God Sees Us All As Equal - 983 Words

Although Paul has this past and has been forgiven and saved, he still struggles with it. He states, â€Å"â€Å"For this I toil, struggling with all his energy that he powerfully works within me† (ESV Colossians 1:29). He realizes that he has been given power, but also struggles with it because of the persecution he was doing to the Christians. What he writes however, in Colossians 3:11 which is, â€Å"There is not, Greek and Jew, circumcised and uncircumcised, barbarian, Scythian, slave, free; but Christ is all, and in all,† is used to help the church, but it also can be used as a reminder to himself (ESV Colossians 3:11). He is a Christian and therefore his past no longer matters. He uses the very distinct opposites to emphasize that God sees us all as equal, so we should see each other in the same way. By referencing struggles that occurred in his own past in a subtle and almost unnoticeable way, it creates a personal bond with all those who read the passage, and he is creating credibility of himself by showing that he has changed as well. David Guzik states that, â€Å"This work of the new creation not only deals with the old man and gives us the new man patterned after Jesus Christ; it also breaks down the barriers that separate people in society. Among new creation people it doesn t matter if one is Greek or Jew or circumcised or uncircumcised or a Scythian or a slave or a free man. All those barriers are broken down.† (David Guzik Commentary on the Bible) Paul reminds the church thatShow MoreRelatedHow Do You Acquire Knowledge?992 Words   |  4 PagesApril 22nd, 1724. He was the man who attempted to build a bridge between the empiricists and the rationalists. When looking at these two schools of thought one can see that they truly are polar opposites. Empiricist s focus is that all knowledge becomes known to us through the senses. Knowledge is experience based. John Locke attempted to explain this stance by dividing this theory into two ideas. The first is that there are simple ideas and the second is that there are complex ideas. Simple ideasRead MoreThe Problem of the Trinity1660 Words   |  7 PagesThe Father is God 2. The Son is God 3. The Holy Spirit is God 4. The Father is not the Son 5. The Son is not the Holy Spirit 6. The Holy Spirit is not the Father 7. There is only one God (Augustine, 1948). The problem stated in the classical way was such: how can three equal one, or one equal three? Secondly on the one hand we are told that Father, Son, and Holy Spirit are God (i.e. One); on the other hand we are told that Father, Son, and Holy Spirit are distinct from God and that thereRead MoreCompare and Contrast John Locke and Thomas Hobbes1028 Words   |  5 PagesHobbes sees man as being evil, whereas Locke views man in a much more optimistic light. While in the state of nature and under natural law, they both agree that man is equal. However, their ideas of natural law differ greatly. Hobbes positions himself with the view that the state of nature is a state of war where every man is for himself and loyalty to another being will only bring dismay. Contrastingly, Locke sees natural law and the state of nature as a place of equality and freedom for all. LockeRead MorePlaying God, By Ruth Chadwick849 Words   |  4 PagesPlaying God† When it comes to playing god, humans have been aware of the consequences for centuries. Ruth Chadwick’s article in regards to playing god mentions that of ancient Greek mythology numerous times in relating the potential consequences that human perception sees in the event that humans take the role of making omnipotent decisions. Situations discussed by Chadwick begin with an argument revolving around the idea of â€Å"letting die†, particularly in the medical field. Further, I will discussRead MoreDeath Penalty and Life in Prison1623 Words   |  7 PagesCWV 301 Christian Worldview Characteristics of God Worksheet amp; Essay For Part I of this assignment, you will look up the following passages in the Bible to learn about certain characteristics of God and how they shape the Christian Worldview. This is a brainstorming exercise, in which the listing of ideas is more important than writing. Consider using a bullet list or outline to discuss elements and sub elements. For Part II of this assignment, you will write an essay that summarizes whatRead MoreWhat Would Jesus Do1227 Words   |  5 PagesWhat would Jesus do in regards to the social justice issue of immigration? Would he give immigrants a fair and unbiased opportunity in a new country, or would he turn his back towards these hopeful people? The Catholic Church teaches us that Jesus would support immigrants, live by the Catholic Social Justice Themes and the Christian Feminist model of Justice, and give these people a fighting chance in a new country. These ideologies represent hope, a more promising future for immigration, and a changeRead MoreLife Worthy Of The Calling You Have Received889 Words   |  4 PagesChristians to possess traits such as maturity, gentleness, patience, and forgiveness. Unfortunately, sometimes these traits are taken over by our sinfulness. Sin is the rebellion against the divine law of God. As we look at sin today, we see it as a system of ranking, however God sees all sin as equal. Knowing this, it becomes critical that we don’t conform to what society does. Some sinful behaviors that people should be more educated about are sex outside of marriage, homosexuality, and sarcasm. AsRead MoreDante s Journey Of Salvation1648 Words   |  7 Pageswith. Yet although these guides are leading him towards God, Dante mistakes their guiding as the end itself. He makes a God of Beatrice, sees her as the ultimate good towards which one strives, and makes a Jesus of Virgil, the man through whom this ultimate good is reached. In this way, Dante creates his own trinity, much to the detriment of his ascent to the True God. His first mistake, through which the others stem, is equating Beatrice to God. While she was alive, her beautiful eyes and lovely limbsRead MoreThe New Testament Of Jesus1477 Words   |  6 PagesChurch believes that God the Son is the second person in the Trinity. He is divine, fully human and fully God and sits at the right hand of God the Father. Jesus is the Word of the father and humans can only approach the Father through the Son. John 1:14 states: And the Word became flesh and lived among us, and we have seen his glory, the glory as of a father s only son, full of grace and truth. This Bible verse refers to Jesus becoming human and living amongst us. It shows that God the Father sentRead MoreThe Orthodox Christianity Essay1332 Words   |  6 PagesChristianity (such as Catholic tradition) asserts that there is only one God, not three gods. Furthermore, it states that the Father, the Son, and the Spirit compose of only one God, implying that the three divine Persons are distinct in the way they relate to each other (Mere Catholicism). The Son of God, in the name of Jesus, has his main task on Earth which is to reveal the face of the Father as stated in John 14:8: Whoever sees me, sees the Father. This suggests that everything He does is a mirror of

The Effects Of Cell Phones On Children - 1314 Words

In this day of age it is common place to hear of children as young as 6 having cell phones. But what if that were to be changed, what if a minimum age requirement was to be placed on the use of cell phones. There are age requirement placed on many things already such as being able to sit in the front seat of the car, smoking, and drinking. These age requirement are placed on these because of safety reason and because people under the age many not be mature enough to handle them. With all of these kids texting inappropriate materials, bullying each other through text and not yet fully developing proper communication skills couldn’t we argue that it s not safe and that these kids are perhaps not yet mature enough to contain that much responsibility to use this technology properly and safety in their hands to small for their phone. Every years cell phones are being placed into the hands of kids at younger and younger ages, but at what point are kids to young to have a phones, wh en they don’t physically have the strength to hold the ever growing phones. The average age that parent are giving their kids phones are around 10 years old. Is it really a good idea for kids this young to have access to something with so much power, are they responsible enough not to abuse it. You can find information on almost anything, and what if they find something that they are still too young to know about or they are better off learning from their parents. Even though most phones come withShow MoreRelatedCell Phones And Its Effect On Children Essay983 Words   |  4 PagesTeenagers are constantly on their cell phone, which leads to extreme overuse of it. In an acknowledgeable book, Ling (2004) described how teenagers use cell phones and the direct effects of having one. Adolescence is a period in someone’s life in which they develop their own identity and self-esteem. So, teenagers are at a very influential time in their life and cell phones take advantage o f that. When a teen decides to use a cell phone, they are not acting with their own ideas, but rather the cultureRead MoreThe Effects Of Cell Phones On Children2986 Words   |  12 PagesGive a Child a Cell Phone: The Negative Effects a Cellular Device Has on Children A study conducted in 2004 found that around 45% of the children in the U.S possessed a cell phone and in 2010 those numbers rose to include 75% of the population (Hofferth and Moon 108). As of today, according to Fox 28 News, around 96% of children now don a cell phone, practically doubling the amount of child cell phone users in the year of 2004. With this increased amount of cell phones among children, one must wonderRead MoreCell Phones And Their Effects On Children879 Words   |  4 Pagesover our society, they have taken children away from their parents and turned them into drones. These horrible devices are cell phones. The worst part though is when children lose these devices we expect they perhaps will do something healthy or active, but honestly they merely devote themselves to reuniting with their phones. Teenagers won’t sleep until they have it back their hands. I would understand after all, I am one of those teenagers consumed by my phone. Once, I misplaced it, and spentRead MoreThe Effects Of Cell Phones On Children s Declining Interpersonal Skills Essay889 Words   |  4 PagesAnother negative effect caused by cell phones is people’s declining interpersonal skills. In Is Social Media Destroying Teen’s Interpersonal Skills? Experts Say It May, Sekinah Brodie pointed out that though the widespread of cell phones increases the quantity of interpersonal communication, the increase is at the sacrifice of quality. As it is widely acknowledged, interpersonal communication plays a vital role throughout one’s life, both in relationships and career, consisting of written, verbalRead MoreHow Cell Phones Can Harm Children921 Words   |  4 PagesHow Cell Phones Can Harm Children As of 2013, cell phones rank number one for causes of car accidents, yet it seems almost impossible to go anywhere without seeing a cell phone in a person’s hand or attached to their ear (â€Å"Two-thirds of Adults Use a Cell Phone†). In the past thirty years, cell phones have started to pop up everywhere and have increased tremendously in popularity since. Worldwide, almost five million cell phones are in use today (â€Å"Cell Phone Use Linked†). Many parents understandRead MoreCell Phones Effect Our Lives977 Words   |  4 PagesHow Cell Phones Effect our Everyday Lives Once upon a time, cell phones did not exist. If you wanted to make a call you had to use a home phone or a pay phone, but cell phones are now common place in our everyday lives. Almost everyone has one, even children in elementary school have cell phones. So how does having such easy access to a cell phone effect our everyday lives? The positive effects of cell phones are easy to see, as cell phones can be convenient and used as a life line in an emergencyRead MoreEffects Of Cell Phones1159 Words   |  5 PagesAre Cell Phones Destroying a Generation? The onset of cell phones has had a great impact in the modern society, and especially the millennials or the teens, and as such it has led to the destruction of a generation. It is apparent that what researchers call the iGen, people born between the year 1995 and the year 2012, depend greatly on their cell phones and their well-being majorly depends on their cell phones (Twenge 188). Researchers also prove that the iGen value their cell phones more thatRead MoreAre Cell Phones Truly Safe? Essay1154 Words   |  5 PagesIn today’s society, the most popular electronic device is cell phones. From the 1940’s to 2011, cell phones have come a long way, from its capability to help individuals to keep in touch with friends and loved ones from near and far. Now and days we use them to text, im (instant message) a person, browse the internet, take pictures, email, and even transfer data. It’s amazing how far we have gotten with a device as such, fulfilling majority o f our everyday needs. But can it also be putting user’sRead MoreMobile Phone and Cell Phones History772 Words   |  4 PagesA. Attention Getter:   Cell phones are very useful and handy but can also be very dangerous. It can Distract you from your studies, distance you from loved ones and/or endanger themselves. B. Reason to listen:   tonight I’m going to tell you the reason people are on their cell phones so much. D. Credibility Statement: 1. Cell phones are intriguing to me because I myself am very distracted from them. 2. I have done much research on this topic.    E. Preview of Main Points: 1. First, I willRead MoreAffordable Mobile Phones816 Words   |  4 PagesAdvantages of Mobile Phones While advantages of mobile phones are self evident, their disadvantages also need to be given some thought. Here is some information about cell phone usage merits and demerits. There are various advantages of mobile phones. The growth of cell phone usage has increased drastically since the last decade, and it is estimated that mobile phones will cross 5 billion in 2010. With their number increasing at a tremendous rate and with the threat of cell phone addiction , there

Gin Control Essay Example For Students

Gin Control Essay In Just Take Away Their Guns, author James Q. Wilson argues that Legal restraints on the lawful purchase of guns will have little effect on the illegal use of guns (Wilson 63). Wilson points out that it would be tough to remove all legally purchased guns from the streets and nearly impossible to confiscate illegally purchased guns. Gun advocate J. Warren Cassidy argues that The American people have a right to keep and bear arms. This right is protected by the Second Amendment to the Constitution. . . in an article titled The Case for Firearms (Cassidy 275). James B. Jacobs and Kimberly A. Potter wrote in an article called Keeping guns out of the wrong hands: the Brady law and limits of regulations that US law enforcement should concentrate on stiff sentences for crimes committed with guns and recognize that gun control laws do not keep guns from the wrong people (Jacobs and Potter 1 of 27). Daniel B. Polsby, author of The false promise: gun control and crime, simply states, Gun contr ol laws dont work (Polsby 1 of 11). Polsby feels that gun control laws are ineffective because they have not been proven to be a deterrent to crime (1 of 11). James D. Wright states, in his article Second Thoughts about Gun Control, that If there were fewer guns around, there would also be less crime and less violence (Wright 93). More gun control laws will only make it a hassle for law abiding citizens to purchase guns. They will not keep guns out of the criminals hands because they have other methods of obtaining guns, such as the secondary market which is the illegal sale of firearms. Another reason why more gun control legislation will backfire is that those who want to purchase guns to protect themselves and their family may not due to the timely and costly process they must undergo because of stricter gun regulation. However, if they had purchased a gun, they may intimidate a prospective predator and avoid confrontation. Finally, criminals have the most inelastic demand for gu ns and are willing to pay more for them (Polsby 3 of 11). On the other hand, the people who are being deprived of guns are those who comply with gun control laws and dont value guns in the first place (Polsby 3 of 11). Gun control consists of the government restricting the ability of individual citizens to purchase weapons. There are many gun control laws and they fall under one of two general types. Those that are older aim to regulate how, where, and by whom firearms could be carried (Polsby 1 of 11). Recently, gun control laws have made it more expensive to buy, sell, or use firearms. . .by imposing fees, special taxes, and surtaxes on them (Polsby 1-2 of 11). However, no one is satisfied with the laws. There are countless ways for criminals to avoid these government regulations. J. Warren Cassidy author of The Case for Firearms states that Antigun laws- the waiting periods, background checks, handgun bans, et al.only harass those who obey them (276). Criminals, who have or are planning to break the law by robbing, raping, or murdering, are not the ones purchasing their guns in the local gun shop. Wilson writes, Our goal should be not disarming law abiding citizens. It should be to reduce the nu mber of people who carry guns unlawfully, especially in places- on streets and in taverns- where the mere presence of a gun can increase the hazards we all face (64). By allowing police to perform reasonable-suspicion tests, they can confiscate guns being carried illegally. If an officer has reasonable-suspicion that a suspect is carrying an illegal gun, he/she can pat down the persons outer clothing. If, during the frisking, a gun is revealed and being carried illegally, the officer can enter the suspects pocket to remove it. As officers use reasonable-suspicion more often, they tend to become more familiar with the kinds of actions the Court will accept as a stop and frisk. Polsby argues, While legitimate users of firearms encounter intense regulation, scrutiny, and bureaucratic control, illicit markets easily adapt to whatever difficulties a free society throws their way (1of

Literary analysis of “ Where the Jackals Howl” Essay Sample free essay sample

Amoz Oz’s â€Å"Where the Jackals Howl† is short narrative exemplifying the predicament of immature female in a kibbutz and in a battle with herself every bit good as an older member in the kibbutz. At the story’s bosom is a consummate word picture of the supporter which at times seems to be Galila every bit good as Matityahu Damkov and other times Matityahu being the adversary. Galila seems to fall for the come-on of art supplies as Matityahu draws her to his room to take advantage of her. Amoz Oz achieves the greater subject of â€Å"entrapment† through the psychological societal pragmatism intending characters in fictional narrations have realistic or complex emotional and rational deepness including possibly subconscious impulses and fright they are non cognizant of. ( superglossary. com ) A brief review will uncover how â€Å"Where the Jackals Howl† by Amoz Oz achieves it animating consequence. Amoz’ portraiture of the kibbutz includes t he land between Israeli and Palestinians. We will write a custom essay sample on Literary analysis of â€Å" Where the Jackals Howl† Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page bastardy and Judaic life. Giving his logical thinking of strong impulses and subterraneous passions. which illustrates his concealed feelings. The khamsin-the hot air currents. seemed to consequence everyone in the community of the kibbutz. It was everything to them that the khamsin was go forthing and the cool air currents were coming in. The cool air currents brought darkness and meant that seasons were altering and Autumn was coming nigh. Everyone came out to enjoy in the air currents and the darkness that was coming except for Sashka who would see this as clip to remain in his room and compose about the jobs in the kibbutz. As the darkness easy creeps in and seems to devour everything within it from the outward land in. the seniors sit and enjoy till it was clip to travel to the dining hall. That is where they would all sit around and discourse what has happened and what is to go on. As the storyteller describes his homocentric nexus between his description of the landscape as circles he speaks of them as the outside circles being â€Å"The Autumn darkness† . The interior circle being the circle of visible radiations and the innermost. the lighted bosom of their universe ( pg486 ) . It could besides be described as the homocentric circles to the sealed kibbutz circle. The interior circle. represents the physical. the state. the kibbutz society. interior household and their personal circle. The darkness. which represents the political facet of the land being taken over by the Palestinians and them infringing can be seen as the outside circle. The darkness represent as good all the inexorable events that play themselves out in the backyard of the community. and behind closed doors of their places and represents the inmost circle. At some point in clip. we all feel like our universe is acquiring swallowed up by the darkness. If its non in our Black Marias. but in our heads. so to experience it in our ain community. Within the community of the Kibbutz there is a immature miss named Galila. who is torn on who she should believe is her male parent. At the beginning of the narrative it already says the Galila is the girl of Sashka and at the terminal a adult male named Matityahu Damkov tells her he is her male parent. Who is she to believe? When she was a immature miss she had a captivation watching Damkov work with the Equus caballuss. She couldn’t maintain her eyes off of him while she would masticate on her hair. As she grew older her hatred grew to gross out and she despised him. but as a immature lady she grew to be mercenary and greedy in a sense that it didn’t matter how much she didn’t like Matityahu Damkov she wanted the art supplies he told her he had bought merely for her lone. While she showered she even asked herself â€Å" What does Matityahu Damkov privation of me? † ( pg482 ) How could she be so naif? With Matityahu inquiring her to his room and purchasin g art supplies and canvas merely for her it was obvious of his hidden lecherousness for her. Now she still decides to travel to his room despite the feeling she has and he convinces her to remain and imbibe with him. stating her she will acquire the art supplies shortly. He tells her a narrative of when he worked with the Equus caballuss which at first fascinates her and takes her dorsum to when she was younger. He tells her a narrative of how he was shown how to acquire what he calls a â€Å"stupid horse† ( pg488 ) rummy and mad and ready to copulate. He would hold a female horse base on balls so it would acquire the aroma and acquire truly huffy. That was when he knew the Equus caballus was ready to swoop. He described the blood in the eyes and choler and shortness of breath merely as Damkov did to Galila. He brought her by teasing her with the art supplies and so giving her something to imbibe. He would hold her relax and talk to her boulder clay he felt ready. As she relaxed and laid on his bed looking asleep he laid following to her. After a small clip he started to fondle her seeking to quietly and passionately wake here stating her he wanted to run off with her. but as she woke buttoning up her skirt. ( which would give give you the premise he had raped her ) she stated â€Å" This isn’t what I want. I didn’t want to come here at all. You’re taking advantage of me and making things to me I don’t want and stating all sorts of things because you’re mad and everyone knows you’re huffy ask anyone you like. † ( pg491 ) He would acquire huffy and have blood in his eyes and breath deep merely as the Equus caballus. If she truly felt that manner why did she travel? She as many immature females today do as they want and to acquire what they want and effects mean nil boulder clay they are confronted with the danger and bad picks they made. As Galila stands in his room Matityahu looks at her and thi nks to himself â€Å" She’s so immature. she’s a small miss. slender and spoiled. I’m traveling to nail her to pieces. Slowly† ( pg490 ) If he believes he is her male parent why would he desire to ache her non physically but mentally and emotionally? Why would he of needed to tease her with the supplies to acquire her to his room? What sort of adult male would look at a female they believe to be their girl and and ravish her and want to ache her? These are inquiries we still ask ourselves today sing child molestation. He tells her he is her male parent and she doesn’t believe and he tells her to fault her female parent if she wants to be huffy non at him. Could that intend that he at one clip was with her female parent or possibly raped her every bit good since he would ever state Galila that she was merely like her female parent. When Matityahu speaks to Tanya. who is the female parent of Galila. they speak with hastiness and unkindness in their voices but we may neer cognize what genuinely happened. Matityahu laughs at Galila and tells her he doesn’t attention who’s girl she is. Sashka’s or Ben-Gurion’s. ( pg492 ) In the narrative it says that when Matityahu laid on his bed he summoned a dream. It say’s â€Å"quiet dreams and wild drams† ( pg490 ) could this be a erratum? Could they be her dreams with Damkov moving as a lens. noise. blare. odors of the kibbutz. dancing Jackals ululation inside her caput. And so is her lunacy merely a metaphor for the lunacy of seeking to claim back the desert. Trying to do the land of Israel in the land- flower stalk of Arab? Oz’s political position of anti-settlement and entrapment.

The Granger Laws and the Granger Movement

The Granger Laws and the Granger Movement The Granger laws were a group of laws enacted by the legislature of the Midwestern U.S. states off Minnesota, Iowa, Wisconsin, and Illinois in the late 1860s and early 1870s after the American Civil War. Promoted by the Granger Movement organized by a group of farmers belonging to the National Grange of the Order of Patrons of Husbandry, the Granger Laws were intended to regulate rapidly rising transport and storage fees charged by railroads and grain elevator companies. As the source of extreme aggravation to the powerful railroad monopolies, the Granger Laws led to several important U.S. Supreme Court cases, highlighted by Munn v. Illinois and Wabash v. Illinois. The legacy of the Granger Movement remains alive today in the form of the National Grange organization.   The Granger movement, the Granger Laws, and the modern Grange stand as evidence of the great importance America’s leaders have historically placed on farming. â€Å"I think our governments will remain virtuous for many centuries; as long as they are chiefly agricultural.† – Thomas Jefferson Colonial Americans used word â€Å"grange† as they had in England to refer to a farmhouse and its associated outbuildings. The term itself comes from the Latin word for grain, grÄ num. In the British Isles, farmers were often referred to as â€Å"grangers.† The Granger Movement: The Grange is Born The Granger movement was a coalition of American farmers mainly in Midwestern and Southern states that worked to increase farming profits in the years following the American Civil War. The Civil War had not been kind to farmers. The few that had managed to buy land and machinery had gone deeply in debt to do so. Railroads, which had become regional monopolies, were privately owned and entirely unregulated. As a result, the railroads were free to charge farmers excessive fares to transport their crops to market. Vanishing income along with the human tragedies of the war among farming families had left much of American agriculture in a dismal state of disarray. In 1866, President Andrew Johnson sent U.S. Department of Agriculture official Oliver Hudson Kelley to assess the postwar condition of agriculture in the South. Shocked by what he found, Kelley in 1867 founded the National Grange of the Order of Patrons of Husbandry; an organization he hoped would unite Southern and Northern farmers in a cooperative effort to modernize farming practices. In 1868, the nation’s first Grange, Grange No. 1, was founded in Fredonia, New York. While first established mainly for educational and social purposes, the local granges also served as political forums through which farmers protested the constantly increasing prices for transporting and storing their products. The granges succeeded in reducing some of their costs through the construction of cooperative regional crop storage facilities as well as grain elevators, silos, and mills. However, cutting transportation costs would require legislation regulating the massive railroad industry conglomerates; legislation that became known as the â€Å"Granger laws.† The Granger Laws Since the U.S. Congress would not enact federal antitrust laws until 1890, the Granger movement had to look to their state legislatures for relief from the pricing practices of the railroad and grain storage companies. In 1871, due largely to an intense lobbying effort organized by local granges, the state of Illinois enacted a law regulating railroads and grain storage companies by setting maximum rates they could charge farmers for their services. The states of Minnesota, Wisconsin, and Iowa soon passed similar laws. Fearing a loss in profits and power, the railroads and grain storage companies challenged the Granger laws in court. The so-called â€Å"Granger cases† eventually reached the U.S. Supreme Court in 1877. The court’s decisions in these cases set legal precedents that would forever change U.S. business and industrial practices. Munn v. Illinois In 1877, Munn and Scott, a Chicago-based grain storage company, was found guilty of violating the Illinois Granger law. Munn and Scott appealed the conviction claiming the state’s Granger law was an unconstitutional seizure of its property without due process of law in violation of the Fourteenth Amendment. After the Illinois Supreme Court upheld the Granger law, the case of Munn v. Illinois was appealed to the U.S. Supreme Court. In a 7-2 decision written by Chief Justice Morrison Remick Waite, the Supreme Court ruled that businesses serving the public interest, such as those that store or transport food crops, could be regulated by the government. In his opinion, Justice Waite wrote that government regulation of private business is right and proper â€Å"when such regulation becomes necessary for the public good.† Through this ruling, the case of Munn v. Illinois set an important precedent that essentially created the foundation for the modern federal regulatory process. Wabash v. Illinois and the Interstate Commerce Act Almost a decade after Munn v. Illinois the Supreme Court would severely limit the rights of the states to control interstate commerce through its ruling in the 1886 case of Wabash, St. Louis Pacific Railway Company v. Illinois. In the so-called â€Å"Wabash Case,† the Supreme Court found Illinois’ Granger law as it applied to the railroads to be unconstitutional since it sought to control interstate commerce, a power reserved to the federal government by the Tenth Amendment. In response to the Wabash Case, Congress enacted the Interstate Commerce Act of 1887. Under the act, the railroads became the first American industry subject to federal regulations and were required to inform the federal government of their rates. In addition, the act banned the railroads from charging different haul rates based on distance. To enforce the new regulations, the act also created the now-defunct Interstate Commerce Commission, the first independent government agency. Wisconsin’s Ill-Fated Potter Law Of all the Granger laws enacted, Wisconsin’s â€Å"Potter Law† was by far the most radical. While the Granger laws of Illinois, Iowa, and Minnesota assigned the regulation of railroad fares and grain storage prices to independent administrative commissions, Wisconsin’s Potter Law empowered the state legislature itself to set those prices. The law resulted in a state-sanctioned system of price fixing which allowed little if any profits for the railroads. Seeing no profits in doing so, the railroads stopped building new routes or extending existing tracks. The lack of railroad construction sent Wisconsin’s economy into a depression forcing the state legislature to repeal the Potter Law in 1867. The Modern Grange Today the National Grange remains an influential force in American agriculture and a vital element in community life. Now, as in 1867, the Grange advocates for the causes of farmers in areas including global free trade and domestic farm policy.   Ã¢â‚¬Ëœ According to its mission statement, the Grange works through fellowship, service, and legislation to provide individuals and families with opportunities to develop to their highest potential in order to build stronger communities and states, as well as a stronger nation.    Headquartered in Washington, D.C., the Grange is a non-partisan organization that supports only policy and legislation, never political parties or individual candidates. While originally founded to serve  farmers and agricultural interests, the modern Grange advocates for a wide variety of issues, and its membership is open to anyone. â€Å"Members come from all over small towns, large cities, farmhouses, and penthouses,† states the Grange. With organizations in more than 2,100 communities in 36 states, local Grange Halls continue to serve as vital centers of rural life for many farming communities.

The Best AP Environmental Science Review Guide

The Best AP Environmental Science Review Guide SAT / ACT Prep Online Guides and Tips Knowing how to review for an AP test can be challenging, and, based on average exam scores, it appears that many students who take AP Environmental Science don’t adequately prepare for the exam. Fortunately, if you’re not sure where to start, this guide will walk you through the complete of AP Environmental Science review process.I’ll start by going over the format of the exam and what it’ll cover, including sample questions, and then I’ll move on to the specific review strategies and plan you should follow in order to be prepared for the exam. What's the Format of the AP Environmental Science Exam? The AP Environmental Science Exam is three hours long and divided into two sections, multiple-choice and free-response. Multiple-Choice Section 100 questions 90 minutes Worth 60% of your score Questions will be both stand-alone and as part of sets You earn one point for each correct answer, and no points are taken off for incorrect answers (so you should answer every question!) No calculator allowed Free-Response Section Four questions 1 Document-Based question 1 Data Set question 2 Synthesis and Evaluation questions 90 minutes Worth 40% of your score (each question is weighted equally) No calculator allowed What Does the AP Environmental Science Exam Cover? Before we get into the nitty-gritty of APESreview, it’ll help to broadly go over what the exam covers to help put everything into context.Environmental science is a multi-disciplinary topic, and it covers concepts from science, history, current events, and more. The exam will touch on many areas, but there are six main themes it seeks to focus on.Every question you see on the exam will relate back to at least one of these themes, so they’re helpful to keep in mind as you navigate your review process. AP Environmental Science Themes Science is a process. Energy conversions underlie all ecological processes. The Earth itself is one interconnected system. Humans alter natural systems. Environmental problems have a cultural and social context. Human survival depends on developing practices that will achieve sustainable systems. The AP Environmental Science exam also has seven major topics which make up the content the course and exam focus on.These major topics are more specific than the above themes, and knowing them helps give you a better idea of what will be covered on the exam. Each of the topics will make up about 10-15% of the questions on the multiple-choice section, except for pollution which will make up 25-30% of multiple-choice questions.Each major topic has multiple smaller topics within it. In the interests of length, I included a selection of these for each major topic. If you’d like to see the entire list, check out the AP Environmental Science Course Description, beginning on page six. AP Environmental ScienceMajorTopics Earth Systems and Resources Topics include: Geology, the atmosphere, water resources, and soil science The Living World Topics include: Ecosystems, energy flow, biogeochemical cycles Population Topics include:Population ecology, reproductive strategies, survivorship Land and Water Use Topics include:Agriculture, forestry, mining, fishing, global economics Energy Resources and Consumption Topics include:Different types of energy (fossil fuels, nuclear, hydroelectric, etc.), energy consumption, and renewable energy Pollution Topics include: Types of pollution, economic impacts of pollution, how pollution affects environmental and human health Global Change Topics include: Global warming, loss of biodiversity, changes to the ozone layer What Do Questions Look Like on the AP Enviro Exam? As mentioned above, there are two sections on the AP Environmental Science exam: multiple choice and free response.Official sample problems from both sections are shown below. Multiple-Choice Sample Question To answer this multiple-choice question, you’d have to know major environmental disasters and what caused them.Each of the answer choices is a place where an environmental disaster occurred, but only one of them was caused due to disposing of toxic chemicals underground. The correct answer is choice C. Other multiple-choice questions may refer to a graph, require simple calculations, and/or be part of a set of related questions. The College Board doesn’t make many examples of multiple-choice questions available, but for a sample of questions, check out the Course Descriptionfor AP Enviro.Later in this guide, I’ll also go over where to find and how to use other sample problems. Free-Response Sample Questions Data Set Sample Question There will be one data set question on the exam. Some data (it may be a table, chart, or graph) will be presented, and you’ll be required to answer questions on it, some of which will include calculations. Because you aren’t allowed a calculator, the calculations won’t be too involved and will generally only require solving simple equations. Synthesis and Evaluation Sample Question There will be two synthesis and evaluation questions on the exam and, while they may include data you have to look at, you won’t have to do calculations in order to answer questions.Each question can be answered with a few phrases or sentences; no free-response questions on the Environmental Science AP exam require complete essays. The document-based question is similar to the synthesis and evaluation question in that there are no calculations involved, and the questions can be answered with short phrases or paragraphs, but the document-based question will have a short excerpt from a document you’ll need to read in order to answer some parts of the question. To see complete answers to these questions and other free-response questions, check out our dedicated guide to the AP Environmental Science Free-Response Section. How to Review for AP Environmental Science In this section, I’ll walk you through each step you should take during your AP Environmental Science review. Follow these sevensteps, be thoughtful about your weaknesses and progress, and you’ll be on your way to success! #1: Get Your Review Materials Ready Before you begin reviewing, you want to make sure you have all the review materials you’ll need ready and organized.It’s best to start this step around the end of fall, but even if you’re juststarting a few weeks before the exam, never fear! A couple weeks of dedicated studying can be enough to help you score well on the AP exam. What materials do you need? Many people find it helpful to purchase a review book. Unlike your textbook, review books focus specifically on the information you need to know for the AP exam, so you’re not wading through extraneous info that you don’t need to worry about for the test.Before getting a review book, read reviews online or ask your classmates if they have a book to recommend. In general, Princeton Review and Barron’s are solid choices. Don’t neglect your class materials, though! Your notes and textbook can be useful for in-depth review of certain topics you want to brush up on.Finally, practice tests are one of the most important ways to review, so you want to make sure you have gathered a bunch of them. Check out our guide specially on AP Environmental practice tests, or check out these top choices: There is one complete and official practice test available from the College Board. Barron’s also has a high-quality complete practice test. For free-response questions, there are lots of official examples from previous AP exams that you should use. For multiple- choice questions, there’s 17 official practice questions you can look at in the Course Description for the class. Varsity Tutors also has a 100-question multiple-choice test. #2: Take and Score a Practice Test Your next step should be to take a complete practice test under realistic testing conditions (90 minutes each for multiple-choice and free-response, no calculator, and taken in one sitting). I’d recommend using the Barron’s practice test or combining the Varsity Tutor’s multiple-choice section with a set of official free-response sections and saving the full-length official practice test for later on. After you take the test, score your test to see how well you did. Official practice materials come with scoring guidelines, and many unofficial resources are automatically scored, but if you need help estimating your score, use this score calculator. (It’s based on 2008 results, so it won’t be completely accurate, but it’ll give you a good estimate.) #3: Set a Score Target Now that you know how well you’re currently scoring, you can set a score target.Despite its low score averages, AP Environmental Science is generally considered one of the less-challenging AP exams, so most people who are able to commit some time to studying should aim for a 4 or a 5.However, if you are scoring a 2 or lower, or you know you won’t be able to study much, you may want to aim for a 3 instead. #4: Analyze Your Mistakes Now that you know what score you’re aiming for and how far you are from it, it’s time to start analyzing which questions you got wrong and why.Go through the practice test you just took and look over every question you got wrong. Think about why you got it wrong, and look for patterns. Did you miss a lot of the questions that involved calculations? Did you know global change but got most questions on energy resources wrong? This may seem like a long and tiresome step, but don’t be tempted to skip it. It’ll save you time in the long-run, and it’s really the only way to significantly improve your score. #5: Review Your Weak Content Areas Next, use the information you got from going over your practice exam and focus particularly on improving each of your weak areas.If there are certain topics or types of questions that gave you particular trouble, review your notes and take practice questions until you feel confident with them. Don’t just passively read through your notes either; actively engage with them. Underline important words and phrases, rewrite key points in your own words, and regularly stop and go over in your head what you just learned to make sure you’re actually retaining the information. #6: Revise Your Test-Taking Strategies A lot of the time, it’s not just the content of the exam that’s challenging, it’s how much you’re expected to do in three hours that can also cause you to make mistakes.If you find yourself either running out of time or making careless errors, you likely need to make some changes to how quickly or slowly you move through the exam. If you often runout of time, spend future practice tests timing yourself more carefully.For the multiple-choice section, you have 90 minutes to answer 100 questions; that’s 54 seconds per question. Getting stuck on one question can prevent you from answering multiple other questions, which can really hurt your score. So, if you’ve looked at a question for 90 seconds and still have no idea how to answer it, skip it and come back to it at the end if you have time remaining. (Do remember to answer every question though by the time the section ends, even if it’s a complete guess. There are no deductions for incorrect answers, so don’t leave any questions blank.) For free-response questions, you’ll have about 22 minutes to answer each question. However, no one will force you to move onto the next question, so it can be easy to lose track of time. Taking practice free-response sections and carefully timing yourself can help with this issue.Also, if you find yourself making a lot of careless errors on the exam, try to slow down a bit and read each question twice before you begin answering it. For both sections of the test, answering practice questions regularly can help you get a handle on timing issues and become more used to how long you have to answer each question. #7: Take Another Practice Test After all your hard work, it’s time to take another complete practice test to see how much you’ve improved.Follow the same rules as you did for your first practice test, and figure out your score. If you’ve improved a lot and are close to your score target, you may only need to do light studying until the exam. If you’ve improved but still aren’t where you want to be, repeat the above steps again to continue working on your weaknesses. However, if you haven’t improved a lot or are still far from your target score, you’ll have to change up your methods. Examine how you’ve been reviewing and which questions you’re getting wrong. You may not have been paying close enough attention or just passively read through your notes instead of engaging with them. Make a list of things you’ll change (such as studying more actively, paying closer attention to your notes etc.) and implement those changes as you go through the above steps again. Time Estimates How long will it take to review for the AP Environmental Science AP exam? That’ll vary for everyone, but below are some estimate of how long you should spend on specific steps. Take and grade first practice test: 3.5 hours Analyze your mistakes: 1 hour Review your weak areas and revise test strategies: 3 hours Take and grade another practice test: 3.5 hours So, going through one cycle of these steps may take you around 11 hours, and, remember, you may want to repeat the cycle to really get the information to sink in. Summary: Key Tips for AP Environmental Science Review Being well-prepared and ready for the AP Environmental Science exam gives you a much better shot of doing well on the test.Make sure you know how the exam is formatted and what material it covers before you begin your review. Your review process should include the following steps: Gather review materials Take and grade an initial practice test Set a score target Analyze your mistakes Review weak content areas Revise test strategies Take and grade another practice test to see how you’ve improved What's Next? Want some more practice materials for the AP Environmental Science Exam? We've got you covered with free and official practice quizzes and tests. Need some help reviewing for your other AP classes? Learn the five study tips and strategies you should use for all AP exams. Are you self-studying for AP Environmental Science or another AP exam? Learn the seven steps you should be following when self-studying in order to maximize your chances of getting a great exam score. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Topic is stated in Details section Essay Example | Topics and Well Written Essays - 1500 words

Topic is stated in Details section - Essay Example The owners of the companies transferred their authority to full- time paid managers. There were also other developments during this period like the administrative hierarchies, dependable energy sources, transportation infrastructures like the railway and sophisticated accounting systems. To benefit from these industrial developments, Chandler argued that entrepreneurs had to make three forms of interrelated investment. The first investment was in technology itself in terms of quality machines that would enable the company produce many goods efficiently. The second was investment in management, and the third was investment in marketing and distribution networks. The market remained the generator of goods and services, but business empires took over the functioning of controlling products and services through existing processes of distribution and production. They also allocated funds for future production and distribution. Modern enterprises became the most powerful organizations in America’s economy. The managers also became the most influential decision makers leading to managerial capitalism. Administrative coordination resulted in improvements in productivity, lower costs, and higher gains than coordination by market techniques. The structure of administrative coordination as described by Chandler was hierarchical, and authority flowed from the top to the bottom. Upper-level managers in charge of planning, purchasing inputs, planning new products and market expansions and finally setting the corporate strategy, held the top positions. The middle managers held the second place in charge of the daily operations. Making sure inputs are at the right place at the right time, making sure that production runs smoothly, coordinating processes through which output moved to distribution network. Managing the individual stores, finally monitoring local demand conditions and reporting to the upper-level

Inspired a shared vision Essay Example | Topics and Well Written Essays - 250 words

Inspired a shared vision - Essay Example I also had to have adequate facts to deliver the vision that included research details and real-life examples. These facts are the ones that led to the embracing of the vision with almost all the members present expressing interest in the vision and verbalizing their support. Previously, the outgoing leader of the organization inspired me to a shared vision. The vision to engage in the current tendering processes of the organization was developed by this leader who approached me and enlightened me on the importance of engaging in business opportunities with the group’s savings. It is from this experience that I witnessed the importance of using facts and examples to influence a shared vision. Having the vision that is in line with the general organizational goal of taking advantage of the business opportunities. Inspiring a shared vision is not easy. Leaders have a responsibility to lead the organization and its members to greater heights following their objectives. This forward movement calls for visionary leadership that entails having a vision and sharing it with the others. It is only when it is shared that the vision becomes a

Text Messaging Essay Example for Free

Text Messaging Essay Texting has become an integral part of our lives; it has developed very rapidly throughout the world. Initial growth of text messaging starts with customers in 1995 sending an average 0.4 messages per GSM (Global System for mobile communications) per customer per month. (Wikipedia, 2009) Today, text messaging is the most widely used mobile data service, with 35% of all mobile phones users worldwide or 4.2 million to 7.3 million phone subscribers at the end of 2003 being active users of SMS. The largest average usage of the service by mobile phone subscribers is the Philippines with an average of 15 texts per day by subscribers. (Wikipedia, 2009) Text messaging is most often used between private mobile users as a substitute for voice calls situations. Popularity has grown to a sufficient extent that the term texting has enticed the people. It is a very powerful tool in the Philippines where the average user sends 10-12 text messages a day. The Philippines ends on the average 400 million test messages per day or approximately 142 billion text messages sent a year. At the end of 2007, four of the top mobile service providers in the country stated that there are 42.78 million mobile subscribers in the Philippines; thus Philippines has become the â€Å"texting capital of the world†. The expanding availability of text messaging has raised questions about the effect of texting on standard literacy. Many have reported unintentional intrusions of abbreviations used in texting called â€Å"textisms†- is inappropriate contexts. (Wood. Et al., 2009) This study aims to determine whether the texting habits of the first year high school students of Aldersgate Science High School should be a concern as it significantly demeaning th eir spelling proficiency. Statement of the Problem This study aims to determine the correlation between the Spelling Proficiencies of Texters and Non – texters of selected students of Aldersgate College Science High School. It also aims to answer the following questions: Respondents of the study, the First Year High School students of AC Science High School 1. What is the profile of the selected students of the AC SHS as to: 1.1 gender 1.2 age 1.3 score in the spelling proficiency test 1.4 monthly income of the family 1.5 text promo availed of 1.6 length of ownership of the cell phone 1.7 amount spent in texting 1.8 frequency of texting 1.9 type of text message sent 1.10 person sent text messages to 2. Is there a significant difference between the spelling proficiency of texters and non – texters. 3. Is there a significant relationship between the spelling proficiency of texters when group according to the following variables: 1.1 gender 1.2 age 1.3 score in the spelling proficiency test 1.4 monthly income of the family 1.5 text promo availed of 1.6 length of ownership of the cell phone 1.7 amount spent in texting 1.8 frequency of texting 1.9 type of text message sent 1.10 person sent text messages to Statement of Hypothesis Null Hypothesis There is no skeptical effect of texting to the spelling proficiency of the first year high school students of Aldersgate College. Alternative Hypothesis There is a negative effect of texting to the spelling proficiency of the first year high school students of Aldersgate College. Scope and Delimitation of the Study The study is confined to determine if there is a negative effect of texting to the spelling proficiency of First year High School students of Aldersgate College through a series of survey conducted, during the first semester, school year 2009-2010. Significance of the Study To get a better idea of the effects of texting on teenagers and how much this technology was actually being used, a survey was conducted in Aldersgate College Science High School Solano, Nueva Vizcaya. Seventy- two First Year high School students were asked questions about their usage of texting and instant messaging. To ensure the honesty of the answers, the surveys were anonymous and the students were told that their answers would not be used against them. Summary After floating questionnaires regarding the effect of texting to the spelling proficiency of first year student of Aldersgate College Science High School, the researchers came up with the following significant data that texting habits had diminished the spelling proficiency of the students. Conclusion The researcher therefore conclude that texting habits affect the declining spelling proficiency of students, text languages often confuse the students with the correct spelling of the words leading to usually misspelled words. Recommendation The researcher would like to recommend that a further study about the effect of texting in the spelling proficiency of students would be done in a longer period of time with a larger number of respondents who should be observed in an adequate period of time. Writing, a linguistically complex skill, draws heavily upon our cognitive abilities. Dr. Mel Levine confirms this in his book, A Mind at a Time, (2002), by stating that â€Å"Writing is one of the largest orchestras a kid’s mind has to conduct.† Does text messaging harm students writing skills? Yes. I believe students are carrying over the writing habits they pick up through text messaging into school assignments. Maybe. Although text messaging may have some impact on how students write, I dont think its a significant problem. No. I believe students can write one way to their friends and another way in class. They can keep the two methods separate. None of the above. (Comment below.) Not only is texting used for person-to-person communication, but a number of groups have jumped onto the craze in recent years. Political campaigns, for example, have used it as a way to keep their supporters up to speed on events as they happen. Protesters and organizers have used text messaging as a way to stay connected during actions, mobilizing large groups of people in real time. Various businesses allow users to sign up for updates via text, or to receive bills this way. It can be used to stay up to speed on stock prices, sports scores, and any number of other small bits of data that change rapidly.

Music In The Movies: Experiencing Something New :: essays research papers fc

Question: â€Å"For the elements of music are not tones of such and such a pitch, duration and loudness, nor chords and measured beats; they are like all artistic elements, something virtual, created for perception . . .sounding forms in motion.† [Suzanne Langer, Feeling and Form (1952), p.107]. The success of music in film relies on the perceptions and interpretations of audiences based on their social experiences. Discuss. Response to Question: The function of film music is not easily defined. Film music is often associated with realizing the social experiences of the audience, such associations then leading into psychological and aesthetical discussion. Whether or not film music is examined as an analyzable art form, it is part of an audiovisual system that allows spectators to escape. If this is so, music is subliminal in the sense that it unconsciously prepares the spectator for the means by which to do so. Cinema events can allow audiences to perceive reality in a passive framework and therefore, the success of film music does not heavily rely upon interpretations of viewers’ social experiences. More to the point is the fact that film music allows a virtual reconstruction of ‘experience’ along with the proposal of new ones. If cinema accommodates the invention of virtual social experiences, then by what means does the music contribute to this? An understanding of the relationship between music and the cinematic world of the ‘make believe’ will help to answer this question. Film music can allow far-fetched ideas to become plausible. Alien attacks, shootings, murders and court room hearings are not usually associated with the vocabularies of our everyday social experiences, so how can cinema extrapolate such experiences so realistically? Music certainly has an important role. Suzanne Langer discusses in depth the associations between music and time. She suggests that: Music creates and image of time measure by the motion of forms that seem to give it substance, yet a substance that consists entirely of sound, so it is transitoriness itself. Music makes time audible, and its form and continuity sensible. Jean Mitry has similar ideas: Film needed a king of rhythmic beat to enable the audience to measure internally the psychological time for the drama, relating it to the basic sensation of real time. Consequently, film music can cover up the incoherencies between real time and virtual time. The relative time passed between events on screen can be expressed through the music. How else can a narrative spanning decades logically take place within and hour or two of film?

Historical Research Essay

Soccer is regarded as the most popular sport in today’s world and has been estimated to be played by more than 40 million people. Considering such high popularity, the epidemiology of soccer injury is needed to be historically researched in an extensive way. In numerous European nations, physical injuries received from this game take around 40% of total sports related trauma ( Hawkins, Hulse, Wilkinson, Hodson, & Gibson, 2001). Using the non-parametric statistics, historical research must be conducted by recording the intense injuries and the symptoms in professional soccer players by studying the frequency of occurrence and injury rate during sports and practices. MATERIALS AND METHOD Professional soccer players of any team, while playing in their league, has to be studied on daily basis for past few years when they are engaged in their preseason time July to August and game season September to May . Other important data that is also required may include the age, experience statistical distribution and anthropometric attributes of each player. During the game activities in past years, the record of personal consultations may also be available where players registered any injury received in ongoing games or practices that resulted in missing the upcoming game or practice session. The external risk elements, the active causes, the attributes, the anatomical points, and the event, whether it is practice session or actual game, of the muscular or skeletal traumas will provide crucial statistics. Any physical incident occurred during actual game or practice session that keeps a player to continue his game or practice session is called as injury. Injuries are categorized into three grades depending upon their severity: Minor injury: It keeps the player absent from games or practices for not more than one week. Moderate injury: It keeps the player absent from game or practices for one week to one month Major injury: It keeps player absent from game or practices for more than one month. In many previous studies, the same categorization has been done ( Hawkins, Hulse, Wilkinson, Hodson & Gibson, 2001). Injury rate is measured as injuries occurred in each thousand hours of playing; this involves both practicing and actual game Note that in historical research it would be recommended to exclude the goalkeepers as various similar research studies showed they incur different rates of injuries. RESULTS By recording a total of 100 injuries we can discover the percentage of injuries occurred during the actual game and during practice sessions. The intensity of injuries that results in absence from the game or practice can also be measured. The findings will show the rate of mild injuries, moderate injuries and major injuries as well. The anatomic point and the kind of injuries must be a focus in historical research. Studied cases may involve injuries on Spine, thorax, back, lumbar spine, Pelvis, femur, knee, tibia, ankle, foot, shoulder, elbow, wrist, and hand injuries. Previous studies had showed that in lower extremity injuries, the knees and ankles are the most injured joints of the soccer players ( Hawkins, Hulse, Wilkinson, Hodson & Gibson, 2001). Ankle injuries are reported to be occurred about 16 ­Ã‚ ­Ã¢â‚¬â€œ31 % of the all, whereas knee injuries are almost 14–34%. There is a dramatic need of more historical research within the ankle and knee injuries to investigate percentages in youth and adult players having mixed skill levels ( Peterson, Junge, Chomiak, Graf-Baumann & Dvorak, 2000).

The value of friendship

True friendship is one of the most important asset that human has and true friendship surpass any obstacle and test of times. We are born as social beings and no human can live alone like an island.Although this is taken literally most of the times, no one understands the value of those around you not until you are left alone one day in a situation you need help. Grieve (2008) assert that in every aspect of our life, we interact with people in different ways. It is through interaction with people that we are socialized to the society. However it is not everyone in our life that we get along with.There are individuals who we become close confidants to, who we can term as true friends.   Although it is usual to make and lose friends, there are friends who have a great impact in our life and whose memory lives to our old age. These are who we call true friends.   True friends are hard to come by and when we lose them, we do feel that a part of us has been taken away.A true friend is one who is ready to sincerely do anything for you in value of your friendship. However most of the times we take our friendship for granted and we may not be committed to like our friends are. According to Donegani et al., (2006) despite this, true friendship will survive all odds and the bond between the two friends survives beyond the reason for the end of their friendship.True friends are bonded by a strong bond in a way that although they may be separated psychically, their hearts longs for the other and what remains in their friendship is the melancholic memories of the times they shared together.A wise saying says no one knows the value of water until the well dries and this can be applied to our friends. We never know the value of our friends not until we are separated. As we said, most of the time will be taking our friendship casually not realizing their value in our life.However when we are separated, we start seeing difference in our life. Lonely moments starts crawling in our life and we spend long days thinking about the good times we had before. Although we may try our foot in making other friends, we never fell satisfied. We still miss the days we spend with our friends. It is true to assert that true friendship surpass any obstacle and test of timesDuring my high school days, I learnt the value of friendship in the hard way. I was sad and lonely girl in my childhood as I grew at home as the only child. My parents were both full time workers and I spent most of my time in the house alone.My life brightened when I went to school as I interacted with other children and made friends. Among the friends I made in my junior school, Jane could be considered as a true friend. Our friendship blossomed as we were in the same class and lived in the same neighborhood. We spent our time together, played together, ate together, and bonded the same bus to school; our friendship was the center of our life.We were close confidant with one another and we shared our innermost feeling. Furthermore we were faced by the same condition at home since Jane was still the only child in the family and her parents were full time worker.When we were not in school, we spent our time together either in our home or in their home. I cherished each and every moment I spent with Jane. I felt a different person in her company, my eyes brimmed with happiness and my heart was filled with joy like child curdled by her mother. I felt like Jane was my sister and I real took her like my sister.On our birthday, we showered each other with gifts and up to date, I still have the old doll that she bought me on my eight birthdays. However, fate had it that our friendship would not grow beyond out middle classes. When we went to high school, things changed rapidly which left me a lonely person in life.I have come to believe that very precious things which you value most in you life are the one which you are most likely to lose and in a more painful way. I did not think that our friendship with Jane be broken by any third party.However this came to in our first year in high school. Our parents had decided to take us to the same high school since they realized the value of our friendship and they encouraged us to be there for each other.  Ã‚   One day, Jane came running to be in a very upbeat mood.   I could see that she was very excited and she told me that something very wonderful had happened in her life.I was very happy to see my friend that much excited but little did I know that the unfolding news would change our friendship and affect me in a great way. Jane informed that she had fallen in love with Kelvin, who was a new boy just admitted to the school. She informed me that Kelvin had approached her and she cold not resist since she had strong feeling towards him.I advised her about the difficulties she may face dealing with her boyfriend and committing her time to education but she assured me that she would manage it. Upon pondering the news, I told her that this was her decision but I cautioned her to be very careful. She promised me that she would be extra careful and would not relent on her educational goal of becoming a doctor. However, I had one concern about our friendship.I felt that Jane would spend most of her time with her new boyfriend. With a thoughtful expression, I asked Jane: â€Å"Is your new friendship going to a break up our close friendship?†Ã‚   Jane looked at me and replied straight to my face â€Å"Don’t by like that, of course you know that I love you more that anything. You are my best friend and nothing can separate us.Don’t you believe me?† for something thins were as usual but with time I noted that Jane was avoiding my companionship and she was spending more time with her boyfriend.   I started feeling sadder and lonely. My childhood days crawled back in my life.   When I thought about the words Jane had uttered straight to my face, I felt she was a liar a nd she did not value me at all.   With time, our friendship died away and I felt sadder.One day, Jane borrowed my book and she lost it. I could not control my anger and I hurled words at there calling her a liar and untrustworthy friend. She reiterated and hit me hard with her lunch box. Our friendship was as dead as a dodo.Only melancholic memories of our past that remained, hunting me on daily bases. This was just the begging and more lonely days came when were separated after high school.   However, true friendship does not end and although you may be separated physically, you are together at heart.

The Scarlet Letter - Scaffol Scenes Essays - English-language Films

The Scarlet Letter - Scaffol Scenes Essays - English-language Films The Scarlet Letter - Scaffol Scenes The scaffold scenes are by far the most popular means of pointing out the perfect balance and structure of Hawthornes masterpiece. The first time we meet all the principal characters of the novel is in the first scaffold scene. The second of three crucial scaffold scenes appears exactly in the middle of the novel. Again, Hawthorne gathers all of his major characters in one place. Hawthorne brings all the principal characters together one more time in the third and final scaffold scene. This scene begins with the triumph of Dimmesdales sermon and ends with his death. These scenes unite the plot, themes, and symbols of the novel in a perfect balance. The basic structure for the novel is provided by the scaffold scenes because everything else revolves around what happens during these scenes. The first scaffold scene focuses on Hester and the scarlet letter. Hester stands alone with Pearl in her arms, a mere infant and sign of her sin. Meanwhile, a crowd of townspeople has gathered to watch her humiliation and to hear a sermon. Two important people in the crowd our Roger Chillingworth and Arthur Dimmesdale. Chillingworth, Hesters husband just returned from his long journey to America. Her lover, Dimmesdale, shares her platform as a sinner but not her public humiliation. Dimmesdale is present throughout the whole scene but he is very hesitant to admit that his is the secret lover, although Mr. Wilson is pestering him to find out who it is. He doesnt admit because he is afraid if he does confess it will ruin his reputation as a person and as a minister. Chillingworth demands Hester to give him the name of her partner in sin but she will not do so. In this scene, we have Hesters public repentance, Dimmesdales reluctance to admit his own guilt, and the beginning of Chillingworths devilish plot to find and punish the father of Pearl. The second scaffold scene again provides a view of all the principal characters, a dramatic vision of the scarlet A, and one of the most memorable representations in American literature. In the covering of darkness, Dimmesdale made his way to the scaffold to perform a silent vigil of his own. Dimmesdale is having a difficult time dealing with his own guilt, the reasoning for his late night stand on the scaffold. In his torture he suddenly cries out a shriek of agony that is heard by Hester and Pearl on their journey home from the dying bed of Governor Winthrop. After hearing this shriek both Hester and Pearl join Dimmesdale on the scaffold. Pearl then asks Dimmesdale if he will be joining her and Hester there at noontime on the next day. Dimmesdale responds that their meeting will be on the great judgement day, rather than here in the daylight. Hawthorne describes the situation as such, And there stood the minister, with his hand over his heart; and Hester Prynne, with the embroidered letter glimmering on her bosom; and little Pearl, herself a symbol, and the connecting link between the two of them. (Hawthorne 144). The cry of Dimmesdale was also heard by two other people, they were Mr. Wilson and Chillingworth. Mr. Wilson thought that Dimmesdale was upset about Governor Winthrops death so he thought nothing of the incident. Chillingworth was spotted by Pearl when a large meteor burns through the dark sky. Although Chillingworth said nothing to the three, his reasoning for standing there staring at them is very mysterious. This is when Hester and Dimmesdale start to wonder if he knows the truth about them. The people of the town thought that the meteor symbolized the scarlet A. This scene flourishes with symbols. They include: the scaffold itself; Dimmesdales silent vigil; the three observers that represent Church (Mr.Wilson), State (Governor Winthrop), and the World of Evil (Chillingworth); the connection between Hester, Pearl, and Dimmesdale; and the meteor. The final scaffold scene occurs after the procession on Election Day. In this powerful scene, Dimmesdale regains his soul, Pearl gains her humanity, Chillingworth loses his victim, and Hester loses her dreams. Here again, the main characters come together, and Dimmesdale reveals his scarlet letter. After Dimmesdale delivered his Election Day sermon, he stood on the scaffold with his lover and his child and confessed his sin to everyone. Suddenly the minister sinks down on the scaffold and dies. Right before Dimmesdale died Pearl leaned down and kissed the minister, then she started to

Conversation Analysis Definition and Examples

Conversation Analysis Definition and Examples In sociolinguistics, conversation analysis is the study of the talk produced in ordinary human interactions. Sociologist Harvey Sacks (1935-1975) is generally credited with founding the discipline. Also called talk-in-interaction  and  ethnomethodology. At its core, says Jack Sidnell, conversation analysis is a set of methods for working with audio and video recordings of talk and social interaction (Conversation Analysis: An Introduction, 2010). See Examples and Observations below. Also, see: Talking Together: Key Concepts in Conversation AnalysisAdjacency PairAsymmetry (Communication)Broken-Record ResponseConstructed DialogueConversationConversational GroundingConversational Implicature and ExplicatureConversationalizationCooperative OverlapCooperative PrincipleDialogueDirect SpeechDiscourse AnalysisDiscourse DomainDiscourse MarkerEcho UtteranceEditing TermIndexicalityInterlocutorMinor SentenceNonverbal CommunicationPausePhatic Communication and Solidarity TalkPoliteness StrategiesProfessional CommunicationPunctuation EffectRelevance TheoryRepairShort AnswerSpeech ActStyle-ShiftingTurn-Taking Examples and Observations [C]onversation analysis (CA) [is] an approach within the social sciences that aims to describe, analyze and understand talk as a basic and constitutive feature of human social life. CA is a well-developed tradition with a distinctive set of methods and analytic procedures as well as a large body of established findings. . . .At its core, conversation analysis is a set of methods for working with audio and video recordings of talk and social interaction. These methods were worked out in some of the earliest conversation-analytic studies and have remained remarkably consistent over the last 40 years. Their continued use has resulted in a large body of strongly interlocking and mutually supportive findings . . ..(Jack Sidnell, Conversation Analysis: An Introduction. Wiley-Blackwell, 2010The Aim of Conversation AnalysisCA is the study of recorded, naturally occurring talk-in-interaction. But what is the aim of studying these interactions? Principally, it is to discover how participants u nderstand and respond to one another in their turns at talk, with a central focus on how sequences of action are generated. To put it another way, the objective of CA is to uncover the often tacit reasoning procedures and sociolinguistic competencies underlying the production and interpretation of talk in organized sequences of interaction.(Ian Hutchby and Robin Wooffitt, Conversation Analysis. Polity, 2008 Adjacency PairsOne very common structure that has been identified [through conversation analysis] is the adjacency pair. This is an ordered pair of adjacent utterances spoken by two different speakers. Once the first utterance is spoken, the second is required. A few of the many adjacency pairs that have been identified are shown.SummonsanswerCan I get some help here?On my way.Offer - refusalSales clerk: May I help you find something?Customer: No thank you, Im just looking.Compliment  - acceptanceYour hair looks very lovely today.Thank you. I just had it cut.​(William OGrady, et al. Contemporary Linguistics: An Introduction. Bedford, 2001Response to Criticisms of Conversational AnalysisMany people who take a look at CA from the outside are amazed by a number of superficial features of CAs practice. It seems to them that CA refuses to use available theories of human conduct to ground or organize its arguments, or even to construct a theory of its own. Furthermore, it seems unwilling to explain the phenomena it studies by invoking obvious factors like basic properties of the participants or the institutional context of the interaction. And finally, it seems to be obsessed with the details of its materials. These impressions are not too far off the mark, but the issue is why CA refuses to use or construct theories, why it refuses interaction-external explanations, and why it is obsessed with details. The short answer is that these refusals and this obsession are necessary in order to get a clear picture of CAs core phenomenon, the in situ organization of conduct, and especially talk-in-interaction. So CA is not a-theoretical but it has a different conception of how to theorize about social life.(Paul ten Have, Doing Conversation Analysis: A Practical Guide, 2nd ed. SAGE, 2007)

Field of project management and how it relates to the Project Research Paper

Field of project management and how it relates to the Project Management Maturity Model - Research Paper Example Typically, as it has always been the norm, project management works efficiently when the direction and the scope of the project is well depicted and understood. Additionally, the process of project management works effectively when all the stakeholders reach a mutual consensus on aspects of objectivity and expectations. Equally important in project management is the need for a thorough understanding and assessment of the risks involved. All these benchmarking features in project management become achievable when the probability of success is assumed to be equally high. However, different companies no longer align themselves towards the above stated guidelines in the process of project management. Nowadays, different companies are undertaking different approaches towards the project management. Many reasons can be attributed to the shift from traditional project management approaches. One of the reasons in this paradigm shift is that more and more projects are becoming highly complex and hence require technical capabilities in order to achieve success. ... The rising costs, global economic disparities and competition within the market players continue to drive many companies to take more risks. Changes in project management have undergone significant milestones with regard to the entire practices as more industries embrace the art. However, a notable observation is that these companies share similar accomplishments with other companies during the benchmarking activities. One of interesting areas in project management is the project management maturity model, which is a vital component in strategic planning (Kerzner 45). Project management maturity model abbreviated as PMMM, can be elucidated as the foundation in achieving excellence in project management. Project management maturity model is a fundamental component of strategic planning that is significant in achieving distinction in any organization. By incorporating strategic planning in the project management maturity model, organizations are in a position to shorten the time frames of the entire project management. Strategic planning in project management is quite dissimilar from other variants of strategic planning. This is because it is an activity that is performed at the middle-level of management as opposed to the executive management. The executive management only comes into play in a supportive role and also in the provision of funds. The executive management ensures that all the recommendations made by middle level management do no result in unnecessary changes to the corporate culture (Kerzner 928). Many organizations are inclined in performing strategic planning on new services and products by laying out a well thought plan before execution. In project management, strategic