The Significance of the Character Shadrack in the Novel...

The Significance of The Character Shadrack in The Novel Sula By Toni Morrison The book Sula by Toni Morrison is regarded as one of Morrison’s best work because of the content and structure of the book. Shadrack is an important character in the novel although his appearance in the plot is fairly brief. His significance in the novel stems from the fact that he represents one of the recurring themes of the novel, which is the need for order. Since the need to order and focus experience is an important theme, the character Shadrack illustrates the terror of chaos through his self-proclaimed day â€Å"National Suicide Day† in his small town, which portrays the importance of fear, chaos, and death in the book Sula by Toni Morrison. Shadrack, one†¦show more content†¦His holiday, National Suicide Day, becomes part of the language and landscape in The Bottom. The sight and sound of Shadrack walking down the street ringing his bells and proclaiming National Suicide Day are quite normal. The importance of fear is represented through many events in the book. For example, Sharack was a veteran of World War I, so in 1917, he was in battle with his fellow comrades in the treacherous grounds of France (Sula 7). The battle was just detrimental in all sorts of ways because at any time anyone, including Shadrack, could die from a bomb or grenade. For instance in one of the battles fought, which would be the last one Shadrack fought in the war, while running through the fields in pain because a nail pierced the ball of his foot, he witnessed the head of one his comrades get blown off from the rest his body. This traumatic event forever changed the way Shadrack saw things. The word fear comes to mind when speaking about how Shadrack reacted after the war was over. The sudden death of a comrade during the war, as well as the widespread violence and terror he has experienced, has left him cowering and shaking, even when he is away from the battlefield. His me ntal breakdown is a direct result of his having viewed death constantly and up close. While he is in the hospital, Shadrack prefers to be in a straight jacket; he needs the order and predictability of confinement instead of the

dont blame the eater - 1292 Words

Who is Responsible for Your Weight? America is known for being one of the most obese countries in the world. Once you step foot in America, people can quickly find out why; everywhere you look there are a ton of fast food chains on nearly every block. Fast food to Americans is a quick, easy, and affordable way to get food. In the past Forty years, more than 160,000 fast food restaurants have opened in America (Pirello). This cheap and quick meal comes at a cost; according to the Centers for Disease control and Prevention (CDCP), more than 66 percent of Americans are overweight and obese. To make things worse, the CDCP notes that one third of children and adolescents are obese. David Zinczenko, the editor-in- chief of Men’s Health†¦show more content†¦Most Americans know that fast- food is very unhealthy and leads to many different health problems such as type 2 diabetes, cardiovascular conditions, and even mortality. I do not understand how people can blame the fast food industries for making themselves obese. When will people stand on their own two feet and take responsibility own health, obesity, and lack of health care management? From an early age, most people are taught by schools about the effects of the fast food industry and unhealthy eating. This allows people to make informed decision about the choices and health effects contributed to fast food. So I do not feel sorry for obese people, because they are the ones who made the poor choices to eat unhealthy. They knew the consequences before ordering that unhealthy meal. In Zinczenko’s article he said, that there are a lack of alternate food options and there are no calorie information charts on fast food packaging, the way there are on grocery items (Zinczenko 394).† This information Zinczenko states may have been true back in 2002 but now of days, government is stepping in. According to the New York Times, President Obama signed off in 2011 that any American p atron that enters into a McDonalds, Starbucks, Burger king, or any major restaurant chain, will be required to put calorie information on their menus and drive-through signs. This legislation also requires labels on food items in vending machines. In addition, anyone can find anyShow MoreRelatedDont Blame the Eater Essay623 Words   |  3 Pagesâ€Å"Don’t Blame the Eater† by David Zinczeko. In his article â€Å"Don’t Blame the Eater,† David Zinczenko argues that today’s fast food chains fill the nutritional void in children’s lives left by their overtaxed working parents. With many parents working long hours and unable to supervise what their children eat, Zinczenko claims, children today regularly turn to low-cost, calorie-laden foods that the fast food chains are too eager to supply. When Zinczenko himself was a young boy, for example, andRead MoreAnalysis Of DonT Blame The Eater1078 Words   |  5 PagesZinczenko, the author of the article â€Å"Don’t Blame the Eater† argue that consumers should not be blamed for what they eat when they become unhealthy because it is not their fault. On the other hand, Radley Balko, the author of â€Å" What You Eat is Your Business†, contends that it is the consumer s false because they are responsible for what you eat and it is their business. Other even maintain neutral and agree with a little on both sides. In my opinion, you cannot blame consumers for eating more and buyingRead MoreDonT Blame The Eater By David Zinczenko1049 Words   |  5 PagesThe article â€Å"Dont Blame The Eater,† written by David Zinczenko evokes readers the crucial impact that fast food restaurants have in todays nations youth causing them to be over weight and have type 2ndiabetes. Throughout Zinczenkos argument he makes the reader view the consumer as a victim yet on the other hand, what he is trying to persuade us to believe by using logos,pathos,and ethos in his argument is that the food industry is the one making the nations youth to increase obesity. The capacityRead MoreDonT Blame The Eater By David Zinczenko985 Words   |  4 PagesIn the article â€Å"Don’t Blame the Eater† by David Zinczenko , he argues his point of view that Fast-food companies are a health issue. What Zinczenko focuses is the topic on how kids are becoming obsessed and the reasons connecting to Fast- food chains. This article being in the â€Å"New York Times† means that there must of been a broad audience who read this article. For those who did stumble upon to read it, they were probably agreed with Zinczenko because he composed a well supported article. He wasRead MoreAnalysis Of DonT Blame The Eater By David Zinczenco1057 Words   |  5 PagesThe New York Times has published an article, ‘Dont Blame the Eater’, by David Zinczenco, in which the author claims that obese people are not completely at blame for their health implications, but, big corporations and fast food restaurants have a big part in this obesity epidemic. Although Zinczenco does not say so directly, he apparently assumes that the fast food industry is completely at fault for the growing health issues in children, including diabetes. Throughout his article, he makes itRead MoreDavid Zinczenkos DonT Blame The Eater : We Is Responsible For A Healthy Lifestyle?1319 Words à ‚  |  6 Pagesperson hold someone else responsible for his or her health when that person is not living a healthy life style? Some people tend to blame others for their health issues and demand that the government or health insurance companies pay for their medicals. Meanwhile, it is believed that we are responsible for our health. According to David Zinczenko ’s â€Å"Don’t Blame the Eater†, he believes that the government should be responsible for our health. On the other hand, Radley Balko’s â€Å"What You Eat Is Your Problem†Read MoreAdult Obesity And Its Effects On Our Health958 Words   |  4 Pagesin the U.S would allow people to leave behind living paycheck to paycheck. No longer worrying whether or not they have shelter, heat, and electricity they can put some money towards a better lifestyle. Work Cited Zinczenko, David. Dont Blame the Eater. They Say / I Say: The Moves That Matter in Academic Writing, with Readings. By Gerald Graff, Cathy Birkenstein, and Russel K. Durst. New York: W.W. Norton, 2015. N. pag. Print. Balko, Radley. What You Eat Is Your Business. They SayRead MoreEssay on Jaws: A Bite Out of Reality1603 Words   |  7 Pagesmyself. Fish are friends, not food (Finding Nemo).† This childs movie has some accuracy in the sense of a sharks image must be changed in order for the â€Å"mindless eating machine† label to be taken away. There is one movie that deserves all the blame for this inaccurate labeling of sharks, and that movie is â€Å"Jaws.† Released in 1975, Steven Spielberg directed a movie that changed the minds of ocean swimmers forever. A menacing great white shark decides that Amity, a small beach town, was idealRead MoreThe Invisible Killer : Obesity, The Modern Day Black Plague1875 Words   |  8 Pagescom/news/top-11-reasons-for-fast-foods-popularity/. Lin, JoannaWith Few Healthy Options, Teens Eating More Junk Food. California Watch. Web. 30 Oct. 2014. http://californiawatch.org/dailyreport/few-healthy-options-teens-eating-more-junk-food-11789. Zinczenko, David. Dont Blame the Eater. The New York times 23 Nov. 2002: 44-45. Print Brownlee, Shannon. Its Portion Distortion That Makes America Fat. The Sacramento Bee 5 Jan. 2003: 33-36. Print.

The People Act 1983

Question: Analyze all the situation of the People Act 1983. Answer: Introduction The objective of the study is to analyze all the situation of the People Act 1983. The present study is divided into four parts. The four parts of the study will conclude about the four different ideas of the rules and regulations different legislation in Europe. The first part of the study is to analyze the rules and regulations, which a prisoner needs to follow. All these particular rules and regulations are incorporated in the representation of the People Act 1983, which mainly imposes a legal body on voting on all convicted prisoners in detention irrespective of the nature or gravity. The second part of the study concludes about the European Convention on Human Rights [1]. The election system in entire Europe maintains good level of democracy. All the citizens in Europe are free to elect their candidates in the selected constituents. Europe maintains a large level of democracy across the world. The third part of the study will conclude about the different kinds of issues, which are highlighted in the British Political Arena. The objective of the study is to incorporate different kinds of rules and regulations, which will allow the prisoner to apply their voting rights. In a democratic nation the all the citizens are entitled to vote. It i s one of the most significant parts in the entire democratic nation, is to develop a proper election campaign. There are different kinds of rules and regulations, which are developed by the British political arena in order, incorporate voting rights for the prisoner in Europe [2]. All the critical points of this particular law are analyzed properly in the present assignment. The final part of the study will conclude about the rules and regulations of the right guaranteed Article 3 of Protocol No. 1to the European Convention on Human Rights of the European court. References Europa.eu, 'EUROPA - EU Law' (2016) https://europa.eu/eu-law/index_en.htm accessed 3 March 2016 Europeanlawinstitute.eu, 'ELI Home' (2016) https://www.europeanlawinstitute.eu/ accessed 3 March 2016

Rhetoric of Blue Jeans free essay sample

â€Å"Blue Jeans† by Fred Davis talks about denim jeans, their creation about 700 years ago, and how since then this item of apparel has served as a form of expression. Jeans were and still are made from sturdy indigo- dyed cotton cloth. Before the 60’s one did not see blue jeans on everyone, in the 30’s and 40’s painters and artist were the main consumers, and in the 50’s the denim trend spread to hoodlums and motorcyclist. Not until the 60’s did jeans become universally worn, crossing all genders, ages, regions and national boundaries. In the 60’s Jeans also crossed the occupational boundaries; no longer being looked at as a work tool but simply another article of clothing. What is it that makes jeans the one apparel item that has made them the fashion statement that they are today? According to Davis, the idea behind jeans was that they crossed over boundaries and did not look at class or status, jeans were simple and anyone could wear them. We will write a custom essay sample on Rhetoric of Blue Jeans or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For the common man and unpretentious, they stood for the symbol of the American West free spirited and self-reliant. This way of thinking did not stand for a long time, according to Davis, because at the end of the day, social status still counts. Davis states that once Jeans hit the mass marketplace what they stood for changed. Jeans were no longer the same to all people because they became part of fashion, creating many different types and styles. The new message was one of the fashion industry, and if you were not â€Å"in fashion† you simply were not up to date. Elite vs. Populist status market In the 90’s Urban Denim made jeans a fashion garment by developing a men’s fall collection that eluded the idea of jeans no longer being about â€Å"western cowboys and country†. The word denim was versatile, not only meaning play clothes but also meaning office clothes. Jeans were now a symbol of taste, distinction, and hierarchical division. Conspicuous Poverty: Fading and Fringing Soon the faded and fringed look became more popular than ever, more so to the younger generations. With the growth in demand for the faded look, Davis says, companies manufacturing of these â€Å"older looking† jeans caused an inflammation of product cost. Labeling, Ornamentation, and Eroticization Designer jeans were the next popular trend in the American fashion and denim movement. With this new trend and shift towards individuality, silhouettes and overall fitting, jeans changed drastically. Men’s denim became more loose and relaxed fitting, while females squeezed into skinnier, tighter denim fits. Now when someone went in to purchase a pain of slacks, they had to think about their decision much harder. What kind material, wash, pocket, fit, etc. did they want? This complex decision was exciting to consumers. They felt a more individual sense of expression when they chose every aspect of their new jeans, truly exposing the real purpose of the fashion industry and movement at that time. Designer Jeans Soon, the new trend was designer labels on denim. Consumers, especially of the middle and lower classes, loved this new movement. Designers such as Yves Saint Laurent, Oscar de la Renta, Dolce Gabbana, or Gloria Vanderbilt would sew their prestigious labels on the back pockets of jeans and sell them at a price that every consumer could push to afford. With ultra expensive collections by these designers that only the upper class could buy, wearing denim with designer labels ultimately manipulated an image of an individual coming from any class. It gave the lower classes of America that vibrant feeling of wealth and hierarchy of social status. Davis concludes that fashion is a movement everyone follows weather intentionally or not. It is a movement that shapes our country, and influences the world. Trends are set through the aesthetically pleasing and unspoken language of fashion. Through articles of clothing like blue jeans, individuals can express themselves, their lives, and futures through a miniscule pair of pants. Through the evolution of these iconic blue denim pants, individuality and expression of ones self have been changed forever.

1949 UN Resolution Calling for Referendum on Kashmir

1949 UN Resolution Calling for Referendum on Kashmir Pakistan was carved out of India in 1947 as the Muslim counterweight to Indias Hindu population. Predominantly Muslim Kashmir to the north of both countries was divided between them, with India dominating two-thirds of the region and Pakistan one third. A Muslim-led revolt against the Hindu ruler triggered a build-up of Indian troops and an attempt by India to annex the whole in 1948, provoking a war with Pakistan, which sent troops and Pashtun tribesmen to the region. A UN commission called for the withdrawal of both countries troops in August 1948. The United Nations brokered a cease-fire in 1949, and a five-member commission made up of Argentina, Belgium, Columbia, Czechoslovakia and the United States drew up a resolution calling for a referendum to decide Kashmirs future. The full text of the resolution, which India never allowed to be implemented, follows. Resolution of the Commission of January 5, 1949 The United Nations Commission for India and Pakistan, Having received from the Governments of India and Pakistan, in communications dated 23 December and 25 December 1948, respectively, their acceptance of the following principles which are supplementary to the Commissions Resolution of 13 August 1948: 1. The question of the accession of the State of Jammu and Kashmir to India or Pakistan will be decided through the democratic method of a free and impartial plebiscite; 2. A plebiscite will be held when it shall be found by the Commission that the cease-fire and truce arrangements set forth in Parts I and II of the Commissions resolution of 13 August 1948 have been carried out and arrangements for the plebiscite have been completed; 3. (a) The Secretary-General of the United Nations will, in agreement with the Commission, nominate a Plebiscite Administrator who shall be a personality of high international standing and commanding general confidence. He will be formally appointed to office by the Government of Jammu and Kashmir.(b) The Plebiscite Administrator shall derive from the State of Jammu and Kashmir the powers he considers necessary for organizing and conducting the plebiscite and for ensuring the freedom and impartiality of the plebiscite.(c) The Plebiscite Administrator shall have authority to appoint such staff of assistants and observes as he may require. 4. (a) After implementation of Parts I and II of the Commissions resolution of 13 August 1948, and when the Commission is satisfied that peaceful conditions have been restored in the State, the Commission and the Plebiscite Administrator will determine, in consultation with the Government of India, the final disposal of Indian and State armed forces, such disposal to be with due regard to the security of the State and the freedom of the plebiscite.(b) As regards the territory referred to in A.2 of Part II of the resolution of 13 August, final disposal of the armed forces in that territory will be determined by the Commission and the Plebiscite Administrator in consultation with the local authorities. 5. All civil and military authorities within the State and the principal political elements of the State will be required to co-operate with the Plebiscite Administrator in the preparation for the holding of the plebiscite. 6. (a) All citizens of the State who have left it on account of the disturbances will be invited and be free to return and to exercise all their rights as such citizens. For the purpose of facilitating repatriation there shall be appointed two Commissions, one composed of nominees of India and the other of nominees of Pakistan. The Commission shall operate under the direction of the Plebiscite Administrator. The Governments of India and Pakistan and all authorities within the State of Jammu and Kashmir will collaborate with the Plebiscite Administrator in putting this provision into effect.(b) All person (other than citizens of the State) who on or since 15 August 1947 have entered it for other than lawful purpose, shall be required to leave the State. 7. All authorities within the State of Jammu and Kashmir will undertake to ensure, in collaboration with the Plebiscite Administrator, that: (a) There is no threat, coercion or intimidation, bribery or other undue influence on the voters in the plebiscite;(b) No restrictions are placed on legitimate political activity throughout the State. All subjects of the State, regardless of creed, caste or party, shall be safe and free in expressing their views and in voting on the question of the accession of the State to India or Pakistan. There shall be freedom of the press, speech and assembly and freedom of travel in the State, including freedom of lawful entry and exit;(c) All political prisoners are released;(d) Minorities in all parts of the State are accorded adequate protection; and(e) There is no victimization. 8. The Plebiscite Administrator may refer to the United Nations Commission for India and Pakistan problems on which he may require assistance, and the Commission may in its discretion call upon the Plebiscite Administrator to carry out on its behalf any of the responsibilities with which it has been entrusted; 9. At the conclusion of the plebiscite, the Plebiscite Administrator shall report the result thereof to the Commission and to the Government of Jammu and Kashmir. The Commission shall then certify to the Security Council whether the plebiscite has or has not been free and impartial; 10. Upon the signature of the truce agreement the details of the foregoing proposals will be elaborated in the consultations envisaged in Part III of the Commissions resolution of 13 August 1948. The Plebiscite Administrator will be fully associated in these consultations; Commends the Governments of India and Pakistan for their prompt action in ordering a cease-fire to take effect from one minute before midnight of 1 January 1949, pursuant to the agreement arrived at as provided for by the Commissions Resolution of 13 August 1948; and Resolves to return in the immediate future to the Sub-continent to discharge the responsibilities imposed upon it by the Resolution of 13 August 1948 and by the foregoing principles.

Solid Geometry on ACT Math The Complete Guide

Solid Geometry on ACT Math The Complete Guide SAT / ACT Prep Online Guides and Tips Geometry is the branch of mathematics that deals with points, lines, shapes, and angles. ACT geometry questions will test your knowledge of the shapes, sizes, and volumes of different figures, as well as their positions in space. 33% of ACT math problems(about 18 questions total) will involve geometry, depending on the particular test. Because geometry as a wholecovers so many different mathematical concepts, there are several different subsections of geometry (including planar, solid, and coordinate). We will cover each branch of geometryin separate guides, complete with a step-by-step approach to questions and sample problems. This articlewill be your comprehensive guide to solid geometry on the ACT. We’ll take you through the meaning of solid geometry, the formulas and understandings you’ll need to know, and how to tackle some of the most difficult solid geometry questionson the ACT math section. Before you continue, keep in mind that there will usually only be 1-2 solid geometry questions on any given ACT, so you should prioritize studying planar (flat) geometry and coordinate geometry (coming soon!) first.Save learning this guide for last in terms of your geometry study ACT math prep. Before you descend into the realm of solid geometry, make sure you are well versed in plane geometry and coordinate geometry! What is Solid Geometry? Solid geometry is the name for geometry performed in three dimensions. It means that another dimensionvolumeis added to planar (flat) geometry, which only uses height and length. Instead of flat shapes like circles, squares, and triangles, solid geometry deals with spheres, cubes, and pyramids (along with any other three dimensional shapes).And instead of using perimeter and area to measure flat shapes, solid geometry uses surface area and volume to measure its three dimensional shapes. A circleis a flat object. This is plane geometry. A sphere is a three-dimensional object. This is solid geometry. On the ACT, most of the solid geometry problems are located at the end of the mathsection. This means solid geometry problemsare considered some of the more challenging questions (or ones that will take the longest amount of time, as they often need to be completed in multiple pieces).Use this knowledgeto direct your study-focus to the most productive avenues. If you are getting several questions wrong on the first 40 questions in themath section, it might be more productive for you to take the time to first refresh your overall understanding of the math concepts covered by the ACT. You may also want torefresh your understanding of all the ACT math formulas you’ll need. Note: some of these formulas are given to you on the test in the question itself, but this is often inconsistent. For example, on some ACTs, the formula for the volume of a cylinder is given, other times it is not. If you are unsure which formulas are given or not given in the math section, refresh your formulas knowledge. A typical problem in which you are given the formula in the question. Though many of the formulas are given, it is still important for you to understand how they work and why. The formulas marked â€Å"Necessary to know† are ones you should memorize, but the others will all be given. So don’t worry too much about memorizing them, but do pay attention to them in order to deepen your understanding of the principles behind solid geometry on the ACT. In this guide, I’ve divided the approach to ACT solid geometry into three categories: 1)Typical ACT solid geometry questions 2)Types of geometric solids and their formulas 3)How to solve an ACT solid geometry problem Solid geometry adventure here we come! Typical Solid Geometry Questions on the ACT Before we go through the formulas you'll need to tacklesolid geometry, it's important to familiarize yourself with the kinds of questions the ACT will ask you about solids. ACT solid geometry questions will appear in two formats: questions in which you are given adiagram, and word problem questions. No matter the format, each type of ACT solid geometry questionexiststotestyour understanding of the volume and/or surface area of a figure. You will be asked how to find the volume or surface area of a figure or you'll be asked to identify how a shape's dimensions shift and change. Diagram Problems A solid geometry diagram problem will provide you with a drawingof a geometrical solid and ask you to find a missing element of the picture. Sometimes they will ask you to find the volume of the figure, the surface area of the figure, or the distance between two points on the figure. They may alsoask you to compare the volumes, surface areas, or distances of several different figures. Word Problems Solid geometry word problemswill usually ask you tocomparethe surface areas or volumes of two shapes. They will often giveyou the dimensions of one solid and then tell youto compare its volume or surface area to a solid with different dimensions. Other word problems mightask you to contain one shape within another. This is just another way of getting you to think about a shape's volume and ways to measure it. What is the minimum possible volume of acube, in cubic inches,thatcouldinscribe a sphere with a radius of 3 inches? A) $12√3$ (approximately $20.78$) B) $24√3$ (approximately $41.57$) C) $36√3$ (approximately $62.35$) D) $216$ E)$1728$ This is a typical inscribing solids word problem. We'll go through how to solve it later in the guide. Solid geometry word problemscan be confusing to many people, because it can be difficult to visualize the question without apicture. As always with word problems that describe shapes or angles, make the drawing yourself! Simplybeing able to seewhat a question is describing can do wonders to help clarify the question. Overall Every solid geometry question on the ACT is concerned with either the volume or surface area of a figure, or the distance between two points on a figure. Sometimes you'll have to combine surface area and volume, sometimes you'll have to compare two solids to one another, but ultimately all solid geometry questions boil down to these concepts. So now let's go through our ACT math tips on how to find volumes, surface areas, and distances of all the different geometric solids. A perfect example of geometric solidsin the wild Prisms A prism is a three dimensional shape that has (at least) two congruent, parallel bases. Basically, you could pick up a prism and carry it with its opposite sides lying flat against your palms. A few of the many different kinds of prisms. Rectangular Solids A rectangular solid is essentially a box. It has three pairs of opposite sides that are congruent and parallel. Volume Necessary to know $\Volume = lwh$ The volume of a figure is the measure of its interior space. $l$ is the length of the figure $w$ is the width of the figure $h$ is the height of the figure Notice how this formula is the same as findingthe area of the square ($A = lw$) with the added dimension of height, as this is a three dimensional figure. First, identify the type of questionis it asking for volume or surface area? The question asksabout the interior space of a solid, so it's a volume question. Now we need to finda rectangular volume, but this question is somewhat tricky. Notice that we're finding out how much water is in a particular fish tank, but the water does not fill up the entire tank. If we just focus on the water, we would find that it has a volume of: $V = lwh$ = $(4)(3)(1) = 12\cubic\feet$ (Why did we multiply the feet and width by 1 instead of 2? Because the water only comes up to 1 foot; it does not fill up the entire 2 feet of height of the tank) Nowwe are going to put that 12 cubic feet of water into a second tank. This second tank has a total volume of: $V = lwh$ = $(3)(2)(4) = 24\cubic\feet$ Although the second tank can hold 24 cubic feet of water, we are only putting in 12. So $12/24 = 1/2$. The water will come up at exactly half the height of the second tank, which means the answer is D, 2 feet. Either way, those fish won't be very happy in half a tank of water Surface Area Necessary to know $\Surface\area = 2lw + 2lh + 2wh$ In order to find the surface area of a rectangular prism, you are finding the areas for all the flat rectangles on the surface of the figure (the faces) and then adding those areas together. In a rectangular solid, there are six faces on the outside of the figure. They are divided into three congruent pairs of opposite sides. If you find it difficult to picture surface area, remember that a die has six sides. So you are finding the areas of the three combinations of length, width, and height ($lw$, $lh$, and $wh$), which you then multiply by two because there are two sides for each of these combinations.The resulting areas are then all added together to getthe surface area. Diagonal Length Necessary to know (Note: it will be necessary for you to know how to find the diagonal, but you don't have to memorize the formula. Continue reading for more details on this.) $\Diagonal = √[l^2 + w^2 + h^2]$ The diagonal of a rectangular solid is the longest interior line ofthe solid. It touches from the corner of one side of the prismto the opposite corner on the other. You can find this diagonal by either using the above formula or by breaking up the figure into two flat triangles and using the pythagorean theorem for both. You can always do this is you do not want to memorize the formula or if you're afraid of mis-remembering the formula on test day. First, find the length of the diagonal (hypotenuse) of the base of the solid using the pythagorean theorem. $c^2 = l^2 + w^2$ Next, use that length as one of the smaller sides of a new triangle with the diagonal of the rectangular solid as the new hypotenuse. $d^2 = c^2 + h^2$ And solve for the diagonal using the pythagorean theorem again. Cubes Cubes are a special type of rectangular solid, just like squares are a special type of rectangle A cubehasa height, length, and width that are all equal. The six faces on a cube's surface are also all congruent. Volume Necessary to know $\Volume = s^3$ $s$ is the length of the side of a cube (any side of the cube, as they are all the same). This is the same thing as finding the volume of a rectangular solid ($v = lwh$), but, because their sides are all equal, you can simplify it by saying $s^3$. First, identify what the question is asking you to do. You're trying to fit smallerrectangles into a larger rectangle, so you're dealing with volume, not surface area. Find the volume of the larger rectangle (which in this case is a cube): So you can use the formula for the volume of a cube: $\Volume = s^3$ = $6^3 = 216$ Or you can use the formula to find the volume of any rectangular solid: $\Volume = lwh$ = $(6)(6)(6) = 216$ Now find the volume of one of the smaller rectangular solids: $\Volume = lwh$ = $(3)(2)(1) = 6$ And divide the larger rectangular solid by the smaller to find out how many of the smaller rectangular solids can fit inside the larger: $216/6 = 36$ So your final answer is D, 36 SurfaceArea Necessary to know $\Surface\area = 6s^2$ This is the same formulas as the surface area for a rectangular solid ($SA = 2lw + 2lh + 2hw$). Because all the sides are the same in a cube, you can see how $6s^2$ was derived: $2lw + 2lh + 2hw$ = $2ss + 2ss + 2ss$ = $2s^2 + 2s^2 + 2s^2$ = $6s^2$ You can approach this question in two ways: by using the formula or by doing it out longhand. If you use the formula for the surface area of a cube, you can say: $\Surface\area = (6)(3^2)$ $SA = (6)(9) = 54$ If you forget the formula (or are afraid of messing it up come test day), you can always do it out longhand: $\Surface\area = ss + ss + ss + ss + ss + ss$ or $SA = (ss)(6)$ (Remember that there are six faces on a cube like the six faces on a die) $SA = (3)(3) + (3)(3) + (3)(3) + (3)(3) + (3)(3) + (3)(3)$ or $SA = (3)(3)(6)$ $SA = 9 + 9 + 9 + 9 + 9 + 9 = 9(6) = 54$ Either way, you getthe answer K, 54 Diagonal Length Necessary to know (Note: it will be necessary for you to know how to find the diagonal, but you don't have to memorize the formula. Continue reading for more details on this.) $\Diagonal= s√3$ Just as with the rectangular solid, you can break up the cubeinto two flat triangles and use the pythagorean theorem for both as an alternative to the formula. This is the exact same process as finding the diagonal of a rectangular solid. First, find the length of the diagonal (hypotenuse) of the base of the solid using the pythagorean theorem. Next, use that length as one of the smaller sides of a new triangle with the diagonal of the rectangular solid as the new hypotenuse. Solve for the diagonal using the pythagorean theorem again. Cylinders A cylinder is a prism with two circular bases on its opposite sides Volume Necessary to know $\Volume = Ï€r^2h$ $Ï€$ is the universal constant, also represented as 3.14(159) $r$ is the radius of the circular base. It is any straight line drawn from the center of the circle to the circumference of the circle. $h$ is the height of the circle. It is the straight line drawn connecting the two circular bases. This problemgives you the formula for a cylinder, but the ACT is often inconsistent about this. Notice that this is problem #29 (an easy-medium level question), so you are given the formula. If this had been question #49, you would likely not have been given the formula. But because you are given the formula, it's easy toplug in your values into it. Pay attention, however, to exactly what the question is asking you to do. Just like with the fish tank question above, you are not being asked to fill up the whole container with water, only some of it. So if $\volume =Ï€r^2h$, then $V =Ï€(12^2)(5)$ (The radius is 12 because radius is half the diameter and the full diameter is 24. The height is 5 because the question tells us that we are only filling up the container to 5 feet). $V = 720Ï€ = 2,261.9448$ So the answer is C,2,262 Surface Area $\Surface\area = 2Ï€r^2 +2Ï€rh$ To find the surface area of a cylinder, you are adding the volume of the two circular bases ($2Ï€r^2$), plus the surface of the tube as if it were unrolled ($2Ï€rh$). The surface of the tube can also be written as $SA = Ï€dh$, because the diameter is twice the radius. In other words, the surface of the tube is the formula for the circumference of a circle with the additional dimension of height. Non-Prism Solids Non-prism solids are shapes in three dimensions that do not have any parallel, congruent sides. If you picked these shapes up with your hand, a maximum ofone side (if any) would lie flat against your palm. Cones A cone is similar to a cylinder, but has only one circular base instead of two. Its opposite end terminates in a point, rather than a circle. There are two kind of conesright cones and oblique cones. For the purposes of the ACT, you only have to concern yourself with right cones. Oblique cones will never appear on the ACT. A right cone has an apex (the terminating point on top) that sits directly above the center of the cone’s circular base. When a height ($h$) is dropped from the apex to the center of the circle, it makes a right angle with the circular base. Volume $\Volume = 1/3Ï€r^2h$ $Ï€$ is a constant, written as 3.14(159) $r$ is the radius of the circular base $h$ is the height, drawn at a right angle from the cone’s apex to the center of the circular base The volume of a cone is $1/3$ the volume of a cylinder. This makes sense logically, as a cone is basically a cylinder with one base collapsed into a point. So a cone’s volume will be less than that of a cylinder. Surface Area $\Surface\area = Ï€r^2 + pirl$ $l$ is the length of the side of the cone extending from the apex to the circumference of the circular base The surface area is the combination of the area of the circular base ($Ï€r^2$) and the lateral surface area ($Ï€rl$) Because right cones make a right triangle with side lengths of: $h$, $l$, and $r$, you can often use the pythagorean theorem to solve problems. Pyramids Pyramids are geometric solids that are similar to cones, except that they have a polygon for a base and flat, triangular sides that meet at an apex. There are many types of pyramids, defined by the shape of their base and the angle of their apex, but for the sake of the SAT, you only need to concern yourself with right, square pyramids. A right, square pyramid has a square base (each side has an equal length) and an apex directly above the center of the base. The height ($h$), drawn from the apex to the center of the base, makes a right angle with the base. Volume $\Volume = 1/3\area\of\the\base * h$To find the volume of a square pyramid, you could also say $1/3lwh$ or $1/3s^2h$, as the base is a square, so each side length is the same. Spheres A sphere is essentially a 3D circle. In a circle, any straight line drawn from the center to any point on the circumference will all be equidistant. This distance is the radius ($r$). In a sphere, this radius can extend in three dimensions, so all lines from the surface of the sphere to the center of the sphere are equidistant. Volume $\Volume = 4/3Ï€r^3$ Inscribed Solids The most common inscribed solids on the ACT math section will be: cube inside a sphere and sphere inside a cube. You may get another shape entirely, but the basic principles of dealing with inscribed shapes will still apply. The question is most often a test ofYou’ll often have to know the solid geometry principles and formulas for each shape individually to be able to put them together. When dealing with inscribed shapes, draw on the diagram they give you. If they don’t give you a diagram, make your own!By drawing in your own lines, you’ll be better able to translate the three dimensional objects into a series of two dimensional objects, which will more often than not lead you to your solution. Understand that when you are given a solid inside another solid, it is for a reason. It may look confusing to you, but the ACT will always give you enough information to solve a problem. For example, the same line will have a different meaning for each shape, and this is often the key to solving the problem. So we have an inscribed solid and no drawing. So first thing's first, make your drawing! Now because we have a sphere inside a cube, you can see that the radius of the sphereis always half the length of any side of the cube (because a cube by definition has all equal sides). So $2r$ is the length of all the sides of the cube. Now plug $2r$ into your formula for finding the volume of a cube. You can either use the cube volume formula: $V = s^3$ = $(2r)^3 = 8r^3$ Or you can use the formula to find the volume of any rectangular solid: $V = lwh$ = $(2r)(2r)(2r) = 8r^3$ Either way, you getthe answer E,$8r^3$ Notice how answer B is $2r^3$. This is a trick answer designed to trap you. If you didn't use parentheses properly in your volume of a cube formula, you would have gotten $2r^3$. But if you understand that each side length is $2r$ and so that entire length must be cubed, then you will get the correct answer of $8r^3$. For the vast majority of inscribed solids questions, the radius (or diameter) of thecircle will be the key to solving the question.The radiusof the sphere will be equal to half the length of the side of a cube if the cube is inside the sphere (as in the question above). This means that the diameter of the sphere will be equal to one side of the cube, because the diameter is twice the radius. But what happens when you have a sphere inside a cube? In this case, the diameter of the sphere actually becomes the diagonal of the cube. What is the maximum possible volume of acube, in cubic inches,thatcould be inscribed inside a sphere with a radius of 3 inches? A) $12√3$ (approximately $20.78$) B) $24√3$ (approximately $41.57$) C) $36√3$ (approximately $62.35$) D) $216$ E)$1728$ First, draw out your figure. You can see that, unlike when the sphere was inscribed in the cube, the side of thecube is not twice the radius of the circle because there are gaps between the cube's sides and the circumference of the sphere. The only straight line of the cube that touches two opposite sides of the sphere is the cube's diagonal. So we need the formula for the diagonal of a cube: $\side√3 = \diagonal$ $s√3 = 6$ (Why is the diagonal 6? Because the radius of the sphere is 3, so $(3)(2) = 6$) $3s^2 = 36$ $s^2 = 12$ $s = √12$ $(√12)^3 = 12√12 = 24√3$ Though solid geometry may seem confusing at first,practice and attention to detail will have you navigating the way to the correct answer The Take-Aways The solid geometry questions on the ACT will alwaysask you about volume, surface area, or the distance between points on the figure. The way they make it tricky is by making you compare the elements of different figures or by making you take multiple steps per problem. But you can always break down any ACT question into smaller pieces. ACT Math Strategy: The Steps to Solvinga Solid Geometry Problem 1) Identify what the problem is asking you to find. Is the problem asking about cubes or spheres? Both? Are you being asked to find the volume or the surface area of a figure? Both? Make sure you understandwhich formulas you'll need and what elements of the geometric solid(s) you are dealing with. 2) Draw it out Draw a picture any time they describe a solid without providing you with a picture. This will often make it easier to see exactly what information you have and how you can use that information to find what the question is asking you to provide. 3) Use your formulas Once you've identified the formulas you'll need, it's often a simple matter of plugging in your given information. If you cannot remember your formulas (like the formula for a diagonal, for example), use alternative methods to come to the answer, like the pythagorean theorem. 4) Keep your information clear and double check your work Did you make sure to label your work? The makers of the test know that it's easy for students to get sloppy in a high-stress environment and they put in bait answers accordingly. So make sure thevolume for your cylinder and thevolume for your cube are labeled accordingly. And don't forget to give your answer a double-check if you have time! Does it make sense to say that a box with a height of 20 feet can fit inside a box with a volume of 15 cubic feet? Definitely not! Make sure all the elements of your answer and your work are in the right place before you finish. Follow the steps to solving your solid geometry problems andyou'll get that gold Solid geometry is often not as complex as it looks; it is simply flat geometry that has been taken into the third dimension. If you can understand how each of these shapes changes and relate to one another, you’ll be able to tackle this section of the ACT with greater ease than ever before. What's Next? Now that you've done your paces onsolid geometry, it might be a good idea to review all the math topics tested on the ACT to make sure you've got them nailed down tight. Want to get a perfect score? Check out our article onHow to a 36 on the ACT Mathby a 36ACT-Scorer. Don't know where to begin?Look no further than our articles onwhat is considered a good, bad, or excellent ACT score And if you find yourself running out of time on the math section, look no further than our articles onhow to stop running out of time on the ACT math. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, 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:

Campbell soup Essay Example | Topics and Well Written Essays - 1250 words

Campbell soup - Essay Example From this period, Campbell diversified its products and posted billion dollars sale but small profits. The most important development, however, was due to its borrowings from investors, the company gradually became subject to the decision and pressures of stockholders. The most important of which include the managements protracted legal battles with investors. This dimension to Campbell’s existence has resulted to the adoption of management teams that were desperate to improve Campbell’s positive net margins because it affects the stock price. This the reason why it has pulled all the stops in order to generate the positive earnings that Wall Street demands to the point that illegitimate policies were adopted. Cases in point were the improper accounting, trade loading, among other policies. 1. Identify legitimate business practices that corporate executives can use for the primary purpose of manipulating or â€Å"managing† their company’s reported operating results. Are such practices ethical? Defend your answer. Examples of legitimate business practices that corporate executives can use in order to manipulate their organization’s operating results include: trade loading or the use of excessive price concessions in order for consumers to buy more products thereby propping up the reported revenues or profits for a specific period; and, converting given period-ending discounts as selling, general and administrative expenses instead of treating them as reductions of gross revenues. Another legitimate gimmick that organizations could legitimately use to smooth out its earnings and manipulate its operation reports is by putting excessive reserves on its balance sheet (i.e. for bad debts or defective merchandise) in one quarter, in effect, lowering earnings below what they otherwise would have been, and then reversing the process in another quarter, which would result to the conversion of some of the excess reserves into profit

Character Profile - Vocab Writing Essay Example | Topics and Well Written Essays - 1000 words

Character Profile - Vocab Writing - Essay Example Her choice is only ethical but exemplary as well. Creon’s law may have been ethnic in origin, but Antigone followed the exalted law of Justice who dwells with the gods. â€Å"The unwritten laws of heaven are not of today nor yesterday, buf from all time†, she added. There was no one to arbitrate in the dispute. Antigone’s defense of herself only met with apathy on the part of Creon and an adverse reaction from his followers who advocated punishment for the girl. The turn of events exacerbated the situation. One cannot brand her defense as BRASH or BRUSQUE for she was fighting for her life. Yet anyone even today would delineate her character as noble and aesthetic. No one would brand her impassioned words as mere affectation since from the start, we see her as affable, faithful and sincere. Her character traits are an aggregate of all that are ideal in young persons of the past and of the present. No caustic accusations would sway Antigone her from her decisions. She was a courageous young woman. No one could rightfully censor or censure her since there was nothing by her worthy of censorship or censure. After the death of Antigone’s mother, the blind Oedipus, abdicated the throne. For many years the Thebans treated him kindly, but at last they expelled him from the city. It is esoteric as to what induced them to do this. Antigone’s brothers abetted their decision. Although Antigone and her sister abhorred this abject act of the brothers, they were helpless. It seems that the Thebans had not really absolved their parents of their crime of incest. Only Antigone and her sister acceded to the idea of caring for their father for as long as they could; Antigone- to guide him in his blindness and care for him and Ismene – to stay behind in Thebes to look after his interests and to inform him of any occurrences that might touch

Parallels between Gilgamesh and Genesis Essay Example for Free

Parallels between Gilgamesh and Genesis Essay I. Introduction: Today, we are often bombarded with various inventions and discoveries coming from different parts of the world. But it is with great amazement when we look upon the advancement made by an ancient civilization that has come to be acknowledged as the cradle of civilization, Mesopotamia, at a time when most of its neighboring people-group was pursuing a nomadic life. Not only have they revolutionized human society through its invention of the wheel, writing too, must have originated in this place as shown by the Epic of Gilgamesh. Ancient as it is, being one of the world’s earliest-known epic poetry (â€Å"Epic†) taken from Sumeria and which the Babylonians developed into a long poem, it is undoubtedly beautiful; and ancient as it may be, high respect should be given   to it as one of the literary masterpieces of mankind. Genesis on the other hand, is the first book of the Bible. Genesis is the Greek word for â€Å"beginning† or â€Å"origin†, and is a Greek translation derived from the Hebrew b’reshith meaning â€Å"in the beginning†, the first word in the Old Testament. II. Meaning and Importance A. Epic of Gilgamesh At the outset, as one reads through the poem, it would readily display the glorification of the central figure, the historical warlike king of Uruk Gilgamesh. All throughout the poem, the reader is led through his many exploits and achievements of Gilgamesh that gives the over-all impression of a constancy of battle-like stance. This I would not find surprising since this people’s land was always subjected to crisis such as the threat of invasion or the flooding of the rivers. As to the story, it relates much on how he has overcome every opponent, obstacles, and almost everything he had set out to do. Such achievements were made possible and justifiable as the narrative describes the super-human nature of the lead figure being two-thirds divine and one-third human. How Gilgamesh emerges as a conqueror comprises the first part of the story. It would seem that the author wants to establish the fact that all the hopes and aspirations of its people are embodied in Gilgamesh. The first part shows and proves that whatever man could aspire to achieve or be has been done by the superhuman Gilgamesh. The second part directs the story towards the king’s bid for immortality through his quest for the immortalized Uta-Napishtim. Structurally speaking, these two parts (which would almost appear as unrelated) divides the story. Both would seem to take the reader into two different directions, driving down two different points. The death of Enkidu serves as the turning point that separates the two parts. What serves for continuity for the narrative are the inherent traits of Gilgamesh’s character his fearlessness and obstinacy to be undaunted by obstacles. What is also a unique trait of the account of Gilgamesh is that the reading of the story is through a transcription of an oral story-telling, which the narrator in the story also revealed as a transcribed oral story of ancient times. Just as Gilgamesh was described as half-human and half-divine, so is the overall nature of the story. The narrator convinces its listeners and readers alike of the real existence of the king. However, its way of convincing is ironic since it proves the authenticity of its story through the existence of the very walls of the city of Uruk which we, present-day readers would find nowhere but in the walls of our imagination (â€Å"Assro-Babylonian Mythology: Gilgamesh†). The epic serves not only as a literary feat for early civilization; it also bears the identity of the early settlers of the Tigris-Euphrates area. However, its relevance supersedes its cultural identity. This ancient story connects its people with us and all of humanity as they ponder the same question which afflicts all men death, the destiny of every man. It also attempts to answer whether any mortal man could possibly escape it and also the mystery of what lies ahead after death. In finding the answer and conclusion to these questions lies the significance of the two parts of the story. As mentioned, the first part is given to prove the semi god-like abilities of Gilgamesh. If he then, who bears such qualities failed in his bid for immortality, as shown on the second part, how much more for ordinary mortals? The narrative convinces its hearers or readers of the inevitability of death and must resign oneself of this fact. The most that man can do is to be fearless in facing it, the way Gilgamesh triumphantly faced death together with Enkidu in the great Cedar Forest. However, its main conclusion is: that man is powerless to escape it. B. Genesis Genesis originated as part of a larger literary unit that was only later broken up into books. That larger unit is the religious history of ancient Israel, usually called the Pentateuch. In it were traced Israel’s origins from its chief formative experiences down to its settlement in the land of Palestine. Also incorporated into the narrative were law codes formulated at various times in Israelite history. The entire complex came to be ascribed to Israel’s founder and first lawgiver, Moses. This position has been modified as a result of modern Biblical scholarship. Genesis is a logical division of the original text of the Pentateuch. It represents a twofold introduction to the story of Israel’s formation as a â€Å"covenant people†Ã¢â‚¬â€God’s chosen people. The patriarchal history comprises cycles of stories relating to three major figures of the pre Israelite past, namely Abraham, Isaac and Jacob, together with supplementary traditions about other ancestors who were of secondary interest. After an introductory genealogy there appears first the story of Abraham and Isaac. Included is a fragmentary history, possibly of Moabite origin, of Lot, the ancestor of the Moabites and Ammonites, who were related to the Israelites. There is also the history of Ishmael, who is regarded as the ancestor of the Arab peoples. The second major cycle is that of Isaac and Jacob. This cycle also contains supplementary material, some of the Edomites origins, relating to Esau, ancestor of the Edomites. Finally, there is the extensive and distinctive story of Joseph, the major intrusions into which are a variant history of Judah in chapter 38 and the â€Å"blessings† of the Israelite tribes in Chapter 49. Chapter 1 tells of God’s act of creation. Chapters 2-11 record human history from Adam to Abraham and describe the Garden of Eden, the Tower of Babel, and the Flood. The connecting link between all these parts of Genesis as well as between it and the other books of the Pentateuch, which it introduces, is a concept of divine intervention in man’s history. This concept has been given the name Heitsgeschichte, â€Å"salvation history†. Israel believed itself to be the product of a history in which it had encountered a God who had made it His Covenant people. The great events of this history are traced—the Exodus from Egypt; the experiences of the Red Sea, of Sinai, and of Kadesh, where Israel waited outside the Promised Land; and the occupation of the Promised Land. All these reveal a God of mercy and kindness, though also of justice and retribution, a God who had chosen Israel out of simple, gratuitous love. This historical perspective was imposed in Genesis both on the patriarchal legends that had been derived from Palestine and on the mixed Mesopotamian- Palestinian myths and sagas from which the book’s first chapters are constructed. Thus in Genesis, Creation is seen no longer as mere myth, that is, as a religious conviction visualized in narrative. It is instead, the first in a series of God’s saving acts, by which he had brought forth an ordered universe out of primordial formlessness. Man was placed in that world as God’s image and likeness, to be its ruler. But men improved unequal to the task. His wilfulness set him in opposition to God and introduced disorder into the world. After this followed murder and the hatred of man for man, for example, Cain and Abel, Lamech and the Cainites, even cosmic disorder, which the story of the sons of God and the daughters of men attempts to, explain. The Flood is understood in Genesis as both divine retribution and mercy: it brought an end to an evil generation, but a faithful remnant was preserved in the person of the righteous Noah and those who were saved for his sake. III. Gilgamesh and the Flood in the Bible The epic makes mention of the Flood in reference with one of the oldest books of the Bible. Similarities of the two accounts were the flood, the gigantic boat, and the fact that animals and living creatures were made to come aboard along with the one human family who entered the boat. There are major disparities though as to the recounting of the event. In the account of the Bible, the coming of the Great Flood in Noah’s days was not held as a secret before men, whereas in the story of Gilgamesh, the gods have intended to have it kept as a secret. Noah was even commanded by God to preach and warn the people of its coming (as a sign of His mercy) while he builds the ark. The people however, did not listen and even taunted Noah. Such reactions may have been likely since many Bible scholars believe that prior to this incident, rain had not yet fallen on the earth. In the Bible account, the door of the ark was supernaturally closed and opened by God alone. Noah had no power or aut hority over it. In Gilgamesh’s, the sealing of the door bears no spiritual meaning. Noah’s God and the gods in Gilgamesh were shown to have deeply regretted the sending of the flood that has wiped out humanity expect for those inside the great boat. One of the gods in the epic was displeased at first with the survivors, while the God of Noah readily blessed them. IV. Conclusion The work unfolds before us the thoughts and intents of the Sumerians and the rest of the Mesopotamians. Like the rest of most societies, they give enormous significance to fame and wealth. Fearlessness is held as a great virtue, born out perhaps of their constant living in fear of antagonizing their gods who they believed caused them all their troubles. Although Mesopotamians have achieved much, they did hold a pessimistic view. Life, it seemed for them, was a constant struggle a struggle against the forces of nature and the caprices of their gods. Towards the end of the story, even the endeavors of men would come to nothing as he comes to the end of his life. â€Å"Eat, drink and be merry for tomorrow we shall die† would have been the guiding principle of Mesopotamians. Perhaps so, since one historian had noted that over forty percent of their grain production was used to make beer. Although we discuss this epic as an ancient story, the quest for the answers about life and death still continuous to haunt several people even to this present-day. Above all, however, Biblical critics of the 20th century are willing to measure Genesis by historical standards other than those of the 19th century. By those standards Genesis was condemned or defended in the time of the â€Å"Babel and Bible† controversy. That dispute developed when the Sumerian and Akkadian literatures of ancient Mesopotamia were discovered and deciphered in the 19th century. The conclusion was easily drawn that the message of Genesis was of no more relevance to the history of religions than the myths of Babylonia, whatever might be the other values of the book. But the 20th century idea of history is more attuned to that which inspired the authors of Genesis. This view recognizes that recording specific facts and dares is not the, real object of history writing. Rather, the aim is to discover and portray realities that challenge human experience and demand an accounting. By the criteria of historicism Moses can hardly said to have existed; yet Israel itsel f is the historical witness of Moses. Genesis and the Epic of Gilgamesh are two great books that could inspire people when they read it. The facts and information’s are somewhat intertwined in some ways. These two books should be treasured and cherished especially by those who want to know the history of our forefathers, their fall and how they were saved by a mighty Creator.

Love and Hate in James Cains Mildred Pierce :: Cain Mildred Pierce Essays

Love and Hate in James Cain's Mildred Pierce      Ã‚  Ã‚   Some may say that the character Mildred Pierce of the novel, Mildred   Ã‚  Ã‚  Ã‚  Ã‚   Pierce by James Cain, may be a good role model for an entrepreneur or a   Ã‚  Ã‚  Ã‚  Ã‚   single working mother.   Some may say that she was hopelessly devoted to   Ã‚  Ã‚  Ã‚  Ã‚   her ungrateful daughter, Veda.   Some may also argue that Veda was a   Ã‚  Ã‚  Ã‚  Ã‚   terrible daughter who lacked compassion, sincerity, and most of all,   Ã‚  Ã‚  Ã‚  Ã‚   respect.   As true as that may all be, the candlelight glowing about the   Ã‚  Ã‚  Ã‚  Ã‚   flawless, sugar-coated heroine shall be blown out.   Fluorescent lights,   Ã‚  Ã‚  Ã‚  Ã‚   please.        Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mildred Pierce loved her daughter.   Perhaps she had loved Veda too   Ã‚  Ã‚  Ã‚  Ã‚   much.   One questions how a woman can love such a bitch - a coloratura   Ã‚  Ã‚  Ã‚  Ã‚   soprano.   Could it have been another type of love?   Mildred had an   Ã‚  Ã‚  Ã‚  Ã‚   exaggerated sense of self-importance.   She felt the need for attention and   Ã‚  Ã‚  Ã‚  Ã‚   admiration from others, particularly Veda.   Mildred Pierce took people for   Ã‚  Ã‚  Ã‚  Ã‚   granted or exploited them with an unusual coolness.   Had Mildred Pierce   Ã‚  Ã‚  Ã‚  Ã‚   been a real person, and ever introduced to Sigmund Freud, the verdict   Ã‚  Ã‚  Ã‚  Ã‚   would be in.   Mildred Pierce suffers from Narcissism.   Another kind of   Ã‚  Ã‚  Ã‚  Ã‚   love, indeed!   She simply had fallen in love with her reflection (as the   Ã‚  Ã‚  Ã‚  Ã‚   disorder was named for the mythological Narcissus, who fell in love with   Ã‚  Ã‚  Ã‚  Ã‚   his own reflection) - Veda Pierce, that is.        Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In 1991, Sophie Freud, granddaughter of Sigmund Freud, explained that   Ã‚  Ã‚  Ã‚  Ã‚   the narcissistic mother has a great investment in her daughters.   The   Ã‚  Ã‚  Ã‚  Ã‚   survival of women greatly depends on loving, and whether she is loved.     Ã‚  Ã‚  Ã‚  Ã‚   Narcissistic actions are ambivalent.   "In order to develop into a woman   Ã‚     Ã‚  Ã‚  [the narcissist mother believes] a daughter needs sufficient libidinal   Ã‚  Ã‚  Ã‚  Ã‚   resources to identify with her female partner [mother]..." (Fenchel).     Ã‚  Ã‚  Ã‚  Ã‚   Mildred Pierce fits the description.   That must explain the sensual vibes   Ã‚  Ã‚  Ã‚  Ã‚   - but unfortunately Veda was not the type of daughter to want to identify   Ã‚  Ã‚  Ã‚  Ã‚   with her mother.   Mildred's character ached for approval from Veda.

Paper Analysis on the Poem Dulce Et Decorum Est Essay

Wilfred Edward Salter Owen born 8 March 1893, died on 4 November 1918. Were an English soldier and poet (one of the leading poet in World War 1). Wilfred Owen was born at Plas Wilmot, a house in Weston Lane, near Oswestry in Shropshire, on 18 March 1893, of mixed English and Welsh ancestry. He was the eldest of four children, his siblings being Harold, Colin, and Mary Millard Owen. Line By Line Interpretation Lines 1-2 Beggars used to put everything they owned in some sort of sack which would then carry over their shoulder. The soldier, like the beggar is bent over in pain. The solider could also from the gas attack. â€Å"Knock- kneed,† suggest that the soldier is trying to keep his knees together and his feet wide apart as a way to keep him steady so that he can continue to walk. Owen compares to â€Å"old beggars† and â€Å"hags† as a way to say that the soldiers have lost their youthfulness due to fighting in this war. The symptoms listed here is due to a mustard gas attack; the solider experienced blisters, sore eyes, and vomiting. Line 3-8 The solider try to go back to camp to recover from the effects from the mustard gas attack. â€Å"Haunting flares† are the flashes of life that accompany artillery shell. â€Å"Distant rest† can be interpreted in two ways: first, when the soldier reaches camp they would be able rest and recovered from the attacks; the second interpretation could be death. It could take a while for a solider to die from exposure to mustard gas. â€Å"Limped on blood shots furthers the opinion that this was a mustard gas attack, because men would get sores over their bodies from being exposed to this gas. Of course, it’s also possible that they were just hit with artillery fire but in keeping with the context of this poem it makes more sense that this would be an effect of some sort of gassing. â€Å"All blind† was another symptom of the attack; they eyes would become very inflamed and puffed up so that it would make it hard for them to see. â€Å"Five-nines† are the five point nine calibre shells that were fired on the British soldiers in this particular instant. When the shells were fired they made high pitched sound, described by Owen as hooting. Line9-14 This is the part of the poem that describes a chlorine gas attack. â€Å"An ecstasy of fumbling† can be interpreted as the soldier so overwhelmed with being scared and nervousness that they are fumbling with their helmets while they were trying to put them on. The helmets here are referred to as mask gas. There were many varieties of gas mask during WWI; with each new development in gas war fare the helmets had to be adapted to protect the soldier. In the early days of chlorine gas attack, men would put damp cloths over their mouths and noses, which would reduce the effects of the gas on the men. Gas masks were later produced to protect soldiers from this gas. Line 15-16 This section can be read as nightmare. This scene of death haunts the narrator of this poem these men saw death every day and with the introduction war fare one could argue that death took on a whole new significance for them. The drawn out death of men expose to the gases will leave more of an impression of the mind of that of a quick death. More and more men had to be treated for post-traumatic stress disorder due to them not being able to deal with everything that they saw while they were enlisted the solider described here a slowly dying. (Line16) Lists all the actions that a person would do if their air supply was cut-off. Line 17-24 This section of the poem describes a soldier with post-traumatic stress would think. The narrator describes this dream as smothering like he is the one that is suffocating rather than the soldier. There was little that cloud be done for the soldiers once they were expose through this gas and that made that people feel really uneasy. â€Å"Like a devil’s sick of sin† could mean that the soldier was as tired as the devil of the sin that he and others took part in. â€Å"The bloods come gargling from the froth- corrupted lungs† is a very descriptive image that would probably make anyone sick to their stomach if they actually had to see it first-hand. This is an image that would stick with someone for a long time, haunting their memories. It is these kinds of memories that can cause post-traumatic stress disorder. Lines 25-28 Owen is referring to Jessie Pope when he says â€Å"My friend.† He is telling her that is she knew the reality of the war she would not be propagandizing it to young men. Pope prays on the young men’s desire to be glorious heroes without telling them the ramifications of enlisting Significance of the Title The title is significant because e it highlights the horror and reality of war especially on the first war. The war is reflected in the Latin word â€Å"DULCE ET DECORUM EST PRO PATRIA MORI†. This phrase can be translated as it is sweet and rite to die for your country. Owen states as an â€Å"Old Lie† and he illustrates this in the poem. His illustration of the reality war is that an incident of exhausted soldier studded through the mud of the soldiers. They are leaved the front line in order to rest for a few days in a safer place. However the group is attacked by mustard gas. One soldier was last in putting his mask. Owen describes the symptoms shown by7 the man as the poison slowly kills him. Tone of the Poem The tone of the poem is harsh due to the diction. â€Å"Coughing like hags†, â€Å"Curse through sludge† Poetic Devices â€Å"Bent double† is an example of an hyperbole it conveys the feeling of exhaustion felt by the soldiers, were carrying heavy packs and being sleepless in the trenches. Metaphor: â€Å"Drunk with fatigue† the feeling the soldier were having due to mustard gas effect Alliteration: â€Å"Knock-kneed coughing like hags, we cursed through sludge.† create and impression of panic an urgencies. Simile: â€Å"Like a man in fire or lime† to express the burning and blistering of the pain caused by the mustard when it came into contact with their skin. Rhyme: â€Å"Sacks –backs, sludge- trudge, boots-hoots†

Light in the shadow of jihad: the struggle for truth

IntroductionThe world needs to learn to understand each other’s faith and belief and respect it in every way.  Following the September eleventh tragedy, Christians face the dilemma of comprehending the truths of the tragedy and responding to it in a Christian way. That dilemma is answered through deep study and understanding Islam guided by the bible and prophesies contained in it. America and the world must realize that God fulfills his purpose frequently through disasters.With the tragedy, a lot of essential questions arose: Is terrorism the true focus of Islam? Is god absent in such disasters?As America mourned, some celebrated. It is true that some people may think that they are terrorists but some may think they are freedom fighters. The belief that actions can be justified politically has been going on for years. Politicization of morality has given an opportunity to justify actions politically and one it is done, it could be morally accepted as well (Lyon). Other demo cratic nations believe that the individual is the arbiter of right and wrong. But some like Bin Laden thinks differently.Faith is the basis of morality but at the same time it is the root of relativism in every means to establish one religion. This makes their inconsistencies evident. If moral agnosticism is the absolute of relativism, how come relativism tells us that no one can discern right from wrong?  On the other hand, the attackers have spent their last hours with prostitutes in night clubs. If their absolute is Islam, why spend their last night to satisfy their sexual needs instead of their spiritual needs?Zacharias’ BookRavi suggested in his book, Light in the Shadow of Jihad: The Struggle for Truth, five major questions that prevail in people’s mind after the September 11 Bombing. These questions are: Did the terrorists’ action portray a true Islam belief? What can state and church do in shaping the outlook of people on religion and how does it affec t the culture of the nation?Did the incident illustrate an Islamic tradition or such only undermine the religion of Islam? Were there any known predictions that such phenomenon would actually occur? What is the implication of such incident to the world and to the Future?  Moreover, He implicitly asked how God views the incident (Zacharias). Was God in favor of what happened? Why did He allow such violence take place? These were few of the questions directed to question the inclination God towards the 9/11 Bombing.Osama Bin Laden; A Protagonist or an Antagonist?Discernment begins with intuition. But as everybody knows, may often be wrong. Like for instance, Osama Bin Laden’s intuition has failed him (Zacharias). After 9/11, he deliberately complained about the bloodshed in Afghanistan. The bloodshed has suddenly become too reprehensible for Bin Laden. Intuition is simply not enough bases for discernment. Therefore, reasoning must come to place. But how do we move from intuit ion to reasoning? Relativist has said that reason could not move us to morality and that people are not capable of discerning right from wrong simply because right or wrong does not exist. Morality derived from intuition then become in conflict with morality derived from reasoning (Zacharias).As these conflicts arise, a need to go back to the foundation of morality is in place. The society merely recognizes that need. It is urgent and must be taken into consideration.Bin Laden, has his own way of looking at and discerning of the Islamic belief and tradition. Likewise, he has his own way of interpreting the codes of conduct or the morality included and written in the Quran. If his decision failed him, then logically, somehow his knowledge and interpretation of the Quran may be different from the original message of it.Muslim, Islam, Allah and the 9/11 BombingSeptember 11 terrorists thought or believed that their action is Allah’s will (Zacharias). While other Muslims think it is corrupted Islam. If such difference of belief exists among Muslims, what does other people from other beliefs to believe?Is terrorism a fruit of an Islamic worldview or a fruit of socio economic situation? People then must examine Islam to answer this urgent question. As discussed in the book, Islam is a religion which originated from Muhammed. It was through military invasion that Islam was spread out. After the death of Muhammed without a heir or successor, Islam movement was divided (Zacharias).In this time of division, some readings of Quran were destroyed. Thus, this incident becomes a controversy among critics for they think that textual tampering took place. Four sources of Quran accounts and history after the incident emerged- the Hadith, the Sunna, the Sira, and the Tafsir (Zacharias). But different sects of Islam have different levels of importance to these sources. This is an evidence why Muslims, most of the time, are not unanimated in terms of opinion, actions or met hods within their religion today. In this situation, Muslims rely on abrogation. But in this method, another problem arises. Which Quran readings abrogate other Quran readings? Differences among Muslims arise even more. Some Muslims persecute Christians to the point of killing them. There have been several reports about it. Like 9/11 tragedy is persecution to Christians (Muhammad). It is extreme and unfair.Educators has attempted to have an in-depth study of Islam but has met resistance with Muslim leaders. There is a chance that they are trying to manipulate the minds of other Muslims. What could be derived from Islamic history?There exists a major confusion among Muslims about their religion. This confusion is primarily caused by the division that is still evident today. From this as well, we can safely say that not all Muslims agree to violence (Zacharias). Organizing and restudying of Islam is urgently needed by Muslims.Christianity and the War of the Religious FaithsWhat about in Christianity? Is it not in any way predicted or prophesied by the bible? Throughout history, the prophesies in the bible has come to pass. As for example, in the book of Daniel about Babylon, Nebuchadnezzar had a problem about a statue which has four different parts.   It was a dream that Daniel had to interpret. Daniel explained to Nebuchadnezzar that it concerns kingdoms (Muhammad). The first kingdom would overcome the kingdom before them until it reach the fourth. These came to pass as prophesied. Jesus conquered human history without any political agenda. According to theologians, God is there but his presence is not obvious. This is called â€Å"the hiddenness of God†   (Muhammad). Atheist, on the other hand, thinks that if God would manifest himself, they would believe he exists. Other Christians sometimes wish so too.As Muslims persecute Christians, Christians persecute Muslims as well (Muhammad). After 9/11, Muslims faced everyday the discrimination against the m. Every Muslim is perceived to be a terrorist (Lyon). What does that say about Christianity? What is the difference between Muslims and Christians with this king of discrimination?This desire to see God tells more about us than about God. We turn to God when we have no one or nowhere to turn to and questions him when are needs are not met. This happens because of our tendency to rely on our intellect and the continuous nurturing of our minds with knowledge. Deep inside each of us yearns for rational evidence.  With Christians, faith varies but same beliefs are evident. A true relationship with God is when we begin to relate to him in both our ups and downs. God has a purpose. He intends to have us trust him and submit our lives to him in the midst of tragedy.Religion and the FutureThe world is suffering from lack of critical minds in relation to worldviews (Lyon). We are corrupted with so much information, too many voices. But it will never be enough for people top just listen to them and absorb everything. It is important for people to filter it before accepting it as true.The world should put to use faith as a basis of morality. Intuition and Reasoning is not enough. We should put to use the basis of religion as the solid ground of morality in our society. Religion may vary but it is sure the most solid, even if it may be inconsistent, foundation for morality.Respect for other culture and religion must be evident in every individual for the betterment of humanity. We may live in a democratic society but still discrimination is still evident. We must realize and accept that our religion or faith varies. Respect comes from understanding and learning each others cultures. Learning from the experience and moving on from it is in need. It is a challenge for everyone to understand each other. It is time for us to move on from the tragedy. It is time to move on from the corrupted and discriminating society that we are today. Let us move on and be better.Works Ci ted:Lyon, David. Surveillance after September 11 . Blackwell Publishing Limited , 2003.Muhammad, Elijah. Christianity Versus Islam. Secretarius Memps Publications , 1997.Zacharias, Ravi. Light in the Shadow of Jihad: The Struggle for Truth . Multnomah , 2002.

racial violence Essay

racial violence Essay racial violence Essay Anna Crowley Mr. Lowery -5 February 8, 2011 Racial Violence Racial violence in Rwanda happened because of Genocide; the deliberate and systematic extermination of a national, political or cultural group. The Hutu thought they were better than the Tutsi. The Tutsi were darker skin and had bigger noses. You could not tell the difference between them without looking at their identification card. They only judged them on one factor in there life. The Hutu had lighter skin and smaller noses. Hutus believed they were better than everyone else and thought that if someone was not like them they should be killed. It was a mass killing by the Hutus. The Hutus were about 90% of the population. During this time, the Tutsi were forced to hide in order to keep themselves alive or pay the Hutus. If you were a Hutu and helped out a Tutsi you were most likely to also be killed. They had reporters come out and film the violence happening but, yet people still did not help. â€Å"Yeah, and if no one intervenes, is it still a good thing to show?â₠¬  one of the reporters said. People were not really worried about what was happening in Rwanda. The Hutu did not really think they were doing anything that bad. They just thought they were making a better place for everyone. The Hutu believed no one like the Tutsis. The Hutus wanted revenge on the Tutsi because they believed the Tutsi killed the Hutu President. The United Nations, tried to protect the Tutsi but, they could not shoot or anything without the Hutus shooting at them. There was not much they could do to help them out to much. â€Å"We're here as peace keepers, not peace makers† one of the United Nation soldiers said. Neither could do much and they knew that they were both in danger. During the movie Hotel Rwanda, Paul Rusesabagina (Hutu) was married to a Tutsi and his main goal was to protect her and their children. In the middle of all of the fighting, Rusesabagina was in charge of a hotel. He needed to care for the safety of the guests also. He tried to keep everything under control and safe for the guests. He told the Hutu army that everyone in his hotel was a Hutu so they would help them. The Hutus would kill the men and save some of the women to be sex slaves. If the women would refuse they would be killed by the militia groups. The Hutus would burn their houses after they would kill them. No one knew what was going to happen next, you could be perfectly fine one day and have your house searched by the militia. People were always on guard with each other but still seemed to be civil at the hotel. Everything does not always come easy and people do not always help when you are in pain. The Tutsi stuck it out and were able to go somewhere safe. They did not solve their problems in the end but some people were saved. The movie Invictus was a lot different than Hotel Rwanda. Newly elected President Nelson Mandela decided to support his South Africa rugby team, thinking he could bring his country together by the universal language of sport. He recently made the commitment to help them out. He used to cheer for every other team, except for his own. Nelson Mandela just got out of jail after twenty six years as a political prisoner. His speech he gave after he had become President was to unite South Africa. The divide has mostly separated the Afrikaners (white South Africans that came from Europe during the 17th century) and the black natives. The Afrikaners believe it would be a bad thing and the country will be going down the drain. Nelson’s main goal is to have his country set aside their differences and become one and strong. There is only one black native on the rugby team and all the kids are rooting for him. Nelson sends the team to go out into the poorer areas of South Africa and teach rugby to the natives. At first, Chester the team's only black player is swarmed by all the kids but, soon the entire team is out

Management Coursework

Management Coursework Management Coursework Management Coursework Education holds two important objectives. On one hand, it is a learning process: visiting lectures and practical classes, passing tests and exams. On the other hand, it requires scientific work: writing coursework and research papers. Coursework writing is more difficult to accomplish compared to research paper writing. It is impossible to overestimate its significance because it represents the most real scientific work done by you. Coursework writers are expected to disclose their scientific ability. Therefore, you need to approach it very seriously. You must begin preparation for management coursework writing as soon as possible. The first step should be contacting your scientific adviser. There are a lot of students who manage to turn to the scientific adviser one or two weeks prior to deadline. Remember: after the assignment of the coursework topic, the scientific adviser is your assistant and friend while prior to deadline he is an overdriven person who has many other troubles. Therefore, it is very important to appeal to the coursework scientific adviser immediately. College coursework adviser will help you to choose the right topic, suggest where to find the necessary materials, acquaint you with the methodology of the study, and find provide you with many other useful pieces of advice. It would be no exaggeration to say that the coursework adviser is the most important person in coursework writing process:http://.com/blog/coursework-writing-help Coursework Writing Help You should approach management coursework topic selection very seriously. Don't choose hackneyed coursework topics. Such college coursework topics are very difficult to research. Once the topic is chosen, you can begin collecting material for coursework writing. Start with the general works related to the issue, and then move to specific research topics. First and foremost, you should examine English-language literature. While familiarizing with the literature, pay special attention to primary sources and the most recent studies. In the process of working on resources, you need to take takes to be used for college management coursework writing. Remember, each written phrase should have "anchor" to a specific page of your source for avoiding problems with the placement of footnotes. It is important to look at the facts as well as views expressed by the author, his assessment of events and processes. .com Management coursework writing is too important to waste your time. Management coursework writing is too difficult to write it without professional help. We offer you an opportunity to get professional custom written management coursework prior to deadline. Placing coursework writing order on our site, you receive original custom coursework written from scratch. Do not hesitate to contact us to learn more about our services.Our paper writing blog with tips on writing is free and you can read it any time! Read more: Literary Essay Hamlet Law School Personal Statement Experience Essay Essay Example on Cause of Crime Deforestation Essay

Answering a specific question from the novelTo Kill a Mockingbird by Essay

Answering a specific question from the novelTo Kill a Mockingbird by Harper Lee - Essay Example ted by Jem, that he was â€Å"about six feet tall, judging from his tracks; he dined on raw squirrels and any cats he could catch, that’s why his hands are bloodstained†¦There was a long jagged scar that ran across his face; what teeth he had were yellow and rotten, his eyes popped and he drooled most of the time.† But was he really a monster who deserved to be imprisoned? Since there was no clear indication whether Boo was insane or not, we cannot easily define the purpose for his imprisonment. What we know is that his father does not want him in the asylum. He might not have been crazy during the earlier days but who wouldn’t go crazy if you are kept from the outside world for decades? This was understood by Gill when he asked his friends how they would feel â€Å"if you’d been shut up for a hundred years with nothing but cats to eat?† This implied that the people really believed he was crazy. But crazy or not, it was just plain mean to imprison someone in the house. If he was crazy, it was actually better if he was left in the asylum for treatment. And there, he would have the appropriate environmental and social conditions needed by those people with disorder. With this, I don’t think there was any good thing about his father and brother’s way of protecting him, if that was what they insist on doing. And I agree with Scout when she understood â€Å"why Boo Radley’s stayed shut in his house all this time†¦it’s because he wants to stay inside† to escape the horrible things that the townspeople can do to each

Decision Making Essay Example | Topics and Well Written Essays - 500 words - 1

Decision Making - Essay Example most viable when time is of essence in arriving at quick recommendations and when the decision-maker has established vast experience and expertise that warrants knowledge of the potential outcomes of the decision to be made. Still, most women have been proven to have practiced making decisions based on gut-feel and relying merely on perceptions. In one’s personal experience, decision-making follows the rational decision making process where there are clearly stipulated steps that are structured and where one is expected to adhere to. This has been proven to be most effective in one’s personal and professional experiences in life due to the objectivity it accords me, as the decision-maker, to see various options on a factual perspective; and to have generated the most effective recommendations that have been agreeable or amenable to those affected by the decisions on a longer time frame. Likewise, as emphasized in the discourse entitled â€Å"Why Being Certain Means Being Wrong† there is an evident feeling of â€Å"certainty, in the form of the calm feeling of knowing, (which can ultimately) replace the tension of not knowing† (par. 3). Thus, through rational decision making, one ultimately attains a feeling of sublime calmness in the certainty that the selected course of action is the one that is most plausible, more leaning to accuracy and correctness and the least fallible to error. In a more generalized form, one’s rational decision-making process follows these crucial phases: (1) defining or clearly stating the problem (not the symptoms but the root or main predicament); (2) identifying one’s alternative courses of action (which also includes not doing anything, which is called status quo; and other viable options); (3) using cognitive or analytical tools in evaluating each option (such as enumerating benefits versus costs or advantages versus disadvantages, at the most simplest form; SWOT analysis, if needed; ethical, moral and legal considerations;

Apply effective communications techniques in a simulated interaction, Essay

Apply effective communications techniques in a simulated interaction, using appropriate tone and grammar - Essay Example One of the reasons that you are able to motivate the workers is due to your great leadership skills. Leadership can be defined as establishing direction and influencing others to follow that direction (Cliffnotes, 2013). Your leadership abilities have helped guide the company in the right direction. People with great leadership abilities are able to motivate the staff to achieve a higher level of performance that translates in greater productivity at the firm. Despite all your strengths as a manager there are areas in which you can improve in order to become a better leader. I have noticed that you barely ever ask for the input of the employees and that you always seem to want to do a wide variety of work tasks alone. A way for you to become a better leader is by having more confidence in the employees. This can be achieved by delegating responsibilities to the floor employees. The use of delegation increases the job satisfaction of employees because the workers feel that the company believes in their abilities to performed different work

The Policing Of Drugs Criminology Essay

The Policing Of Drugs Criminology Essay Canada has a problem with drug suppliers and the individuals that use these drugs. Canada has a unique way of dealing with the problem that has been working effectively. This is supply reduction, demand reduction, prevention, treatment, harm reduction and public education and The police and the communities all working together toward the goal of reducing drugs all over Canada. It is important to target the communities and make sure that they understand what the ongoing problem is so that they can contribute to eliminating the source. (University, 2011) The whole community must be involved in the needs of society when members are dealing drugs in their community. Individuals must not ignore this serious situation. It may not seem that dire if your neighbour is selling drugs but it really is that dire. There will be increased amount of traffic from individuals looking to purchase drugs at all hours of the day and night. It provides an unsafe environment for all the families that live near or around these types of unwanted behaviours. Drugs bring a whole list of concerns to the table such as many types of unwanted individuals will be trolling the neighbour from drug addicts to gangs. There is concern that there could be break-in on houses and cars because of drug addicts needing items to sell or trade for drugs. Gang members are usually the ones mostly selling the drugs. This is because this is where they frequently get their primary source of income. This is so that they will be able to fund other illegal activities that will benefit them even more. The many types of illegal activities they could be involved in are organized prostitution, weapons related offences, smuggling of individuals, travel document counterfeiting or credit card skimming. Gangs use violence to increase their situation and use their unpleasant character to advance their illegal endeavors. Drug trafficking is commonly connected to other more serious crimes. It is often used to sponsor the more violent and detrimental behavior of the illegal terrorist organizations. This is because of the major cash remuneration resulting from moderately negligible time and venture. The types of drugs they tend to sell are crack cocaine, ecstasy, crystal methamphetamine and marijuana. Gangs tend to sell drugs on the streets or from inside a home in communities. This can lead to turf wars or fights over drugs and who gets to sell in which territory. Drugs can be quite profitable if the gang has enough clients so situations of gang violence in communities can be worrisome to all involved living in and around these types of individuals. The problem with drugs is far reaching and has many consequences than just the end user because along the way many other illegal activities are occurring. A major concern is individuals making or growing drugs in houses. Houses in which have been used for growing marijuana need to be condemned, as they are not fit for living in due to number of health concerns. One such problem is the amount of mold due to all the moisture in the house. It is important to make sure that individuals are safe but there is a far larger concern than the growing of marijuana. One such problem would be the methamphetamine labs exploding are a huge concern a s they affect the houses around them with a potential fire or even result in fatalities. Individuals in the community must not fear speaking out against the drug dealers. It is important to notify the police and work with your communities to control the problem. Catching a problem before it explodes into a more severe problem assists to remove the situation from the communities. When individuals are on drugs this poses a danger to innocents such as children and pets when individuals are on drugs. Drugs cause individuals to fight and be disorderly in their conduct. Educating the public is important so that they understand what to look for and what they need to be reporting to make their community a safe place. Crime Stoppers are a great way for the general public to be able to make a complaint and help in eliminating drugs in their communities. The Calgary Police Service has been effective in recruiting police officers that operates as the liaison between the police services and Crime Stoppers. The Calgary Police services Gang Strategy Unit and the Drug Unit working with Crime Stoppers, can do a lot to prevent and reduce the harmful effects of drugs. This could be in the form of recommending the users attend drug rehab or forcing them through arrests as part of a rehabilitation program. Making sure that the dealers and gang members are arrested and procedures are put in place so that they cannot easily have access to selling drugs. This could be through bail requirements or the sentencing of having a curfew, no cell phone usage, no associating with other known offenders. Many types of other offenses are involved with the problem of drugs. It is important that all the units work together to share vital information to allow for the most effective means of preventing the drugs on the streets and in homes. (The Calgary Police, 2011) The Calgary Police Service and the Calgarys Gang Strategy unit is dedicated to bringing to a halt the violent behavior and eliminating the illegal actions of the gangs that surround drug dealers. The Organized Crime Operations Centre or the OCOC has been developed to organize the prevalent resources essential to deal with the present gang predicament directly. The organization is able to exchange vital information, methods and demonstrated approach with other North American metropolitan cities that have effectively dealt with the illegal gang behavior. The Calgary Police Service has established an inclusive initiative to curb the gangs unsuitable behavior. The Calgary Police Service has a four-point gang strategy, which is through education, prevention, investigation and disruption. (The Calgary Police, 2011) The Drug Unit coordinates investigations of illegal drug distribution within Calgary. It is responsible for investigating street-level drug dealers, targeting crack houses and other locations where drug use may be common. Certain officers are qualified to give expert testimony in court. Members of the Unit also deliver educational and awareness programs for various groups including schools, community associations and healthcare agencies. (The Calgary Police, 2011) It is important that the police and community are able to provide each other with valuable information. This is so that it keeps all organizations are current on the latest status of the safety of the communities. When communities work, together much can be achieved in terms of removing the unwanted behaviours from a particular community. Awareness is the key to initiating any type of investigation into drug issues. Undercover police are used to infiltrate the gangs that sell drugs to street level dealers. The problems associated with drug abuse endure and continue to expand in most areas of the globe. The international abuse of prohibited drugs and the drug trafficking state of affairs is becoming further multifaceted. Many factors contribute to this including the recreational drug abuser with a higher disposable income; a increase in demand and ease of accessibility for most varieties of prohibited drugs; the cultural, economic and political transformations caused by the instant interactions and globalization that have been the forerunner to progressively more wide open borders between many different countries. The drug trade involves all aspects of problems that contribute to the increase of drugs all over the world in most countries. This would be through the producers, growers, users, suppliers, couriers and dealers. (University, 2011) The illegal drugs are a substantial encumber on the Canadian economy and the individuals that abuse these substances. It has been estimated it may cost Canadians around $9 billion annually for the expanse of dealing with the drug issue. This would be including the court system, police services, imprisonment, productivity deficit, medical expenditures and work non-attendance. Those that are addicted to these illicit drugs can also be a threat to themselves, their families, and their communities. (University, 2011) The approach that the Canadian government has taken towards the drug is much different from other countries such as the United States, which has had a war on drugs. Canadas National Anti-Drug Strategy aims to prevent illegal drug use through these following methods: supply reduction, demand reduction, prevention, treatment, harm reduction. The strategy aims to enhance the necessary treatment programs, drug users health and everyone understanding of illegal drugs through education. (University, 2011) Community based programs are used to deal with deterrence, health endorsements, drug treatment, and harm reduction issues. Public education campaigns on substance use and drug abuse, with a specific focus on the youth, to provide Canadians with information to facilitate knowledgeable health and lifestyle decisions. (University, 2011) Supply Reduction is used to control the availability of drugs through stopping the production of crops, smuggling and trafficking. It is important to provide an alternative crop for farmers to grow if the illegal crop is to be prevented. If the drugs are not available for production or sale then supply reduction is working toward the intended goal. (University, 2011) Demand Reduction is meant to diminish the users or potential users from the drugs. This is through education and prevention programs that allows these individuals to learn more about the harm and damage of drugs in the hopes they will not use or they will discontinue using the drugs. The less people interested in purchasing the drugs the less demand a particular will have and the supply will be diminished from that point on. The drug treatment courts are a huge part of the demand reduction since they sentence drug users that have been charged with an offense due to their drug use. (University, 2011) Prevention is by way of the Prevention Action Plan that teaches the youth about illegal drugs and the problems associated with illegal drug use in the hopes of achieving prevention before they even begin. It is important to provide all kinds of information and real people to tell their stories of the hardships they had to bear because of an addition. The Treatment Action Plan, which works toward being able to sustain groundbreaking and efficient advances in the areas of drug treatment. This is to be able to effectively deal with and provide proper aid in their recovery to the addiction of the illicit drugs. (University, 2011) Harm Reduction is used particularly for policies or programs that aim to reduce the harm without necessarily requiring abstinence. if they can be shown to reduce drug-related harm rather than just reduce use and if they are not coercive or punitive in their approach. Some harm reduction strategies designed to achieve safer drug use may, range from simple practices such as needle and syringe exchanges to reduce the rates of needle-sharing among injecting drug users, which can spread HIV, to the more complex such as methadone maintenance treatment, supervised consumption facilities, street testing of drugs, and heroin prescription. (University, 2011) Enforcement actions are vital for preserving a definite amount of power over the flow of drugs in addition to imparting a substantial appearance of the social contempt of drugs. Illegal drug use is so complex and pervasive; it involves law enforcement at almost every turn. The justice-related costs associated with illicit drug use, including expenses for police, courts, and correctional services, have been estimated by the Canadian Centre on Substance Abuse at about $2 billion annually (University, 2011) (Rehm et al., 2006). I agree with the way that the police force and the Canadian government have decided to deal with the drug problem. Educating and providing safe options is better than putting every drug user through court who has not committed a crime that deems an arrest. It is far too costly to deal with every drug user that exists within Canada. It is better to reduce the supply and availability of the unwanted drugs in the community. Educating the public is a far better option so that the community can understand all the factors of drugs and drugs users and the problem associated with this. There will always be drugs as there will be people wanting to use them. The Canadian government understands these problems. They have therefore has taken a more proactive approach to reduce the amount of people interested in abusing drugs. They are effective in providing treatment and new habits that will aid the individuals in not being as debilitated. This is through education programs, health care and needle exchange programs. No one can win the war on drugs since there will always be individuals that want an illegal escape from reality. As long as the government deems it illegal, the allure will persist. It would not be a good idea to allow harsh drugs such as cocaine or crystal methamphetamine to be legal but marijuana should be legalized, if only to be one less problem for the police to deal with. This is because it takes such a toll on the justice system and the police force. Illegal drugs cause suffering and long-term abuse for the individual and it is important that these in dividuals are given a second chance at creating a new life.