, Mr. Bettelheim talked about how fairy tales can be so effective at grasping children’s minds into the ideas and morals of the fairy tales. â€Å"A child needs to understand what is going on within his conscious self so that he can also cope with that which goes on in his unconscious. † Cinderella is a very â€Å"effective† story, just like children’s fantasy, the setting of the story is in a kingdom involved with kings and queens. The magic is a crucial part of the story of Cinderella; it turned the ordinary story into a fascinating fairytale. Most fairytales gives the reader a straightforward message to the moral. This way, it allows younger audiences to relate to the main character or the hero of the story to him or herself to understand the story, â€Å"The more simple and straightforward a good character, the easier for a child to identify the hero from the villain. † Ultimately, the message sent to the child from Cinderella is, â€Å"bad guys die, I don’t want to die, I want to be good. Another reason that fairytales are effective, â€Å"In fairytales, as in life, punishment or fear of it is only a limited deterrent to crime† â€Å"Deeper meaning resides in the fairy tales told to me in my childhood than in the truth that is taught by life† (The Piccolomini,III,4. ) Fairytales portray realistic views of human nature and struggles while incorporating enchanting fictional themes and characters, after all it’s this fictious fantasy sparks the reader’s interest, as they may find some valuable meanings of life from the tale.

I Believe In Jesus Christ Religion Essay

I Believe In Jesus Christ Religion Essay Ervin Drake, Irvin Graham, Jimmy Shirl and Al Stillman wrote this song in 1953 and Frankie Laine sang the most popular version of it. Jane Froman commissioned the song was commissioned for her early 1950s television show, becoming the first hit song ever introduced on television. Troubled by the outbreak of the Korean War in 1952 so soon after World War II, Froman invited the four men to compose a song which would offer hope and faith to the people. Over the years the song written for Americans became a world-wide success with Frankie Laine singing the most popular version.  [1]   Just as Jane Froman who suffered chronic pain and wore a leg brace for most of her life after surviving a plane crash in February, 1943 while she was touring army camps in war torn Europe, commissioned this song to lift the spirits of people fearing the Korean War would become World War III, so did the Christian Church develop popular statements of faith to sustain its members in the face of heresy. Every, declaration in The Creed was an early Church attempt to clarify the Churchs beliefs and theology. ADOPTIONISM Lord and Christ The Man Jesus KENOTICISM Divine Pre-existence Lord and Christ The Man Jesus DOCETISM The eternal Lord Human appearance The Church took many hundreds of years to develop the beliefs and theology which you and I take for granted. During the first 400-500 years the Churchs theologians and those who repudiated them debated and discussed the nature of Jesus Christ: Was He human? Was He divine? Could He be both divine and human at the same time? The Church also tussled controversially with non-believers about the crucified Christ. If Jesus was divine, how could He suffer on the Cross? Wouldnt He just go through the motions of dying without actually experiencing human pain? The people who said this was the case, not only denied Jesus humanity, but also denied His human birth to Mary, His mother and denied His human death and descent into hell. Christians had to think carefully about such issues. They had to be even more careful about how they stated their beliefs: on one hand so they would clearly delineate Gods revelation and on another hand repulse all wrong proclamations and teachings. SLIDE FOUR To say I believe in God, the Father Almighty, The Maker of heaven and earth was to align Christian beliefs and theology with Judaism from which Christianity had emerged. It was also to set Christianity apart from Greek and Roman religions and all other religious practices and proclamations by which devotees worshipped many gods. To say I believe in Jesus Christ, His only Son, our Lord who was conceived by the Holy Spirit and born of the Virgin Mary was to set Christianity apart from Judaism and, in the seventh century, from Islam. Christians commitment and devotion to Jesus Christ sets every Christian apart from everyone else in the world, because Christians commit to and worship only God whom you know through Jesus Christ. The name Jesus comes from the Aramaic name Yeshua (Joshua), from Hebrew Yah-shua, meaning God saves which was a popular name of the time.  [2]  The name points to Him being an historical person and not a figment of someones wild imagination. Jesus is often called Jesus Christ or Christ with Christ being the English term for the Greek ÃŽÃ Ã‚ ÃƒÅ½Ã‚ ¹Ãƒ Ã†â€™Ãƒ Ã¢â‚¬Å¾Ãƒ Ã…’à Ã¢â‚¬Å¡ meaning the anointed one. It is a translation of the Hebrew Ãâ€"Ã… ¾Ãƒâ€" ¸Ãƒâ€" ©Ãƒâ€" ´Ãƒâ€" Ãƒâ€"â„ ¢Ãƒâ€"-Ãâ€" · (MÄ Ãƒâ€¦Ã‚ ¡Ãƒ ®aà ¡Ã‚ ¸Ã‚ ¥), usually transliterated into English as Messiah.  [3]  Use of this title grants Jesus a specific place in History. When you declare that you believe in Jesus Christ your Lord, you are seeing Him in His role in relation to your personal spiritual needs. Only through Jesus Christ can you hope to know God, so He overcomes your ignorance of God. Only through Jesus Christ can you hope to be related with God, annihilating your estrangement from God. Only through Jesus Christ can you receive the guidance and protection you need to live as believers who know God and are reconciled to Him. SLIDE FIVE When John wrote of such things, he called Jesus Christ the Word of God (John 1.1-4). He assumed that anyone who read his Gospel would have at least a working knowledge of the Old Testament and of Judaism within both of which the Messiah is referred to as the Word. John assumed that his readers would know that Jesus, as the Word, was active and powerful in Creation (Genesis 1), in deliverance of Gods people (Isaiah 42.1-9; 49.1-7; 52.13-53.12) and judgement of peoples behaviour and belief (Psalm 96.13). SLIDE SIX Comments such as those John made in the first few verses of his Gospel (John 1.1-4) underpinned the stand the Church took against heresy. SLIDE SEVEN In the beginning was the Word, and the Word was with God, and the Word was God. He was in the beginning with God. All things came into being through Him and without Him not one thing came into being. What has come into being in Him was life and the life was the light of all people. (John 1.1-4 NRSV) When John started his Gospel with these words, he indicated his belief that Jesus was eternal, sharing eternity with God His Father, because In the beginning was the Word: i.e., Jesus existed before the creation of the world and the human race. John also gave the Church a theological foundation upon which it could establish declarations such as The Apostles Creed. In the way human beings measure Time, Jesus was in the beginning with God and, because He rose from the dead defeating death, He has no end. Yes! Jesus lived as a man within Time for about thirty-three years, but Time did not bind Him. He was not like God, because He was God actually, is God. Where God is, Jesus is. With these words John countered the heretical claim that God the Father and Jesus the Son were two distinct entities two distinct separate beings. SLIDE EIGHT John also stated his belief that Jesus participated in the Creation of the world and Mankind, because nothing was made without Him being the Creator: All things came into being through Him and without Him not one thing came into being (John 1.3; Hebrews 1.10). Also, What has come into being in Him was life and the life was the light of all people (John 1.4). Jesus not only participated in Creation, but also in giving life to people. Jesus did not just create, but also continues to provide, so that life can go on and on. SLIDE NINE CONCLUSION Although the Church published the first known appearance of The Apostles Creed about 710-714AD  [4]  , Christians of most persuasions have used it repeatedly to affirm their faith and to give them a basis for further theological thinking. In todays western society in which Christianity is increasingly marginalised and in which indifference and a lack of sympathy towards Christianity is spreading obliges all Christians to behave openly as believers and to declare their beliefs more boldly using The Apostles Creed. You are encouraged to clarify your beliefs for yourself and others and underpin your Christian behaviour. I:sermons 2010Christian Year 2010Pentecost 17 Location Raymond Terrace 19-09-2010 Scripture John 1.1-18 Hebrews 12.1-4 Sources Bettenson, H. Documents of the Christian Church (OUP) Oxford 1993 repr. 23-24 Bray, G. Creeds, Councils and Christ (IVP) Leicester 1984 98-104, 212-214 Leith, J.H. Creeds of the Churches (John Knox Press) Louisville 1982 22-24 Milne, B. The Message of John (IVP) 1993 31-50 Packer, J.I. Affirming the Apostles Creed (Crossway) Wheaton 2008 24-36 Scriptures Nestle-Aland Greek-English New Testament (Deutsche Bibelgesellschaft) Stuttgart 1971 26th Edition Thomson Chain Reference Bible NIV (B.B.Kirkbridge Zondervan Company) New York Lexicon Perschbacher, W.J. (ed.,) The New Analytical Greek Lexicon (Hendrickson) Peabody 2006 repr.

Computer Mouse :: Computer Science

Computer Mouse The Computer Mouse The computer mouse first came about in the early 1980's. The idea being that the movement from the users hand could be turned into signals that the computer could read moving the cursor around and also allowing the buttons to function when pressed. Today there are a few different types of computer mice on the market. These being the mice that use the traditional tracking ball, the optical mouse and the mouse that has no physical connection to the computer. The most common mouse found near a computer today is the traditional mouse that uses the tracking ball. This is the same method as was used when the mouse was first released in the 1980's. The track ball inside the mouse touches the desk when it is moved. When the ball moves the motion is detected by two perpendicular axis, one which detects x axis directional motion and the other y-axis direction motion. Tracking Ball Perpendicular axis motion detectors Hole in which track ball would sit The diagrams above show the tracking ball and the hole in which the tracking ball sits. You can see the x and y axis motion detectors of which the y-axis detector lies 90Â ° from the x-axis detector. These motion detectors are also known as rollers. When the mouse is in use the tracking ball moves moving one or both of the rollers. Each roller is connected to a shaft, which spins a disc. The disc has holes in it and next to the disc is an infrared LED and an infrared sensor. As the disc spins the hole in the disc breaks the beams of light generated by the LED and the sensor picks up these pulses of light. The speed of the pulses is related to how far the mouse has travelled. If the disc spins faster the further the mouse would have travelled. A diagram below shows one of these discs. LED light LED sensor Disc Shaft So from the mouse which is mechanical the movement and distance can be measured. This all starts at the track ball as explain above and ends at the transducers, which send the information to the computer. Once the distance, movement and direction data is gathered from the physical and the pulses of light are picked up from the infrared sensor the information is sent to the transducers. These transducers translate the information into electrical signals. These signals are translated into binary and sent to the computer. The computer will understand the binary data thus moving the cursor on the screen as appropriate. This shows that both physical and electrical operations

zionism- Greenberg :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Response to Myth and Metaphor It is not irrelevant nor is it fair to respond to the mirage of childish bickering that just frustrated the last half hour of my day without mentioning the more than obvious biases of the writers involved in their respective fields. Harold Fisch, a professor of English Literature at Leeds University and soon after at Bar-Ilan University, writes a detailed analysis of what he refers to as the Myth and Metaphor of the various approaches to Zionism in his book titled The Zionist Revolution. In this analysis Fisch attempts to break down several approaches to the myth and metaphor of Zionism to give the reader a sense of broader knowledge and a feeling that the field is generally covered in this article. He inevitably presents forth the opinion that he holds of highest regard last and most obviously, due to his literary nature, third in line after those of Aaron David Gordon and HaRav Avraham Yizchak Hakohen Kook respectively.   Ã‚  Ã‚  Ã‚  Ã‚  The problem with Fisch’s analysis of Gordon and his metaphor of Zionism is that the passages that he selected to quote do not at all confine themselves to the commentary he addressed to them. In this selected passage Gordon speaks of; â€Å"a living organism which performs its various functions naturally†¦..our natural soil from which we have been uprooted†¦..The heart of our people is here†¦for here is the mainspring of our life†¦..Here something is beginning to flower†¦Here is the force attracting all the scattered cells of the people to unite into one living national organism†(pg. 56).   Ã‚  Ã‚  Ã‚  Ã‚  Fisch’s misplaced claim comes directly following this quote when he claims that Gordon desires â€Å"a kind of new religion to replace the old religion of Judaism†. Fisch continues on the following page and claims that the religion he speaks of is â€Å"one distinct from that of the Law and the prophets. From the biblical point of view we may say that we have here a resurgence of something like the worship of the Bealim, the gods of the earth†. From the passage presented by Fisch we don’t see any such existence. Gordon, like Rav Kook, and many other contemporaries in this field, is devoted to the ideals of restoration to our roots and the â€Å"mystical† future that the Holy Land holds for its people when they will return to her. This concept is very much a part of the Jewish religion and can be seen in the well know verse â€Å"Return to me and I will return to you†, referring to G-d’s promise to his people that he will return to them once they take the initiative to return to him.

Literature Review of 14-19 Education Essay

Abstract This literature review compares research conducted and articles written about the development of 14-19 education and the changes it has gone through since 2002. It briefly outlines the initial implementation of 14-19 education during the Thatcher government before going on to concentrate on how the Labour government introduced Diplomas and what the Coalition government are doing to push this agenda forward. It asks whether academic and vocational education can ever be valued equally and whether the introduction of 14 year olds in further education establishments is successful or not. The majority of the literature was commissioned either by the government or conducted in 14-19 educational establishments. Similarities and comparisons between the research are identified and questions are asked as to how successful it might be in the future. . History of 14-19 Education The idea of 14-19 education was introduced in 1983 by the Conservative government under its leader Margaret Thatcher. The first development was called the Technical and Vocational Education Initiative (TVEI), and was a pilot scheme was rolled out into schools and colleges in1988. The scheme was run by the Manpower Services Commission (MSC,) which came under the Department of Employment not the Department of Education and Science. Jeremy Higham and David Yeomans point out in the London Review of Education (2011) that, from 1988 to 2002 14-19 vocational education was on simmer and it was not until 2002 under the New Labour government that we saw renewed enthusiasm to for this area of education. The initiative came from the Curriculum 2000 Reform of Advance Qualifications. Between 2002 and 2010 the focus was back on the progression of our young people and, essentially, the future of our work force. The Labour government commissioned an independent enquiry by Mike Tomlinson in 2004 who proposed a new vision for 14-19 education, recommending the introduction of Diplomas. These would build on the strengths of the education system already in place. However the government rejected this and decided to keep GCSE and A levels but to offer diplomas as an alternative the initiative gained respect from schools, colleges and local authorities. Diplomas were introduced in 2008 but have not been successful in gaining credit in industry or education; this has brought forward many issues relating to 14-19 education from teaching and learning, funding, employer contributions and the integration of school age pupils in FE colleges. The current Coalition government commissioned Alison Wolf to review 14-19 education in 2011. Academic/Vocational Education and Funding A major divide in 14-19 education is attitudes towards academic and vocational training. To give equality and value to both sides of what is still an educational ‘divide’ we need to alter society’s thinking and social attitudes. The review of the 14-19 Green Paper by the Department for Education (2002) states that, ‘Pushing for parity of esteem in the current educational climate leads to ‘academicising’ vocational subjects. It was felt by some that the vocational was being forced into the traditional classroom-dominated achievement environment, rather than realistically accepting the different teaching and assessment demands of vocational courses. ’ (DfES, 2002) Even though there are differences between the academic and vocational routes, teaching and assessment methods have to be different, can the value of learning and the qualification be equal? The DfES review does state that to make attitudinal changes requires substantial investment as well as long term consultation and marketing campaigns which they compare to the commitment to improving the long term plan of the National Health Service (NHS). Connexions consulted with learners in 2001 to gain their view on government papers entitled: Green paper-Schools: Building on Success, 2001 and white paper-Schools: Achieving Success, 2001. The focus group of learners conducted by Connexions produced a positive response. Learners were enthusiastic about being asked to participate in the consultation and formulating opinions on education, they concluded that, ‘†¦the choice of core subjects was generally right. They wanted to maintain the entitlement to study a modern foreign language, design and technology, the arts and the humanities. The subjects, deemed essential for personal development for example citizenship (which is to be introduced as a statutory subject within the National Curriculum from September 2002), religious education, sex and health education, physical education, work related learning and careers education should all be compulsory although not necessarily studied to GCSE level if the young person does not want to. ’ (Connexions, 2002) Regarding the discussion on the equality of academic and vocational training young people were of the opinion that, ‘vocational pathways needed to be heavily publicised to young people themselves, employers and higher education institutions so that the pathways became quickly established to form part of the traditional pathways for entry to higher education. ’ (Connexions, 2002) Comparing the two opinions, the DfES review of the 14-19 Green Paper by the Department for Education and the consultations conducted by Connexions both from 2002. The DfES wanted to take their time to ensure development of 14-19 education was more successful, but the learners wanted action to be quick, as they could see the benefit of changing views and progression. This showed that they want to progress and do have aspirations of Higher Education (HE). Tomlinson’s (2004) VE proposal was not taken on board fully, only in part with Diplomas being introduced as an alternative to GCSE and A Levels. Do we need a radical reform of 14-19 education as he suggested? To change deep rooted attitudes and opinions in society about academic and vocational education, maybe it is necessary. An article in the guardian stated prior to launch of the diplomas, ‘We have never seen big new public qualifications arrive with so little input from people who have experience in qualifications and teaching. ’( Meikle 2007) It would seem that the implementation of diplomas has been rushed; therefore they have not achieved the status needed to change opinions. In response to Tomlinson’s (2004) proposals for diplomas the Nuffield Review (2009) asks the question, who is responsible for the Vocational Training Education system? In the UK it is not clear, but does include a long list of people: parents, students, the government, education and training providers and employers. Vocational courses have been seen to have less value than traditional educational routes with fewer opportunities to progress to HE and advanced qualifications but, as Alison Wolf (2011) points out, other countries have reformed their systems and increased numbers of students taking two and three year learning programmes. She states, ‘Bringing vocational pathways into a single framework would give formal equality of standing between, academic, vocational, and mixed pathways, recognise areas of overlap between them; provide opportunities to combine, transfer, and progress between them; and ensure greater educational content within vocational programmes. It would make them easier for learners to identify progression routed to advanced level and beyond. ’ (Wolf, 2011) Wolfe (2011) agrees with the views of Tomlinson (2004) over the integration of academic and vocational education. With this in mind, as well as the research from the DfES and Connexions I quoted earlier, I believe it is the roles and responsibilities that need definition, from the education and political establishments to all people involved as well as those undertaking the training. However, a structured achievement and progression route in VE is necessary to engage employers and bring value to FE training and qualifications if we are to see equality between academic and vocational training. Wolf has recommended that the government extends funding up to the age of 24, as not all students will have achieved a Level 2/3 by the age of 19. To ensure students achieve their potential in Maths and English, extending funding was also proposed. Wolf criticised the funding structure at present, saying that it gave colleges the incentive to create programmes for profit but not for the benefit of the students. She agreed with Foster‘s opinion in 2005, and The Nuffield Review 2009, that funding should follow the learner encouraging institutions to collaborate which would integrate education and provide the best educational programme for each individual student: ‘Policy levers, i.e. funding and performance measures, should focus on collective action rather than promote institutional competition’ (Nuffield, 2009) Funding used as a ‘policy lever’ could achieve more integration of academic skills into vocational areas. Teaching and Learning and Inspection VE has been taught in FE colleges because they are equipped for vocational subjects. Schools have primarily chosen classroom based vocational subjects as they do not have the facilities to offer practical vocational learning, which defeats the object of VE. The opening of new educational establishments currently planned to open between now and 2014 University Technical Colleges (2012) (UTC) will give VE an identity of its own as well as integrate it with the national curriculum. Compulsory education to the age of 18 will be introduced from 2013 with more opportunity and choice being given to students to access VE making it more important than ever to progress 14-19 education. Issues were raised during research by the Learning and Skills Research Network (LSRN) who researched ‘the capacity of the teachers and their institutions to meet the needs of younger learners’ (Harkin, 2006). For example, the college environment could be overwhelming and frightening, especially at lunchtimes. The research questioned who was responsible for the students, were they mature enough to be treated in an adult way? This identified conflicting views: some teachers thought they needed supervision all the time at college but others commented that colleges were not ‘in loco parentis’, but still had a duty of care. They did, however say that college support in the classroom was essential to maintain the safety of the student as well as managing behaviour. In conclusion, it was identified that getting feedback from 14-16 year old students about teaching and learning was difficult due to their unpredictability and poor literacy skills. For example, discussion was often an alien concept for formulating and articulating their opinions and views, it is a more andragogical approach, one not used enough in a school environment for them to feel confident in expressing themselves. FE tutors need to have a clearer understanding of how teaching is carried out in schools, as it probably follows a more pedagogical approach. To ensure that college tutors adapt their teaching to the needs of younger student the TLRC said that, ‘There is a particular need for pedagogical training, rather than training in behaviour management, and for staff to understand the prior attainment of the students’ (Harkin, 2006, p. 36) I feel that there is a need for behaviour management training during professional development as it complement teaching and learning in the classroom. The Nuffield Review (2009) highlighted the importance of teachers being central to the planning of the curriculum for 14-19 year olds, ‘Teaching quality and the relationship between teachers and learners is central to successful education. This requires a respect for the profession of teaching – for the role of teachers as the custodians of what we value and as the experts in communicating that to the learners. Teachers should be central to curriculum development, not the ‘deliverers’ of someone else’s curriculum. (Nuffield, 2009) Tomlinson (2004) said that the quality of learning depends ‘heavily on the quality of the teaching’ and that teachers would need time to develop their own skills in their subject area to keep up to date and inspired, especially in vocational teaching. Foster (2005) also said that, more emphasis was needed on updating professional knowledge and industry development and even suggested sabbatical and secondment opportunities between education and industry. This I feel is idealistic in today’s economic climate but I have in recent years seen increased opportunities to update professional skills within my own teaching establishment. He also asked that FE colleges improve employability and skills in their local area to contribute to economic growth and social inclusion and offer a range of courses that have solid foundations. With these extra roles are FE colleges spreading themselves too thinly? FE colleges are like the ‘middle child’ aiming to please both compulsory education and higher education as well as employers. How can they do this most effectively and gain respectability for the diversity they offer both in courses, abilities, social backgrounds and disabilities of their students? Foster 2005 compared the situation in this country to the one in America where they have no formal inspection process and colleges have a strong self-regulation policy. Giving responsibility and trust to our colleges would see the higher levels of achievement already evident in America. Assessment of institutions is an added pressure. Working in English education we have come to accept it, but is the English system’s controlling, heavy- handed approach necessary? Foster compared Britain with its European neighbours and concluded that they had a much lighter touch. Such development here would give FE tutors more self-esteem, less pressure and more time to teach. Employer contribution FE has always had to promote and build strong relationships with industry and employers, including, supporting apprenticeships and work experience, and forming partnerships with employers to develop qualifications and make them relevant to industry. The TLRP in 2006 concluded that, ‘We need a sector-by sector analysis of the distinctive role apprenticeship can play in providing the knowledge and skills required in the contemporary economic and occupational context. Further and higher education, as well as employer bodies and trade unions, need to be involved in a forward-looking partnership that lifts the work-based route out if its social inclusion ghetto’ (The Teaching and Learning Research Programme 2006, p.40) In 2004, Foster commented that the LSC National Skill Survey of 2004, found that only 15%, of employers had made use of FE colleges when enquiring about training and skills needed in industry. Whilst Tomlinson ( 2004) wanted to reform 14-19 education and merge VE and academic learning, he had no view on how industry and employers would be an imperative and central part of the development in VE. College qualifications and skills teaching will not stand up to industry standards if employers are not consulted thoroughly. They need to be consulted initially to develop qualifications that are relevant as well as periodically to integrate changes, updates and progression within industry. Links with employers have traditionally been through apprenticeships, mainly for 16-18 year olds. The introduction of adult apprenticeships has had an impact on apprenticeships available to young people as older apprentices can offer life skills and additional qualifications to an employer, The Wolf Report confirms this, stating that 19+ students with A levels took the majority of Advanced Apprenticeships. In 2008/9 there was a 7% fall in the number of 16-18 year olds starting on apprenticeships. This was due to the promotion of adult apprenticeships as well as the economic downturn of the country. With the age of compulsory education rising and a lack of apprenticeships being offered by employers, it will be important to strengthen the links with employers to help young people stay in education, learn valuable skills and contribute to society for our future work force. The Wolf Report (2011) highlighted the need for employer engagement, saying that employers have gradually been ‘frozen out’ of the way VE operates. Strengthening links between employers and VE is one of Wolf’s major recommendations, as well as prioritising the development of apprenticeships and work experience and increasing the involvement of employers in FE colleges to improve employability. Her report recommendations summed up below, state; ‘Implementing its recommendations should raise the quality of provision, increase the time spent teaching and thinking about students, reduce the time spent on pointless bureaucracy, increase young people’s skills in critically important areas and make a real difference to young people’s ability to obtain employment’ (Wolf, 2011, p.144). From the TLRP report 2006 and the Wolf Report 2011, 5 years apart, has much changed or been implemented? Working with employers, I have seen the effect of the economic decline in employment opportunities and feel that some of the changes necessary are beyond the power of education specialists and need to come from alternative government policies to increase employment opportunities. The future The future involves change and evolution of what we have in place at present to ensure FE tutors keep up to date with knowledge and skills. The government have introduced 13 University Technical Colleges (UTC) which will start to open in September 2012, with a government commitment to another 24 and plans for 100 in the next 5 years. UTCs are linked to a university and will be open all year round with a timetabled day between 8. 30am and 5. 30pm and cater for between 600-800 students. They will cover academic subjects in Maths, English, Sciences, Humanities and Languages as well as transferable employment skills. UTC students will have two specialist vocational subjects i. e. Engineering and Advanced Manufacturing. The lengthened day will ensure that all homework, enrichment and work experience is covered in the timetable. FE colleges will have the opportunity to become co-sponsors but they will be led primarily by a university. Does this reduce the role of FE colleges? more seems designed to strengthen the progression forward to HE and not FE, whereas Foster (2005) described FE as essential to widening participation in HE and removing barriers. Another emerging education route is Studio Schools which will be state-funded and accommodate 300 students, time tabled between 9am and 5pm. Six are already open with another 6 planned by the end of 2012. They will teach through community projects, enterprise and work experience. By focussing on how subjects are delivered they may be able to contribute to closing the divide in vocational and academic education. These 2 different types of establishments are similar in the way they are designed to transform of 14-19 education, such as opening times and their work and the community experiences approaches to learning. The biggest difference is the number of students enrolled. It seems that large academies have been growing over the last couple of years with numbers in excess of 1000 students. Throughout the research I have read there has been no mention of class sizes. It has been proved in the past that some students do not flourish in a large class environment but yet no one has thought to research this. I think on occasions students become a number and I hope that in the future we can still personalise education for the individual as they are all unique. Conclusion During this literature review I found a diverse range of opinions articles written about VE and academic education and how they can be both valued in society . In January 2012 Alison Wolf backed the action to remove the equivalency of GCSE’s from most vocational subjects. I feel this widens the gap of value between the two education routes but, UTC’s and Studio Schools offer alternatives and it may be an advantage to separate academic and VE entirely. Through this research I have looked at many areas, concerns and government policies and one of the areas that I think is more important and has a direct relationship to teaching is how 14-16 years old learners integrate into FE colleges and whether learning is appropriate and meets their needs this is an important consideration that requires more research. Word Count-3100 Bibliography Connexions. (2002). Results of the Connexions Service consultations held with young people on the green paper. 14-19: extending opportunities, raising standards. Connexions. DfES. (2002). 14-19 green Paper Consultation Workshops Review. DfES. Foster, A. (2005). Realising the Potential, A review of the future of further education colleges. Nottinghamshire: DfES Publications. Nuffield Foundation. (2009). Educational for All The Future of Education and Training for 14-16 Year Olds. The Future of Education and Training for 14-16 Year Olds. Fuller, A. and Unwin, L. (2011). London Review of Education, Vocational education and training in the spotlight:back to the future for the UK’s Coalition Government. London: Routledge. Harkin, J. (2006). Behaving like adults:meeting the needs of younger learners in further education. London: Leaning and Skills Council. Higham, J and Yeomans, D. (2011). Thirty years of 14-19 education and training in England: Reflections on policy, curriculum and organisation. London Review of Education, 217-230. Hodgson, A. and Spours, K. (2010). Journal of Education and Work, Vocational qualifications and progression to higher education: the case of the 14-19 Diplomas in the English system. London: Routledge. Hodgson, A. and Spours, K. (2011). London Review of Education, Educating 14-19 year olds in England: a UK lens on possible futures. London: Routledge. Hodgson, A. , Spours, K. , and Waring, M. (2005). Higher Education, Curriculum 2000 and the future reform of 14-19 qualifications in England. London: Routledge. Huddleston, P, Keep, W, Unwin, L,. (2005). Nuffield Review of 14-19 Education and Training Discussion Paper 33, What might the Tomlinson and white paper proposals mean for vocational education and work based learning? Teaching and learning Research Programme (2006). 14-19 Education and Training. London: Teaching and Learning Research Programme. Teaching and Learning Research Programme. (2006). 14-19 Education and Training:A Commentary by the Teaching and Learning Research Programme. London: Teaching and Learning Research Programme. Tomlinson, M. (2004). 14-19 Curriculum and Qualifications Reform, Final Report on the Working Group on 14-19 Reform. Wolf, A. (2011). Review of Vocational Education-The Wolf Report. Websites Studio Schools Trust. n. d. [online] Available at: www. studioschooldtrust. org [Accessed 30 January 2012] University Technical Colleges. n. d. [online] Available at:. www. utcolleges. org [Accessed 30 January 2012] Newspaper Articles Baker, L. (2011). ‘Wolf’s backing of vocational training is great, but she ducks the question of how much it will cost ‘The Times Educational Supplement. 25 March 2011, p. 31. Meikle, J. (2007) ‘Diplomas being introduced too fast, warns MP’s’, The Guardian. 17 May 2007. [online] Vasager, J. (2012). ‘Thousands of vocational qualifications to be stripped out of GCSE league tables’. The Guardian. 31 January 2012. [online] Wolf, A. (2012) ‘An end to qualifications that have no real value’ The Guardian. 31 January 2012. [online].