Diary of Lady Murasaki Response Questions

Diary of Lady Murasaki Response Questions 1. Drawing evidence from the text, describe Lady Murasaki. Who is she? What is important to her? How important is she politically? Why do you think she keeps her diary? What are her frustrations with life at court? How typical/atypical is she as a woman in Heian Japan? Lady Murasaki was a Japanese poet at the Imperial court and served under Empress Shoshi. She writes this diary during her experiences at court and she finds the life of a lady-in-waiting, or a servant that has social certainty, and the events that are unfolded in court are important. She describes in her diary how she feels helpless at court and she is unhappy with her low rank in society compared to others in the Fujiwara clan which frustrates her, but makes her more inclined to write about it and keep a diary. She is a pretty typical woman in Heian Japan, but she often writes about how the other court women were less educated than her and that she was stronger-willed. 2. What does the text reveal about the political world of Heian Japan? What is the role of the emperor? What is the role of the regent? Which is more ‘important’? How do people gain and maintain political power? What happens to those who lose political power? During the Heian period of Japan the land was controlled by family clans and whoever was the most powerful family held the most importance. Within the family there is also ranks of political power branching down from the Emperor and Empress, but most of the other ranks are all related to each other through the family clan. The Emperor is the head of the family clan is said to be in that position by a heavenly right, while a regent is more of a governor addressing political issues. Both are important, but while the Emperor is the symbol of the people and their unity, the regent sparingly makes the differences in how the people get to live. 3. What does the text reveal about the roles of men in Heian Japan? How are they identified? What is their role in the family, in politics, in religion, in military? How much power and what type of power do men have? What do you find surprising about what is considered important/unimportant for men during Heian Japan? Why? Men controlled the majority of society as like any culture during this time period. The military was solely inhabited by men as was the political power, but women were allowed to be present in court and other social events. They had a good education and if they were in a political position they learned Chinese because it was used for legal documents and record keeping. 4. What does the text reveal about the roles of women in Heian Japan? How are they identified? What is their role in the family, in politics, in religion? How much and what type of power do women have? What do you find surprising about what is considered important/unimportant for women during Heian Japan? Why? Women during this time were surprisingly better off than in other centuries. They were excluded from public affairs, but involved in court as we can see in the diary. They were also educated and involved with events around the palace such as ceremonies, weddings, and poetry reciting. Women had to know how to dress correctly, but once they did they were expected to learn to dress very formally and elegantly. 5. What does the text reveal about social classes and social mores in Heian Japan? What are the differences between the social classes? How does social class affect the way people live and the political power they wield? What are the social expectations for men and women? What is good behavior/what is bad behavior? Does any of this surprise you? Most of Japan’s social class was in agriculture and lived outside the city walls and never entered the palace. Within the palace there are a separate set of social classes. The Emperor and Empress will always sit at the top of the ladder, but amongst everyone else there are strict guidelines to follow. Passages in the diary describe the uses of colors in clothing and how some colors shouldn’t be worn by certain social classes. The diary also accounts hat giving presents alter throughout social class. Nobles get the best gift and then the different ranks of courtiers, first rank being the highest and sixth rank one of the lowest. What does the text reveal about religion in Heian Japan? What is the role of religion? What type of religion do you see represented? What are the religious concerns of Lady Murasaki? What do her religious concerns reveal about life in Heian Japan? The religion of Shintoism can be seen with the heavenly right for the Emperor to rule over the people within his family clan name and to protect the imperial family. During the birth of Fujiwara no Michinaga, towards the beginning, Murasaki writes about the Buddhist priests coming and performing exorcisms and warding off evil. Lady Murasaki later writes that she â€Å"immerses [herself] in reading sutras for Amida Buddha†, which shows what kind of religious practices she participates in. All of these religions being present throughout the diary tells that religion is at a point of uncertainty in Heian Japan and there are many influences that come with them.

Corporate Social Responsibility in South Africa and Ghana: a Comparison of Successes, Failures and Futures in a “Developed” and an “Undeveloped” African Country

Corporate Social Responsibility in South Africa and Ghana: a comparison of successes, failures and futures in a â€Å"developed† and an â€Å"undeveloped† African country Few industries affect the social, economic and environmental sectors to the extent that the mining industry does. As minerals development expanded, so the international awareness of its impacts grew. Mining-related legislation, both internationally and nationally, has evolved significantly in the past two decades, actively aimed at ensuring Corporate Social Responsibility (CSR), where companies are held accountable for their actions. In developing countries like South Africa and Ghana that are heavily dependent on gold trade and the associated international investment, the challenge is to ensure that environmental and social impacts of mining are mitigated, that non-renewable resources are converted into national wealth and that mining-generated revenue is claimed and disbursed. In this paper the evolution of CSR in South Africa, a more developed African Nation, and Ghana, a less developed African nation, are compared. Recommendations are made as to potential avenues for CSR progression. The objectives of international mining policy reform have changed dramatically in the past few decades. During the 1970s the aim of mining policy was to increase government control. During the 1980s the aims of reform became to increase investment and to mitigate the socio-economic impacts of mining. This was attempted through the Growth Employment and Reconstruction plan in SA (Fig, 2005), and the Economic Recovery Plan in Ghana (Hilson, 2002). Both plans advocated more privatization, trade liberalization and deregulation. Although the general international trend was to redefine the role of the state, particularly in industrial areas, the adoption of this ambition by African countries has proven detrimental. Biersteker (1990) argues that the reduction of the state greatly reduced its function to govern, particularly undercutting its regulatory ability, its function as a mediator in civil disputes and its ability to regulate and collaborate with the private sector. Campbell (2005) poses that this is because the legislative and regulatory reform adopted by many developing mining-dependent African countries during the past few decades has undermined the role of the state and has proved incompatible with the challenges of the countries concerned. This has impaired the ability of these governments to exert CSR pressure on mining companies. CSR in Africa has grown parallel to these changes in the role of the state, and international mining legislation has had varying impacts on SA and Ghanaian regulations. Despite being based on a non-renewable resource, the main theme in changing international legislation is that of sustainable development, particularly in developing countries in which a large percentage of mining is done by foreign companies. It is, however, the sovereign right of a state to exploit its natural resources. This sovereignty was vehemently upheld by post-colonial developing nations that rely on mineral resources, two prominent examples of which being SA and Ghana. It has become apparent, however, that mining has far-reaching impacts that often have transboundary degrading effects, resulting in international attempts at regulation. CSR in South Africa The formal terms of CSR in SA were originally raised in 1972 and the view taken by many businesses was that they should not have to take responsibility for Apartheid, but should rather improve social standards within their respective businesses. These concepts were formalized in the Sullivan Principles, which were aimed at entrenching non-discrimination in the workplace into the core business activities, particularly in SA-based US companies (Visser, 2005). Although other CSR groups formed, like the Consultative Business Movement, the move away from philanthropy only really became evident after the first democratic elections in 1994, and when the Black Economic Empowerment Programme (BEE) was introduced. The aim of BEE is to promote equal racial ownership, education, training and local economic development. In 2002 the goal for black ownership in the mining sector was set at 26% within 10 years (Fig, 2005). BEE was particularly important in the mining sector, as in order to obtain mining rights, businesses had to meet the requirements of a BEE ‘scorecard’. A number of principles have been introduced to target human rights, a major CSR concern in SA. These include Voluntary Principles on Human Rights and Security and the OECD Risk Awareness Tool for Multinational Enterprises in Weak Governance Zones (Hamann, 2009). Another important milestone was the Kings Report, released in 2002, which outlined the CSR requirements for companies, including â€Å"recogniz[ing] that stakeholders such as the community in which the company operates, its customers, its employees and its suppliers amongst others need to be considered when developing the strategy of a company† (Visser, 2005). It also requires that businesses report annually on their social, transformation (including BEE), ethical, safety, health and environmental management policies. A positive and innovative spinoff of the King’s Report was the introduction of a Kings Index on the Johannesburg Stock Exchange. Companies are required to meet the criteria of the King’s Report in order to list with the JSE, providing a fiscally competitive incentive to adopt CSR principles (Dale, 2005). This progressive legislation forms the beginnings of a seemingly sound CSR framework. But the SA government struggles to maintain the pressure needed to enforce all of its requirements. As in Ghana, SA’s dependence on the mining industry makes the government loathe to confront deviant companies for fear of disinvestment and job losses. Firms often run philanthropic programmes merely as an attempt to maintain â€Å"business as usual†, satisfying the bare minimum for CSR. The lack of government capacity is most prominent in environmental requirements. Many mining companies have introduced more stringent environmental management regulations and have increased CSR spending, but Fig (2005) shows that due to lack of governmental pressure and effective sustainable reporting, many of the claims of these companies do not match their actions. In recognition of its weaknesses, however, the SA government has adopted provision for voluntary conflict resolution within its environmental legislation (Fig, 2005). As an example of a developing country embracing CSR, SA has proven itself relatively forward-thinking and successful. SA is at the forefront of CSR legislation in Africa. It is in the inability to enforce these laws that the clearest CSR similarities, and failures, with Ghana, a less developed African nation, can be seen. CSR in Ghana For the past 1000 years Ghana has enjoyed a thriving gold trade. However, due to political turmoil and changing mining and economic policy, by the beginning of the 1980s the gold-mining industry was virtually stagnant, and became the focal point in the country’s Economic Recovery Programme in 1983 (Campbell, 2005). Ghana also received assistance from the World Bank, the conditions of which resulted in the elimination of most barriers to entry for foreign investors, including reducing corporate taxes, royalty payments, foreign exchange taxes and import duties. The company retention amounts negotiated by foreign investors were far above average and signify the extentto which the Ghanaian government was prepared to go to stimulate the industry (Campbell, 2005). This also indicates the extent to which the government was and is prepared to turn a blind eye to companies’ exploitation of the country. Liberalized legislation resulted in an approximate 800-fold growth of the predominantly foreign-controlled gold mining industry in the past 20 years. But this growth has been accompanied by very little change in the quality of life of the Ghanaian people. In 2006 the International Council on Mining and Metals claimed that gold mining has not only ‘kick-started† Ghana’s economy, but that many of the large-scale mining companies are â€Å"committed to [CSR]†. In contrast, Hilson (2007) argues locals’ lives have been worsened by the increased use of land, relocations and environmental dilapidation. Because of the lax policies adopted by the government, the nation’s share of the mineral development profits has been minimal. Despite the 40% contribution of total merchandise export earnings that gold-mining in Ghana represents, the contribution to GDP is only 2-3% (Hilson, 2002). Thus the government lacks fiscal control, and as such cannot redirect funds efficiently towards development projects. The most formal adoption of international policy in Ghana was that of the Global Mining Initiative (GMI) in 1998. Ghanaian mining companies claimed that â€Å"a series of dynamic and innovative community development projects†¦ empowering rural communities and improving quality of life† were to be initiated (Garvin, 2009). But others report that the mines are encroaching on indigenous land, resulting in cultural dislocation, poverty, displacement and environmental damage. Promises of jobs and adequate compensation have been broken. This is evident in the relatively small number of Ghanaians employed by mining companies, a mere 20 000, despite the immensesize of the industry (Garvin, 2009). An interesting response to growing unemployment is the intensification of small-scale, artisanal mining, nicknamed the galamsey. The galamseyhave become an important means for support for many subsistence farmers who have been displaced, but their illegal status has led to them being labelled â€Å"hazardous and environmentally damaging† by the Chamber of Mines (Bush, 2008). There is potential for both large and small scale miners to collaborate, as they have different methods and it is uneconomical for one to do what the other does. This has been proven by Goldfields, who have leased small portions of land to groups of galamsey. Most large-scale gold ines refuse to license their unused land for work, so the galamseyare forced to mine illegally in order to eke out a living. Hilson (2007) accuses the large mining companies of supporting a massive military sweep aimed at eradicating the galamsey, which resulted in human rights violations and many forced removals. Instead of taking advantage of collaborative opportunities major mine operators in Ghana have resorted to the most common CSR endeavours amongst extractive mine companies: the building of schools, clinics and libraries. These CSR projects are still predominantly philanthropic and unsustainable. Garvin (2009) determined, through a series of surveys, that although many locals perceived an increase in social welfare, they reported a decline in security, increased crime, cyanide-poisoned water, and other environmental hazards resulting in a lack of useful agricultural land. Notwithstanding the urgings from the World Bank Industries Review, Departments for International Development, the UN, and limited pressure from the Chamber of Mines, most CSR programmes that go beyond philanthropy emphasize the expansion of existing practices such as pig-rearing, livestock and activities. These give little opportunity for advancement, provide little more than subsistence wages and definitely do not contribute to sustainable economic growth (Hilson, 2007). One of the largest problems with CSR in Ghana, and similarly in SA, is the lack of communication between government, companies and public. Mining companies enter into agreements with the national government, paying royalties of 9%, of which 3% go towards community development (Hilson, 2007). These monies pass through many layers of government and administration, and often very little reach the locals they are meant to compensate. Inhabited land is often designated for mining with little or no consent from the inhabitants. Under the Minerals and Mining Act (2006) mining companies are required to compensate displaced people for their crops and use of land, but these payments are still woefully undervalued (Hilson, 2007). Locals value their land quite differently from the value placed on it by mine employees and the lack of communication only worsens these discrepancies. The regulatory and reporting systems in Ghana are very poor, effectively making the situation for many locals worse than that seen in SA. There have been few legal efforts made to legislate mining activities, thus the improvement of CSR practices is dependent on international legislation, NGOs and pressure groups. Changing the CSR Pyramid There are certain drivers of CSR that are significantly different in developing countries than in developed countries like Europe and the US. Existing models must be adapted to fit the individual needs of developing countries. One such model is Carroll's pyramid, consisting of 4 tiers; economic, legal, ethical and philanthropic responsibilities. draw:frame} {draw:frame} {draw:frame} Figure 1: Pyramid models for CSR drivers (adapted from Visser, 2006) Visser advocates thatto adapt Carroll's pyramid to developing countries, economic responsibilities are given the highest priority, followed by philanthropic, legal and ethical. The economic tier represents the need for businesses to not only ensure that direct foreign investment increases, alleviating poverty and unemployment, but that fu rther investment is generated, goods and services produced and stable infrastructure built. Visser argues that the emphasis on philanthropy is necessary because of the dire situation and poor quality of life in many developing countries thathave become reliant on donor assistance. Philanthropy has become ingrained in developing country CSR. The legal responsibilities are of lower priority because the pressure to adhere to legislation in developing countries is less than in developed countries. In order to elicit response, both nationally and internationally, sustainable indicators must be developed allowing more accurate reporting of CSR successes and failures. Efficient and diverse indicators allow for better sustainable reporting and transparency. These indicators serve two main functions: providing guidelines for company policy and government policy (Danegard, 2005). Increasing the number of indicators increases the scope for surveys or investigations. Data collected from these is usually validated by companies and government, and is, as yet, not mandatory. Although these inquiries may provide useful data, Danegard (2005) suggests that the use of third party verification may be necessary where governments lack the capacity for collection and evaluation. References Biersteker, T. J. , 1990. Reducing the Role of the State in the Economy: A Conceptual Exploration of IMF and World Bank Prescriptions. International Studies Quarterly, 34(4), 477-492. Bush, R. , 2009. ‘Soon there will be no-one left to take the corpses to the morgue’: Accumulation and abjection in Ghana’s mining communities. Resources Policy, 34, 57-63. Campbell, B. , 2005. The Challenges of Development, Mining Codes in Africa and Corporate Responsibility. In International and Comparative Mineral Law and Policy . International Energy and Resources Law & Policy. The Netherlands: Kluwer Law International, pp. 801-822. Dale, M. , 2005. Comparative International and African Mineral Law as Applied in the Formation of the New South African Mineral Development Legislation. In International and Comparative Mineral Law and Policy . International Energy and Resources Law & Policy. The Netherlands: Kluwer Law International, pp. 823-852. Dalupan, M. , 2005. Mining and Sustainable Development: Insights from International Law. In International and Comparative Mineral Law and Policy . International Energy and Resources Law & Policy. The Netherlands: Kluwer Law International, pp. 149-168. Danegard, A. , 2005. Sustainable development indicators for the minerals industry: Who needs them? What stakes justify producing them? In International and Comparative Mineral Law and Policy . The Netherlands: Kluwer Law International, pp. 621-626. Fig, D. , 2005. Manufacturing amnesia: Corporate Social Responsibility in South Africa. International Affairs, 81(3), 599-617. Garvin, T. et al. , 2009. Community-company relations in gold mining in Ghana. Journa of Environmental Management, 90, 571-586. Hamann, R. 2004. Corporate social responsibility, partnerships, and institutional change: The case of mining companies in South Africa. Natural Resources Forum, 28, 278-290. Hamann, R. , 2003. Mining companies’ role in sustainable development: the ‘why’ and ‘how’ of corporate social responsibility from a business perspective. Development Southern Africa, 20(2), 237-254. Hamann, R. , 2009. South Africa: The Role of History, Government, and Local Context. In Global Practices of Corporate Social Responsibility. Berlin: Springer, pp. 435-462. Hamann, R. & Kapelus, P. , 2004. Corporate Social Responsibility in Mining in Southern Africa: Fair accountability or just greenwash? Development, 47(3), 85-92. Hilson, G. , 2007. Championing the Rhetoric? ‘Corporate Social Responsibility’ in Ghana’s Mining Sector. GMI, 53. Hilson, G. , 2002. Harvesting mineral riches: 1000 years of gold mining in Ghana. Resources Policy, 28, 13-26. Littlewood, G. , 2000. The Global Mining Initiative – Address to Mining 2000. Visser, W. , 2005. Corporate Citizenship in South Africa – A Review of Progress since Democracy. JCC, 18, 28-38. Visser, W. , 2006. Corporate Social Responsibility in Developing Countries. pp. 473-499.

Essay on Romeo and Juliet Tragedy of Character or Tragedy of Fate?

Sierra Davenport Mr. Gingery CP English 1 6 March 2013 Romeo and Juliet Tragedy of Fate or Tragedy of Character Romeo and Juliet is a story of a forbidden love, written by William Shakespeare. Some may say that it is a tragedy of fate. Fate is defined as forces outside of your control that makes things happen. An example of fate is when you miss your bus and meet the person who will turn out to be your spouse while you’re standing on the platform waiting on the next bus. I think Romeo and Juliet is the exact opposite of fate, they undoubtedly took things into their own hands.The tragedy in this story didn’t start until Romeo killed Mercutio, like I said; fate is when the forces outside of your control take action. Romeo was definitely in control of this situation, initially if Romeo didn’t get in between the fight with Tybalt and Mercutio, Mercutio would have never died and as a result Romeo wouldn’t have to feel the need to stab Tybalt for the death of hi s friend. Even if Tybalt did kill Mercutio, Romeo didn’t have to take matters in his own hands and kill Tybalt himself if he just waited, then Prince Escalus would have kept his word and had Tybalt either imprisoned or killed.So this was definitely character. Another component that led to this tragedy that could have been prevented is when Juliet asked Friar Laurence to help her to get out of marrying Count Paris. Now the Friar, knowing that Juliet was desperate enough to do anything, decided that this was his chance to get himself in the clear and have Juliet pose as a dead person so that he wouldn’t have to marry the same person twice, which I’m pretty sure wasn’t allowed back then.He being the Friar would have had to tell people that he already married Juliet to Romeo and that he couldn’t re-marry Juliet while she was still married to Romeo. So he decided on taking the easy way out and gives Juliet a potion that puts her in such a deep sleep tha t she will appear dead. Juliet being desperate, willingly and without hindrance agreed to take the potion the night before the wedding so that it would stay in effect till the day after the wedding was suppose to be arranged.There was a million and one ways to go about getting out of marrying Paris, this was by far the easiest but it resulted into Romeo believing she actually was dead. Lastly, the biggest tragedy of all, Romeo gets word from Balthasar that Juliet is dead and because Friar John wasn’t able to get Friar Laurence’s letter to Romeo explaining the plan and what was going to happen, Romeo, completely naive, goes to the apothecary to get a poison to commit suicide to be with Juliet on the other side.He rides to Verona from Mantua to be beside Juliet when he kills himself and not knowing that Friar Laurence was coming, he says his last words and drinks the poison. When Juliet wakes and sees Romeo lying on the ground dead she is so dumbfounded and speechless th at she was unable to leave, but because the watch was coming the Friar had to leave. So when Juliet was alone she took Romeo’s dagger and out of pure character she stabs herself and she dies. This is Romeo and Juliet, the tale of a forbidden love.But as their inexorable love turned into a tale of adversity their distance began to sunder because of the acts of transgression, and the tyrannous consequences lead these star-crossed lovers aloof. The poison that ended the lives of Romeo and Juliet and ended the feud between the Montague’s and Capulet’s was definitely not fate. So therefore the tale written by William Shakespeare was indeed a terrible tragedy of character. â€Å"Come, bitter conduct, come, unsavoury guide. Thou desperate pilot, now at once run on The dashing rocks thy seasick, weary bark. Here’s to my love! † – Romeo Montague

GDP and the Business Cycle Economic Health Memo Term Paper

GDP and the Business Cycle Economic Health Memo - Term Paper Example The business cycle, predictive statistics and government policy are obviously all intertwined. GDP and the business cycle are closely tied together. But how much? Is GDP actually good at predicting the future of the market? And what do the commensurate fiscal policies do to the economy? GDP is different from GNP. GDP is the domestic product: It is all the things and services that were produced domestically, no matter who owned them, even if it was foreign buyers. GNP, meanwhile, is the amount held by the nation, including the value of its overseas investment. GDP is about the borders of the nation, GNP about the national ownership. But both are used to predict the business cycle. GDP is designed to help firms manage uncertainty (Roubini). By getting a feeling for how the whole economy is doing, business managers can decide whether or not to pursue risky policies or batten the hatches and wait for things to get better. In general, markets go through boom-bust cycles about every twenty years (Mead, 1992). Knowing how GDP is doing now helps to predict if we're in a boom or a bust, which is important to the business cycle. However, GDP's value as an economic indicator, and therefore a predictor of the business cycle, is coming under attack now. Roubini, for example, points out that, â€Å"The best advice I can give you is to realize that there is an unavoidable amount of uncertainty in the economy. This is even more true of firms and their financial statements. So what do we do? My choice is to get out of this game altogether, but not everyone has this option---a firm, for example, has to forge ahead the best it can. The first thing you should know is that there's a lot of uncertainty out there, and no amount of commercial forecasting is going to change that†. Roubini is saying that GDP isn't ever for certain: It can be determined one year then the same year can be revised a whole percentage point later! It's hard to predict things like wars or terrorist att acks. In fact, GDP is very easy to â€Å"game† (Ritholtz, 2010). â€Å"[Y]ou simply under-report inflation, and GDP appears to be better than it is†. Since inflation depends on counting the value of a good last year, and doing so across many goods to make sure that it's not just one or two goods that grew in price for other reasons, there's a lot of subjectivity and uncertainty in making it. GDP is also not as helpful as it could be because it positively counts negative externalities (Ritholtz, 2010). That means that pollution, which is a bad thing, is counted as a good thing because it makes people spend money to go to the doctor or buy new houses to move. â€Å"If you buy a car, the GDP goes up. If you cut a tree, the GDP goes up. But if you preserve the tree, the GDP does not grow. Now you have to decide whether you need the tree or the GDP† (Sharma, 2010). Thus, it is hard to use the GDP to predict the business cycle, and economists are looking for a better indicator of economic health. Fiscal policies are guided by economic facts and by measures like the GDP: As we've seen already, the GDP's inadequacies can cause lawmakers concerned only with increasing the GDP to increase externalities such as injured workers, ecological damage and health costs as a byproduct, and not reap the consequences or even be aware of them. But what about fiscal policy and unemployment? The jury is out as to whether reducing or increasing taxes, reducing or increasing spending, etc. is better for production and employment. A major Heritage Foundation study finds that â€Å"a large and growing government is not conducive to better economic performance. Indeed, reducing the size of government would lead to higher incomes and improve America's competitiveness† (Mitchell, 2005). Mitchell cites a Rahn curve, which says that there's a curve in tax revenue between 0 and 100%. The theory is simple: If you tax 100% of income, no one produces anything; but if y ou tax 0%, the government

Peer review Essay Example | Topics and Well Written Essays - 250 words - 15

Peer review - Essay Example In Psalm 106:3, God says, â€Å"Blessed are they who maintain justice, who constantly do what is right†. As a result, organizations have to ensure that they protect every employee from any violation of their human rights. In addition, the paper highlights the importance of training in fighting the vice. Educating employees about the problem is an effective approach in minimizing its occurrence (Cooper & Schindler, 2014). However, the paper has failed to focus on the importance of punishing individuals who perpetrate such actions at the workplace. Any person who harasses a colleague or a junior employee should face serious consequences. Besides losing their job, there should be further punitive measures taken. The practice would discourage employees from engaging in the practice. As a result, it will protect the image of the organization. In the event that the perpetrator of the practice is a supervisor, the organization may be viewed negatively (Abbott, Elkins, Phillips & Madera, 2014). The victim may feel that it provides an enabling environment for such activities. The organization can encourage such activities by tolerating people who disregard such policies (Buchanan, Settles, Hall, & O’Conner, 2014, p. 689). Abbott, J. L., Elkins, T. J., Phillips, J. S., & Madera, J. M. (2014). Attributing corporate responsibility for sexual harassment: The supervisory connection. Cornell Hospitality Quarterly, 55(4), 376-387. http://dx.doi.org/10.1177/1938965513511145 Buchanan, N. T., Settles, I. H., Hall, A. T., & O’Conner, R. C. (2014). A review of organizational strategies for reducing sexual harassment: Insights from the U.S. military. Journal of Social Issues, 70(4), 687-702.

The Globalization Crisis Explanation Essay Example | Topics and Well Written Essays - 750 words

The Globalization Crisis Explanation - Essay Example In addition, the technological developments advanced this globalization thing and made the process even faster and more acceptable on the greater percentage. Although there are still gaps to bridge, it could be said in a general sense that the world has become one again. Even the food that we eat, in a way, brought together people from different countries to work in order to bring food on our tables. Kelsey Timmerman in her article, â€Å"It’s From Where?†, looks a lot deeper into this globalization phenomenon and presents arguments which are quite obvious but are generally disregarded perhaps because of the result of globalization also. It is interesting though, for her to bring out the issue on globalization and draw her readers to the underlying problems which should become the concern of every citizen, in every country and if it may be mentioned, especially those who are from highly developed countries. The author points out that highly developed countries like the United States should become aware and be concerned about the workers from which the finished products that reach their houses, come from. This is because most of the workers are painfully paid too little in exchange for their quite difficult jobs. This paper then wants to dissect the arguments of Zimmerman, her approach, including her writing style and purpose. Timmerman does not only inform her readers. She also questions them. This technique is quite effective for her purpose to hold the attention of her readers and get them to take action. She informs her audience to convince them that she did not only read about some distant places and fictitious people in a well-crafted narrative. She does this by showing that she dealt with the people in her article and that they are as human as her readers. She also uses questions in order to appeal to the emotions and conscience of her readers. For instance, Timmerman points out that instant coffee comes in packs, ready for consumption where in what the end buyer needs to do is simply mix hot water with it.

Inventory management and materials requirement planning Assignment

Inventory management and materials requirement planning - Assignment Example Introduction Inventory management can be defined as the practice of managing the inventory of an organisation so as to ensure that it does not go out of stock and that the needs of the organisation are continually met (Pillsbury, 2005). Inventory management is carried out in order to protect the organisation against stock-outs when there is variability in terms of demand. Inventory management and materials planning in a military setting is very much different from the business setting due to the nature and sensitivity of the inventory itself. The fact that there is always need to provide the right materials to the military personnel at the right time especially during war has resulted in a situation where the inventory management practices adopted are very risk averse leading to the holding of a lot of inventory at a time in their stores. This is due to the fact that there is need to consider the risk of lacking particular materials when they are needed by the personnel on the ground (Hillier and Lieberman, 2001). Royal Air force of Oman Inventory system The Royal Air force of Oman is no exception to the inventory management practices adopted by the military. ... Some of the items in the inventory have been there for many years and the military is now being faced with the risk of obsoleteness as new technology development has resulted in new more advanced military equipments (Max, 2005). Military organisations all over the world have traditionally focused on keeping high levels of inventory in order to be able to deliver the needed services and equipments to their personnel. This has therefore led to a situation where the military organisations have to take a risk averse position and adopt inventory management practices which allow the storage of high levels of inventory for readiness purposes. This is a practice that most military logistics personnel adopt and has resulted in a common believe that holding more inventory is better when it comes to being ready for warfare and being ahead of other military forces. It is however important that these military organisations adopt better inventory management practices so as to reduce the costs of s torage and the risk of obsoleteness. This will help them manage their inventory levels in a more cost effective manner thus lowering some of the heavy costs they have been incurring over time (Melcher and Ferrari, 2004). Inventory Management Systems There are several inventory management systems that can be used by an organisation to manage their inventory. These are; reorder point systems, periodic review systems and material requirements planning. The inventory management system adopted by military organisations such as the Royal Air force of Oman is based on the material requirements planning system. This is due to the fact that most of the materials purchased by the military are based on needs and therefore

Sources and Writing Assignment Example | Topics and Well Written Essays - 250 words

Sources and Writing - Assignment Example Approximately 200 ethnic origins are found in Canada, according to the 2013 National Household Surveys. 13 other ethnic groups have a population of more than one million people (Edward, 2014). The recent immigrant population is relatively young. Since 2006, 58.6% of the immigrants belonged to the 25-54 working age group. Canada entails a linguistically diversified country. The country is increasingly being multilingual, due to the increasing immigrants who do not understand English or French. 72.8% of the immigrant population illustrates mother tongue which is not English or French. Two thirds of the Canadian population is Christian (Doug, 2011). But, the immigration patterns illustrates the increasing levels of individuals with several other religious beliefs; for instance, Muslim, Hindu and Buddhists. Before the 1970s, majority of the immigrants to Canada were from European countries like United Kingdom, Italy and Netherlands. Presently, the levels of European immigrants have drastically reduced (Brooks, 2013). Canada entails multicultural society that has an ethno-cultural composition that has been developed by immigrants over

Public Service Broadcasting Essay Example | Topics and Well Written Essays - 2000 words

Public Service Broadcasting - Essay Example Public service broadcasting is, probably, the only truly public service left which is truly accessible and comprehensible by viewers, but it is clear that even the most effective PSB structure is not secured from the influences of the postmodern age. Given the bright promise of digital television and the profound alterations it brings to the culture and ecology of mass media, public service broadcasting should undergo a series of changes, to make sure it fits in and meets the needs of new audiences. Public service broadcasting: Defining the term Understanding the pros and cons of public service broadcasting in Britain is impossible without trying to delineate what stands behind the very term â€Å"public service broadcasting† (further PSB). The controversy and vagueness surrounding the PSB term cannot be easily dismissed. That there is no single definition of public and public service broadcasting has been abundantly established (Syvertsen 1999). During the past 60 years in th e study of PSB no single definition of public service and its nature was developed and crystallized (Syvertsen 1999). Some definitions had considerable variations, whereas many others are obviously contradictory (Syvertsen 1999). For a long time, the term â€Å"public service broadcasting† was associated with BBC; but today, none of the existing definitions satisfies the changing demands of the media reality. The fact is in that the term â€Å"public service† is no longer limited to the community and those who are interested in this type of services. The terms â€Å"public service† and â€Å"public service broadcasting† have several distinct definitions, and all these definitions may help to explain the changing nature of PSB in the digital world. First, public service broadcasting can be treated as a unique and important type of public utility, namely, one of the many types of services provided by governments (Syvertsen 1999). In this sense, public servi ce broadcasting is similar to postal services, railroads and roads, and other public utilities used by citizens on a daily basis and for no fee. Treating public service broadcasting as a public service utility is the same as underlining its socioeconomic and technical ingredients: from the viewpoint of public utility, PSB must meet the basic criteria of efficiency and quality, which include the quality of signal, the breadth and sophistication of the distribution network, operations efficiency, etc. (Syvertsen 1999). This definition of public service broadcasting emphasizes the â€Å"utility† aspect of the service provision. Second, public service broadcasting can be viewed as something provided in the public sphere (Syvertsen 1999). This definition shifts the emphasis away from â€Å"utility† towards the â€Å"public† character of broadcasting. Here, the meaning and boundaries of the â€Å"public sphere† should also be delineated. Syvertsen (1999) writes that â€Å"the public sphere represents institutions in which members of the public take part as citizens and collectively make decisions for the common good† (p.7). The public character of PSB implies that everyone, irrespective of their status or position, have the right and can access the services provided by public broadcasters. Here, PSB is also depicted as an invisible eye monitoring the progress of society and providing citizens

Mapp v. Ohio Research Paper Example | Topics and Well Written Essays - 1000 words

Mapp v. Ohio - Research Paper Example In 1957, it was believed by the Cleveland Police Department that Dollree Mapp and her daughter were hiding a wanted suspected bombing fugitive at their home. Upon demanding entrance into her home, Mapp was advised by her attorney to deny them entrance as they did not possess the proper search papers. As time passed, more officers arrived at her home, still demanding entrance. Tired of being denied, they forced a door open and made their way into Mapp’s house. Immediately, Mapp required them to show proof that they had the authority to enter her house at all; in response, the officers procured a warrant, which turned out to be just a piece of paper completely unrelated to a search warrant. Although Mapp was able to grab the â€Å"warrant†, it was pulled from her later, and when confronted in court, the police were unable to show proof that the document had been real. As the officers searched the house for the bombing suspect, they find a trunk in Mapp’s basement that contains a variety of â€Å"lewd and lascivious (Cohen, 2009)† books and photographs. Even though Mapp claimed that the trunk was being held for a friend, police still arrested her, as the possession of these materials were against Ohio law. However, despite what police found, there was never any hint of a fugitive or any wanted person in the house. All the same, Mapp was convicted by the Court of Common Pleas based on the material that had been found in her home. When Mapp tried to appeal to the Ohio Court of Appeals, she was again to be found in the wrong. She took her case to the Supreme Court of Ohio, where her attorney fought that Mapp has no reason to have been brought to trial as the evidence in question was obtained as the result of an illegal search that had been accomplished without the use of a warrant. Unfortunately, the Supreme Court of Ohio ruled against Mapp, claiming that the items from the trunk had been taken from an inanimate object and not a human being, allowing the

Financial Terms Worksheet Essay Example for Free

Financial Terms Worksheet Essay Understanding health care financial terms is a prerequisite for both academic and professional success. This assignment is intended to ensure you understand some of the basic terms used in this course. Complete the worksheet below according to the following guidelines: In the space provided, write each term’s definition as used in health care management. You must define the term in your own words. In the space provided after each term’s definition, summarize a health care management scenario that illustrates the importance of the skill, concept, procedure, or tool to which the term refers. In the scenario, you may wish to consider the following: Why the skill, concept, procedure, or tool is necessary for accurate record keeping, operational efficiency, excellent patient services, employee management, regulatory compliance, reducing costs, forecasting, and so forth Successes enabled by an adequate understanding or appropriate application of the skill, concept, procedure, or tool Risks or failures associated with an inadequate understanding or inappropriate application of the skill, concept, procedure, or tool Save the completed worksheet as a Microsoft ® Word document with your name in the file name. Submit the file to your instructor. Worksheet Submitted By: Keila Quintanila [Type your name here.] Term Definition Scenario Balance sheet A fiscal statement that summarizes a companys assets, liabilities, shareholders equity at a specific point in time and net worth. This statement will display if the organization is in good fiscal standing or not and if they can meet their long-term fiscal responsibilities. The director asked for the titles of the four financial statements that included in an audited financial report, which are the following: Balance Sheet statement, Income Statement, Statement of Cash Flows, Statement of Fund Balance or Net Worth or Equity statement. Statement of revenue and expense A statement summarizes amount of profit earned minus the amount of operating expense. The statement will indicate the difference as profit or loss. The health care manager purchased some medical equipment, in which he will enter in the statement of revenue and expense; the document will show the amount of profit earned and the minus amount of operating expenses. This will clearly shows the difference as profit or loss. Revenue cycle The revenue cycle starts with meeting of customers, following any transactions during the period of transactions and continues with a  company/customer association. The salesman has brought revenue into the company. Furthermore, the salesman describe that, the Revenue Cycle beings with meeting with customers, presenting the product and closing the sale during specific time; but more important is to have a continues business relationship with company and customers. Payer mix Medical practice: Medicaid, Medicare, indemnity insurance, managed care–of monies received by a medical practice Medical organizations predict third party payer mixes so that they can precisely predict their profits for the coming term. Revenue The amount of currency that a company essentially receives during a specific period, including discounts and deductions for returned products. It is the top line or gross income figure from which costs are subtracted to define net income. The medical organization, revenue is the money received from insurance companies, payer mix that brings in from the rendered services. The medical organization usually calculates and report revenue for a quarter or a year. References Baker, J. J., Baker, R. W. (2011). Health care finance: Basic tools for nonfinancial managers (3rd ed.). Sudbury, MA: Jones Bartlett Publishers.

A Day at the Baseball Park Essay Example for Free

A Day at the Baseball Park Essay I have never been in a Major League Baseball Park, but I do have been at my brothers’ baseball games. It might not be the same as a MLB baseball park, but I think it’s better because I went to give support to my brother. I know that he knowing the family is there he will show of all his performance. I love been at this games because I like to spent the much time as possible with my family. It is a sunny day outside and a very hot day. Therefore, it is GAME day, we are getting ready to be all day at the park. We have to make sure to wear comfy clothes, sneakers, and take with us a good sunblock. In addition, we have to make sure to take our own seats to the park because the park bleachers are not comfortable enough to be all day sitting there. The family is preparing some drinks and snacks to take to the park. In our coolers we have; water, juice, sodas, sandwiches, hot dogs, chips, and cookies. After we have everything ready, it’s time to go to the baseball park. See more:  First Poem for You Essay When we get to the park the first thing that we do is look for a good spot. After we found our good spot, it is time for my brother to go and do what he loves and that is play baseball. Moreover, it is time for us to start getting anxious. Is time for â€Å"play ball†, those are the words the referee says to start the game. The adrenaline start invading me also the rest of the family specially my dad. My dad can’t just sit down and enjoy the game he start yelling to my brother and the rest of the team, I think he yells to encourage them, after he yells he starts clapping. When he starts clapping, the other families start clapping also. Therefore, the boys are playing it’s been a very great game. Everybody are giving support either for one team or the other one. The game is good, is the last entrance ant he game is tied. For our bad luck is the other team time to bat. The player who was at the bat, when he hits the ball start running until he gets to second base. We still hope that the others two players left at the bat get a strikeout, but that wasn’t happening. The next player at the bat make a hit and the player that was at second base score the race to break the tie game. The last player he did get a strikeout. Then, because of this last run score the opposing team wins the game. It is good when you spent time like this one with your family. I have learn over the years, that there is nothing more important than the family. They are the ones that are there for you in the bad and the good moments. Family is the most precious gift that God has given us. For that reason, we have to keep vivid the family unity.

Building Rapport in Community Setting

Building Rapport in Community Setting Clint B. Magbago Introduction This written report is all about cultural assortment which is also relating to or including many different cultures. To give you an idea what this written report is all about, it is having a heart and mind that concede, accepts, values and celebrates other ways in which people live and interact all over the world. Everybody is embraced by cultural diversity at any rates of their cultural differences. People are harmonious by cultural diversity over common phase that includes acceptance, well-being, security, esteem and physical, emotional and spiritual neutrality. FILIPINO CULTURE The Filipino culture consists of a variety of different cultures. These cultures vary from different places in the country. Although there are many cultures, there are common practices practiced by the Filipinos. Firstly, Filipino people commonly use the words Mano Po. Mano is a Spanish word for hand while Po is used in the end of the sentence when addressing elders or superiors. (Filipino Customs And Traditions) This implicates a show of respect to elderly people. Mano po is done by putting the right back hand of the elderly on the forehead of the younger ones. This also means that a blessing is given by the elderly people. Secondly, Filipinos have their unique traits of Family close ties. It is one of the outstanding cultural values that Filipinos have. The family takes care of each other and is taught to be loyal to family and elders by simply obeying their authorities. (Traditional Culture And Modern Culture: Mans Fall From Grace) One of the good examples is having a family reuni on during temporal and religious holidays like Christmas, fiestas, holy week, wedding, birthdays and many more where all the relatives are invited regardless of the number of people going. This means that Filipino culture is not only a traditional practice but also in the spiritual aspects of family bonding. Lastly, we Filipinos are very romantic. When it comes to dating, a traditional dry run is done where a man serenades a woman. In our language, it is called harana. Harana is one of the most popular forms of courtship to show that a man is very serious with his intentions to a woman. (Filipino Customs and Traditions) The young man will sing a love song in front of the ladys house. The man usually brings an instrument like guitar or sometimes it is done in acapella. You will figure out if the woman has the same feelings if she opens their windows when the young man started to sing. It also shows a sign of respect to the man who is serenading. In addition, the parents of the woman must be there to entertain the man after serenading. Usually, he is offered with food and drink. Getting to know the mans intentions, the family tends to ask questions and decide whether he is fit for the hand of their daughter. FILIPINO BELIEFS When it comes to religion, the Philippines are one of the large catholic cluster in Asia. Filipinos believe that having a strong devotion may lead to a better life and their guidance to face everyday life. (Filipino Customs And Traditions) Some Filipinos go to church every Sundays, others go twice or thrice a week depends on their devotion and how they reflect their self. Filipinos have a strong faith and belief when it comes to religion. One good example of this is Sinulog where it is a feast of Jesus Christ when he was a small child and is celebrated in Cebu City, Philippines during the 3rd Sunday of January. Different people of different countries and different places in the Philippines are all gathered together to witness the festival of the saint. They usually do the sinulog dance where they dance together with the statue of a small Jesus Christ in the street. With this celebration some people may risk their lives because of too many people gathered in the street, some are exhau sted and others are cannot breath. On worst case scenarios, it may cause a stampede. Moreover, there is another event like this, namely the feast of the black Nazarene (in Quiapo Manila) where many people wanted to touch the statue with their small handkerchief in hopes of transferring the blessing and luck from the statue. This can be a bit dangerous since thousands of people are gathered around the statue. On the other hand Filipinos also believe in superstitions. These beliefs are nabes of our culture, for one make out their beliefs from the leverage of what their customs, they charge culture and traditions to discuss anonymous or try to affright the people. Some are practiced primarily because Filipinos believe that there is nothing to lose if they will comply with these beliefs. (Filipino Customs And Traditions) it is thought by our distinct ancestors that there are other different living things that still exist in our world that we do not see in our own naked eye, and we need to respect them for us to be free from harm or any possible danger. FILIPINO COSTUMS AND VALUES Filipino people have a different variety of taste when it comes to food. We also have different specialty from different regions of the Philippines where they made unique types of lovely and tasty cuisine, but there is this one well known type of food where you can see it any every occasions. Filipinos call it lechon. It is a roasted pig that most Filipinos love because of the crispy and crunchy skin and the belly part that has a fantastic taste. It is delicious because all of the ingredients are put inside the belly of the pig that allows it to ooze out and spread all throughout the body. In addition Filipinos like to eat, we have this unique diet that came up to a six meals a day and some are eating midnight snack before going to sleep. RUSSIAN CUSTOMS AND TRADITIONS On the other hand, there are many different cultures that are migrating here in Auckland. One of this is the Russian people but they have lesser number of population. They have an organization here that celebrates their own unique custom and traditions. As what I have observed, Russian people here in Auckland they have this irrational attitude so dont ever give try to reason out to them because it will never work for them. They have this chaos belief, serendipity, and adaptation. (Russian Customs And Traditions). In addition, they prize generosity, they can have you their final meal they have if they take that you really require it. So if you are in need they will help you as long as they can, but you have to give back in return. Moreover Russian people also are quite emotional if they have problems. They will keep it to themselves thats why Russians are prone to suicidal attempts. They are also very respectful to women especially to old women. If there are gathering and they invited you, you must bring some present like beer or something that can contribute. Furthermore, Russian people dont talk too much to strangers, but they are a very good friend when you know them better. Russians are not racist; we were grown up in the world, where everybody is equal and where the friendship of nations is an important part of our agenda. (Russian Customs And Traditions). If encountered with a different looking person, Russians tend to stare at people. But, this does not mean that they are judging the person, it is so because they see the person is different and they havent seen one in their country. In addition Russian people also believe in force field, for example the sunlight, they set stored by giving to them a good mood and nice feeling. TWO STRATIGIES ON HOW TO BUILD TRUST AND RAPPORT I think in dealing with this kind of culture is not easy for me to do but there are plenty of ways to catch their attention and established rapport. Firstly, you must accept their culture so that you will know and understand their way of living. In this way, we will be able to understand and interact easily with them. Secondly, you must introduce yourself properly and explain to them what your intentions are because they are cautious when it comes to strangers. Knowing each other is simplest way in establishing trust and rapport to one another. CONCLUSION In conclusion, there are no boundaries of getting to know other cultures, worried no more as long as you know its limitations and able to deal, understand, accept, and respect each culture as we encountered in our daily journey. REFERENCES Filipino Customs And Traditions. Vigattin Tourism (ARTICLES) Philippines. N.p., 2017. Web. 29 Jan. 2017. Russian Customs And Traditions. Way to Russia Guide. N.p., 2017. Web. 30 Jan. 2017.

Citizenship :: Economics

Citizenship There are plenty of reasons for schools sending us to work experience. I believe that work experience gives us pupils a taste of the world of work. This would show and give the pupils a rough idea of how working life is. Also it will help them in the future on what they would be interested to achieve and what they would desire to be. In Kelmscott School they send us to work experience in Year 10. I worked in T.K. Maxx during my work experience. In my work experience I was an Associate. This meant I had to help do things around the building such as tagging, cleaning, tidying up and picking up stocks. The reason why I chose this job was because I wanted to learn new skills. The skills I hoped to acquire were to be punctual every day, work without supervision, work as a team member, and meet targets and deadlines and to use my time well so that the job gets done. Another reason why I chose this job was because of the location. It was near to my house. I chose this job in my school by doing a questionnaire first to help to identify areas of interest related to work. Then we had job categories where we were able to choose our placement from. I chose the job category Retail. These had jobs such as working in Sainsbury’s, HMV, and T.K Maxx etc. The job I chose made it suitable for me because I had personal qualities for instances I am a good communicator. I will have needed this because I had to speak to the general public. Also I am an excellent team worker so I will be able to work as a team member and work with others. In my work experience I hoped to achieve the following targets; to be able to arrive on time; to work as team member; to work without being supervised; to meet targets and deadlines and use the time well to complete the job told. During my work experience I did a number of different things. I was tagging nearly everyday. I had to tag things like clothes, shoes and other equipments. At first this was hard and I did a couple of items of clothing wrong, because I placed the tag in the wrong place. After a while I got used to it and according to my boss did an excellent job. I did 14 rails of clothes and I surpassed my target which was 10. After a day or two I started something different. I did what you call

Fossil Fuels: Are they Worth the Cost? :: Environmental Issues Energy Resources Essays

Fossil Fuels: Are they Worth the Cost? Fossil fuels are a very important part of our society today. Natural gas, Coal, and oil are the world’s primary and most important source of energy. â€Å"90% of the energy we use in this country [USA] comes from fossil fuels.† (Source 3) Unfortunately, there are costs of using these fossil fuels to run our society. Some costs are obvious such as the cost of labor, equipment and supplies needed to extract, refine and transport the fossil fuels. These costs are taken care of in electricity bills, in the price of gasoline for automobiles and other governmental and company funding. There are many other costs that are less obvious. These costs are the effects fossil fuels have on our environment and on human health. Air pollution caused by the burning of coal and oil as well as dust in mines is causing problems for human health. The environment is suffering from acid rain, global warming and water and air pollution. Many times, the costs go unpaid for a nd unnoticed. It is imperative that we as a society take responsibility and strive to reduce the negative effects of fossil fuels on our environment. The global warming is a major environmental issue that is caused by the use of fossil fuels. When fossil fuels are burned, carbon dioxide is emitted. It captures heat in the earth’s atmosphere. What is happening is that the more carbon dioxide emitted the warmer the earth’s climate is getting. I know some may be thinking that warm weather is great! Keep the global warming and the carbon dioxide coming! Global warming, however, is seriously dangerous for our society, economy, and our environment. Global warming can cause coastal cities to go under water due to a rise in sea level because of melting glaciers. Agriculture will be greatly affected as well. If temperatures keep rising, farmers will have to go through more extreme droughts. Global warming is caused by the emission of carbon dioxide into the atmosphere and has many adverse effects on the environment, our societies, and our economies. Another cost of fossil fuels is air pollution.

The Roy Adaptation Model :: essays research papers

The Roy Adaptation Model Roy began work on her theory in the 1960s. She drew from existing work of a physiological psychologist, and behavioral, systems and role theorists. She was keenly interested in the psycho/social aspects of the person from the start and concentrated her education on this aspect of Person. Thus, the language/thinking of psychology and sociology became second nature to her. The need for intense study of the language and ideas behind Roy's Adaptation Model is its biggest drawback in applying it to many clinical areas. The confusion in the physiological mode's categories could be explained by her concentrating on the psych social during her education.   Ã‚  Ã‚  Ã‚  Ã‚  In 1980, Roy and Reihl advocated a single unified model of nursing and suggested this would insure stability of the discipline of nursing. They maintained concepts and propositions of other models could be combined in summary statements related to person, goals of nursing and the nursing process. According to Fawcett, this position is a simplistic solution to a difficult problem. Nursing, with its limited experience with metaparadigms and conceptual models, is not ready for restrictions on its ways of thinking. It's my belief that this act of advocating a single unified model was an act of multi-oppressed thinking influenced by men, the Roman Catholic Church and the medical world.   Ã‚  Ã‚  Ã‚  Ã‚  During a 1987 conference of nursing theorists, Sister Roy made a number of deferring remarks to a speech made earlier by a male Bishop.   Ã‚  Ã‚  Ã‚  Ã‚  Fawcett also says the Roy Adaptation Model has an extensive vocabulary and that some familiar words (ie adaption) have been given new meanings in Roy's attempt to translate mechanistic ideas into organismic ones. Oppressed Group Behaviour: -assimilating the values and characteristics of the Oppressors. -Nursing leaders represent an elite group promoted because of their allegiance to maintaining the status quo. -leaders of Oppressed Groups are controlling, coercive and rigid. Oppressors: -education is important to maintaining the status quo. -Roy's Model follows the Medical Model and tends to be Totalitarian and therefore is familiar to Medicine - they would want to encourage it. -behaviour preferred by Oppressors is rewarded. -token appeasement (approval) is given to halt change or revolt.   Ã‚  Ã‚  Ã‚  Ã‚  The contributions of this conceptual model are that it will lead to more systematic assessments of clients and an increased quality of nursing practice. It could foster nursing knowledge through organized research and it could provide a more organized curriculum. Roy's definition of person   Ã‚  Ã‚  Ã‚  Ã‚  Roy defines the person as an Adaptive Open System. The Systems' Input is: a) three classes of stimuli: focal, contextual and residual, within and without the system and b) the systems' adaptation level or range of stimuli in

Philosophy I Think Therefore I Am Essay

‘Cogito ergo sum’, meaning I think therefore I am, Rene Descartes is the man credited to these few words. The quote originally written in French, comes from The Discourse on Method, but also appears written as the famous Latin, â€Å"Cogito ergo sum,† in his Meditations on First Philosophy, which was an attempt to find foundational truths for knowledge. The book contains six meditations that attempt to discover what is real by first doubting absolutely everything and starting from scratch. In this way, Descartes starts at the bottom and works his way up into believing in the existence of worldly things. For Descartes the essence of the self is the ability to think, in order to actually have an identity, you must be able to think. In many of Descartes works he emphasizes this point. In order for one to have an identity, you would have to be aware of your thinking, reasoning, perceiving processes. If someone was consistently unconscious of all of the for-mentioned things than it is impossible to actually have a perception of the self. Cogito, ergo sum is one principles of Descartes theory, where he is basically saying that if someone can not think, or have a conscience mind then they do not exist as an individual. It was the foundation upon which knowledge could be built. Although we can doubt our senses, we cannot doubt our thinking as doubting is a thought. And as one cannot think without existing and as we think, it follows that we exist. Many people now reject Descartes’ point of view, but I completely agree. If we can’t not think how can we truly understand our surroundings and adapt as all humans are naturally born to do. Our ability to think is completely dependent on all of the things we perceive with our minds. Though sometimes our senses can be a deceiving it is completely up to our minds and our thinking ability to be the decipher, the clear thought in the sea of confusing and discourse.

Legislation and Guidelines for Schools Essay

This agreement was opened for signature on March 30th 2007 at the United Nations head quarters, in New York. There are 82 signatures to the convention, the UK being one of the first to sign it. The agreement sets out what countries that have signed have to make sure disabled people have the same rights and opportunities has non-disabled people. Although they are covered by normal human rights the UN convention on the rights of disabled people clearly states what these rights are. These cover disabled peoples rights in all areas of life, such as * The right to be educated. * The right to participate in activities. * The right to be employed and not to be discriminated against. * The right to equal justice. * The rights to health. Everybody in society has to respect disabled people as ell as respect their dignity and to ensure they have all their rights that are known to them but of course age and level of understanding also have to be considered. To have an equal chance has everybody else in society as well has given all the opportunities that are open to them and to be able to grow and develop without fear of discrimination. They have the right to be respected and their opinions listen too as well as been valued person The right to have free supported education even in mainstream schools in which schools have to make reasonable changes to accommodate a disabled child. An education provider has a duty to make reasonable changes to their setting to accommodate a disabled person to ensure they have the same opportunities has a non-disabled person, such as * Providing ramps to enter and leave. * Access to outdoor areas. * Provide extra support such as, teachers and or equipment. * Wider walk ways for ease of access for people in wheelchairs and or crutches. * Move the room around for ease of access if need be. * Quite time area for relaxing or time for their selves. Providers are not expected to pay costs beyond what their business can take but are expected to make reasonable changes to the surrounding areas to meet the needs of a disabled child. In July 2009 the government approved UN convention and agreed to be bound by conventions stated written agreed terms. This means when developing a new policy or a programme to help aid disabled people the UN convention has to be taken into account and looked upon when doing so. As well as involving disabled people in the programme that will involve them. In 2011 the government agreed to review the UN convention to see how it was being applied and used through out schools and work today. The UK have achieved much, in 2010 the equality Act 2010 was adopted. Which protects disabled people from discrimination in the work place, schools and in society altogether. It is unlawfully for a provider this does include private and independent providers to discriminate between disable people and non-disabled people, such as * Race. * Gender. * Sexual Orientation. * Religion. * Disability. The aims of these acts are to eliminate any kind of discrimination against disabled people and to improve their rights and as well as their well-being. It does also help to aid society’s knowledge and understanding of disabilities. Typically in historic past people with disabilities have been stereotyped in many, many ways. Some of those stereotypical labels are still used in today’s society most of this is down to, * Missing or incomplete information. * Mistaken ideas. * Not so much accessible knowledge. * Television. * Internet. Some of these stereotyping comes from television, such as * Hunch back on Notre Dame, he was outcast from society and lived hidden away he was also called ugly. * The film, Rain man he was misunderstood and was sent away to live and was also called an idiot. * Charles Dickens, The Christmas Carol, tiny Tim was called a cripple. * Forest Grump, was ignored and laughed at, was out cast from mainstream school because he had below average IQ and was called the local idiot. In today’s society although labels and stereotyping does still happen it is not so much now. This is thanks to more information, prompting, legislation and guidelines that’s are now in place in schools, work place’s and every day today life giving people with disabilities more opportunities more self worth And to be accepted into today’s society. Showing the right attitude towards disabled people, non-disabled people and each other along with the right and respectful terminology used are also very important has it makes people feel listened too, respected and helps build confidence, friendships and more settled environment to work in. Legislation and the SEN code of practice are in place for disabled babies, children and young adults. They act has guidelines and are there to protect people with disabilities but also protect the people that work with them and around them. The SEN code of practice (2001) came into practice on January 1st 2002 all local Authorities, schools, providers including health and social services are obliged to refer to this. It was issued by the department of education it helps give guidance to providers in early settings, schools and local authorities and many, many more. It also sets out guidelines of what procedures that can be followed and carried out within reason and to meet the needs of the child involved. It believes in partnership with parents and other outside agency’s to ensure that the needs are being meet for the child and that all opportunities that can be and will be excused. It is good practice to identify early has possible for early intervention is the best possible affect and gives the child more of a chance. The age and level of the child also has to be taken into consideration.

Night World : Dark Angel Chapter 16

Gillian stood as if her snow-powdered body had been turned to ice. Because it was the worst, the absolute worst that she could possibly have imagined. He killed a kid. â€Å"The little girl who disappeared a year ago,† she whispered. â€Å"On Hilkrest Road.† The one she'd thought of-completely irrationally-when she'd heard the crying. â€Å"I was doing a spell,† Gary said. â€Å"A strong one; I was a quick learner. It was a fire elemental spell-so I was out in the woods. In the snow, where nothing would burn. And then she showed up chasing her dog.† He was staring into the distance, his face dead white. Looking not haunting, but haunted. And Gillian knew he wasn't with her at that moment; he was far away, with Paula. â€Å"They broke the circle. It all happened so fast. The fire was everywhere-just one white flash, like lightning. And then it was gone.† He paused. â€Å"The dog got away. But not her.† Gillian shut her eyes, trying not to imagine it. â€Å"Oh, God.† And then, as something twisted inside her, â€Å"Oh, Gary †¦Ã¢â‚¬  â€Å"I put her body in my car. I was going to take her to the hospital. But she was dead. And I wasconfused. So finally I stopped the car. And I buried her in the snow.† â€Å"Gary†¦Ã¢â‚¬  â€Å"I went home. Then I went to a party. That was the kind of guy I was, you see. A partyin' guy. Everything was about good times and me, me, me. That was even what being a witch was about.† For the first time there was emotion in his voice, and Gillian recognized it. Self-hatred. â€Å"And at the party, I got really, really drunk.† Oh. Suddenly Gillian understood. â€Å"You never told anybody.† â€Å"On the way back home I wrapped my car around a tree. And that was it.† He laughed, but it wasn't a laugh. â€Å"Suddenly I'm in Neverland. Can't talk to anybody, can't touch anybody, but sure can see everything. I watched the search for her, you know. They passed about a foot away from her body.† Gillian gulped and looked away. Something had twisted and broken inside her, some idea of justice that would never be put back together. But this was no time to think about that. It hadn't really been his fault†¦ but what did that matter? You played the hand you got dealt. And Gary had played his badly. He'd started out with everything-good looks, obvious brains, and witch power enough to choke a horse-and he'd blown it. Didn't matter. They had to go on from here. She looked up at him. â€Å"Gary, you have to tell me where she is.† Silence. â€Å"Gary, don't you see? That's your unfinished business. Her family doesn't know†¦Ã¢â‚¬  Gillian stopped and swallowed. When she went on, her voice wobbled. â€Å"Whether she's alive or dead. Don't you think they ought to know that?† A long pause. Then he said, like a stubborn child, â€Å"I don't want to go anywhere.† Like a frightened child, Gillian thought. But she didn't look away from him. â€Å"Gary, they deserve to know,† she said softly. â€Å"Once they're at peace-â€Å" He almost shouted, â€Å"What if there isn't any peace for me?† Not frightened, terrified. â€Å"What if there isn't anywhere for me to go? What if they won't take me?† Gillian shook her head. Her tears overflowed again. And she didn't have any answers for him. â€Å"I don't know. But it doesn't change what we've got to do. I'll stay with you, though, if you want. I'm your cousin, Gary.† Then, very quietly, she said, â€Å"Take me to her.† He stood for a long moment-the longest of Gillian's life. He was looking at something in the night sky that she couldn't see, and his eyes were utterly bleak. Then he looked at her and slowly nodded. â€Å"Here?† David bent and touched the snow. He looked up at Gillian. His dark eyes were young- a little scared. But his jaw was set. â€Å"Yes. Right there.† â€Å"It's a pretty strange place to do it.† â€Å"I know. But we don't have any choice.† David got to work with the shovel. Gillian pushed and mounded snow into walls. She tried to think only of how she'd done this in childhood, about how easy and interesting it had been then. She kept at it until David said, â€Å"I found her.† Gillian stepped back, brushing off her sleeves and mittens. It was a clear day, and the afternoon sun was brilliant in a cold blue sky. The small clearing was peaceful, almost a haven. Untouched except for a welt in the snow where a ground mouse had tunneled. Gillian took a couple of deep breaths, fists clenched, and then she turned to look. David hadn't uncovered much. A scrap of charred red wool muffler. He was kneeling beside the shallow trench he'd made. Gillian was crying again. She ignored it. She said, â€Å"It was the last day before Christmas vacation, so we took the day off from school. We were playing hooky in the woods. We decided to make a snow fort†¦.† â€Å"And then we found the body.† David got up and gently put a hand on her elbow. â€Å"It's a weird story, but it's better than the truth.† â€Å"And what can they suspect us of? We never even knew Paula Belizer. They'll know she was murdered because she was buried. But they won't know how she died. They'll think somebody tried to burn the body to get rid of it.† David put his arm around her waist, and she leaned into him. They stood that way for a few minutes, steadying each other. It was strange how natural that was, now. David had agreed to help her with all this without a moment's hesitation†¦ and Gillian hadn't been surprised. She'd expected it. He was her soulmate. They stood together. At last, he said quietly, â€Å"Ready?† â€Å"Yes.† As they left the clearing, David added even more quietly, â€Å"Is he here?† â€Å"No. I haven't seen him since he showed me the place. He just-disappeared. He won't talk to me either.† David held her tighter. Mr. Belizer came at dusk, after most of the police had left. It was almost too dark to see. David had been urging Gillian away for an hour. So had Gillian's parents. They were there, both of them, huddling close and touching her whenever they could. David's father and stepmother were on the other side of David. Yeah, Gillian thought. It's been a rough last few days on everybody. But here they all were: David, pale but calm; Gillian, shaky but standing; the parents, bewildered but trying to cope. Not comprehending how their kids could have found so much trouble in such a short time. At least nobody seemed to suspect them of having hurt Paula Belizer. And now, here was Paula's dad. Alone. Come to look at the last resting place of his daughter-even though the coroner had already taken his daughter away. The police let him go up to the clearing with a flashlight. Gillian tugged at David's hand. He resisted a second, then let her tow him. Gillian heard murmurs as they went. What are you doing, following that poor man. My God, that's- ghoulish. But none of the parents actually grabbed them to stop them. They ended up a little distance behind Mr. Belizer. Gillian moved to see his face. Now here was the thing. She didn't know about spirits. She wasn't sure what needed to be done to release Gary from the between-place. Did she need to talk to Paula's dad? Explain that she had the feeling whoever had done it was sorry, even if they could never tell him themselves? It might get her locked up. Showing too much interest in a crime, too much knowledge. But, strangely, that didn't scare her as much as she'd have thought. She was Gary's cousin, and his debts were hers somehow. And things had to be put right. As she stood hesitating, Mr. Belizer fell to his knees in the trampled snow. Oh, God. That hurt. If strong arms hadn't been holding Gillian up, she might have fallen, too. David held her and pressed his face into her hair. But Gillian kept looking at the kneeling man. He was crying. She'd never seen a man his age cry, and it hurt in a way that was scary. But there was something else in his face. Something like relief†¦ peace. Kneeling there, with his overcoat spread around him, Mr. Belizer said, â€Å"I know my daughter is in a better place. Whoever did this, I forgive them.† A shock like cold lightning went through Gillian, and then a spreading warmth. She was crying suddenly. Hard. Tears falling straight down from her eyes. But she was filled with a hope that seemed to lift her whole body. And then David drew in his breath sharply, and she realized he'd raised his head. He was staring at something above Mr. Belizer. Gary Fargeon was hovering there. like an Angel. He was crying. And saying something over and over. Gillian caught â€Å"-sorry, I'm so sorry†¦Ã¢â‚¬  Forgiveness asked for and given. If not exactly in that order. That's it, Gillian thought. Her knees began to tremble. David whispered huskily, â€Å"Can you see that, too?† â€Å"Yes. Can you?† Nobody else seemed to see it. Mr. Belizer was getting up now. He was walking past them, away. David was still staring. â€Å"So that's what he looks like. No wonder you thought-â€Å" He didn't finish, but Gillian knew. Thought he was an angel. But†¦ why was Gary still here? Wasn't the forgiveness enough to release him? Or was there something else that needed to be done? Gary turned his head and looked at her. His cheeks were wet. â€Å"Come in a little farther,† he said. â€Å"I have to say something.† Gillian untangled from David, and then pulled at him. He came, jaw still sagging. They followed Gary past a thicket and into another clearing. As the trees and the darkness closed around them, they seemed suddenly far away from the police noise and bustle. Gillian guessed even as Gary sank down to face them. But she let him say it. â€Å"You have to forgive me, too.† â€Å"I forgive you,† Gillian said. â€Å"You have to be sure. I did some terrible things to you. I tried to warp you, damage your soul.† â€Å"I know,† Gillian said steadily. â€Å"But you did some good things, too. You helped me-grow up.† He'd helped her conquer her fears. Gain self-confidence. Discover her heritage. And find her soulmate. And he'd been close to her in a way that she would probably never be with anyone else ever again. â€Å"You know what?† Gillian was on the verge of tears again. â€Å"I'm going to miss you.† He stood facing her. He was shining just dimly. His eyes were dark and bruised looking, but his lips were smiling. And he was more beautiful than she had ever seen him. â€Å"Things are going to work out, you know,† he said softly. â€Å"For you. Your mom's going to get better.† Gillian nodded. â€Å"I think so, too.† â€Å"And I checked on Tanya and Kim. They're going to be all right. Tanya's still got all her fingers.† â€Å"I know.† â€Å"You should go see Melusine. You could help them a lot with Circle Daybreak. And they can help you deal with the Night World.† â€Å"Yes. All right.† â€Å"And you might want to talk to Daryl at school. She's got a secret that Kim was spreading rumors about last year. It's that-â€Å" â€Å"And-Gary!† Gillian held up her hand. â€Å"I don't want to know. Someday, if Daryl wants to tell me her secret, she can do it herself. But if not-okay. I have to deal on my own, now.† She'd already thought about school, all last night while she'd been lying alone in her room. Things were going to change, obviously. It was surprisingly easy to sort out which friends mattered. Amanda the Cheerleader and Steffi the Singer and J.Z. the Model were all right. No better and no worse than any of the less popular girls. She wouldn't mind if they still liked her. Daryl-who was not Daryl the Rich Girl anymore, but just Daryl-was better than all right. The sort that might turn out to be a real friend. And of course there was Amy. She owed Amy a lot. As for the others-Tanya and Kim and Cory and Bruce and Macon-Gillian didn't really want to know them. If she never went to another Popular Party, that was fine. â€Å"And I don't want to know if J.Z. really tried to kill herself, either,† she said now. Gary shut his mouth. Then his eyes actually seemed to twinkle. â€Å"You're going to do all right.† And then, for the first time, he looked at David. They stared at each other for a moment. Not hostile. Just looking. When Gary turned back to Gillian he said very quietly, â€Å"One last thing. I didn't change my mind about killing him because I couldn't go through with it. I did it because I didn't want you to hate me forever.† Oh. Gillian put out her hand. So did he. Their fingers were close together, blurring into each other†¦ but they couldn't touch. They never would. And then suddenly, Gary looked startled. He turned to look up and behind him. At the dark, starlit sky. Gillian couldn't see anything. But she could feel something. A sort of rushing. Something was coming. And Gary was lifted toward it like a leaf on the wind. His hand was still stretched toward her, but he was in the air. Weightless. Bobbing. And as Gillian watched, his startled expression melted into something like awe. And then joy. Joy and†¦ recognition. â€Å"I've got to go,† he said wonderingly. Gillian was staring at the sky. She still couldn't see anything. Not the tunnel, not the meadow. Did he mean he had to go to the between-place? And then she saw the light. It was the color of sunlight on snow. That brilliant, but not painful to look at. It seemed to shimmer with every color in the universe, but all together the colors made white. â€Å"Gary-â€Å" But something was happening. He was moving without moving. Rushing away in some direction she couldn't point to. Getting smaller. Fading. She was losing him. â€Å"Goodbye, Gary,† she whispered. And the light was going, too. But just before it went, it seemed to take on a shape. It looked something like huge white wings enfolding him. For the briefest instant, Gillian felt enfolded, too. By power and peace†¦ and love. And then the light was gone. Gary was gone. And everything was still. â€Å"Did you see that?† Gillian whispered through the ache in her throat. â€Å"I think so.† David was staring, his eyes big with awe and wonder. â€Å"Maybe†¦ some angels are real.† He was still staring upward. Then he drew in his breath. â€Å"Look! The stars-â€Å" But it wasn't stars, although it looked like star-dust. Crystalline points of light, frozen beauty sifting down. The air was full of it. â€Å"But there aren't any clouds†¦Ã¢â‚¬  â€Å"There are now,† David said. Even as he said it, the stars were covered. Gillian felt a cool touch on her cheek. Like a kiss. And it was ordinary snow, just an ordinary miracle. She and David stood hand in hand, watching it fall like a blessing in the night. [The End]

Art Making Process Essay

The teaching of artmaking process is one in which there appear to be no right answers as it is frequently related to the teachers own understanding of the material at hand. (Schon, 1996). As art making is an open ended process there are a number of difficulties posed in instruction. One option is to engage art students in the process in a highly conscious and reflective manner. This was the mode in which the author conducted a 10 week course on the subject designed after intimately observing how contemporary artists worked. The first step in teaching art is said to be informing and inspiring students with various methods of artistic practice by playing video taped interviews of artists. The understanding of the use of big ideas by artists is one of the most important facets. Exploration of the big idea provides clarity of concept and insight into the artmaking process which is understood only through reflective practice. Maintaining documentation is also important. This provided students new perspectives in art making as they indulged in reviewing the big idea with personal relevance over a period of many weeks. Identification of the correct big idea is also linked to problems faced by artists in artmaking. Problems can be overcome with proper identification of the big idea and pursuing it with an open mind without an early closure. The delay in closure occurs when the artist discuses the concept repeatedly with himself thereby providing him better insight and enhancing creativity. Thus it is the understanding of the big idea, main concepts, the base and boundaries of knowledge which enable an artist to communicate his ideas most effectively to his audience. While artmaking cannot be taught in the form of a formula of success, the instructions provided in a generalized manner provide for developing the students creativity as well as art practice as was seen in the ten week artmaking project detailed in the article. Reference: 1. Schon, D. A. (1996). In D. O’Reilly, (Ed. ), Learning through reflection on conversations. In conversation with Donald Schon, Capability, the HEC Journal, vol. 2 (2). Accessed on 10 December 2006 at http://www. lle. mdx. ac. uk/hec/journal/ 2-2/l-2. htm, l-10.

4th Gospel Revision Notes

(18) (ii) Consider critically the extent to which subjectivism poses problems for these concepts. 12) (Total for Question 4(a) = 30 marks) OR (b) (i) Analyse the contribution made by emotivism to debates about ethical language. (18) (ii) To what extent do the problems of ethical language remain unsolved? (12) (Total for Question 4(b) = 30 marks) New Testament EITHER 17 (a) (i) Examine the religious significance of either the teachings of Jesus concerning the Kingdom of God (Luke’s Gospel) or the teaching of the Prologue (Fourth Gospel). (18) (ii) To what extent are these teachings important for an understanding of the gospel? (12) (Total for Question 17(a) = 30 marks) OR (b) (i) ‘The gospel was written to reveal the nature of Jesus as the Christ. ’ Examine this claim regarding the purpose of either Luke’s Gospel or the Fourth Gospel. (18) (ii) To what extent may other purposes for the gospel be equally important? (12) (Total for Question 17(b) = 30 marks) EITHER 18 (a) (i) With reference to either Luke’s Gospel or the Fourth Gospel, examine the reasons why the religious and political authorities put Jesus to death. (18) (ii) To what extent was Pilate responsible for the death of Jesus? (12) (Total for Question 18(a) = 30 marks) OR b) (i) Examine the significance of the religious symbolism contained within the crucifixion narrative of either Luke’s Gospel or the Fourth Gospel. (18) (ii) To what extent does the resurrection narrative add to an understanding of the rest of the gospel? (12) (Total for Question 18(b) = 30 marks) Ethics EITHER 3 (a) (i) Analyse the important features of either Deontology or Virtue Ethic s. (18) (ii) Consider critically how effective the selected theory may be as a guideline for moral living. (12) (Total for Question 3(a) = 30 marks) OR (b) (i) Examine the key ideas of Natural Moral Law. 18) (ii) To what extent do critiques of the link between religion and morality undermine the value of Natural Moral Law? (12) (Total for Question 3(b) = 30 marks) EITHER 4 (a) (i) Examine key ideas associated with either justice or law and punishment. (18) (ii) Evaluate the view that objectivity and relativism pose problems for the concept selected in part (i). (12) (Total for Question 4(a) = 30 marks) OR (b) (i) Examine the problems which scholars have identified regarding the use and meaning of ethical language. (18) (ii) To what extent may these problems be solved? 12) (Total for Question 4(b) = 30 marks) New Testament EITHER 17 (a) (i) Either examine the important features of Luke’s presentation of Jesus’ teaching on the Kingdom of God or examine the key ideas of t he Prologue (Fourth Gospel). (18) (ii) Evaluate the claim that this teaching/these ideas are crucial to the meaning of the gospel. (12) (Total for Question 17(a) = 30 marks) OR (b) (i) ‘A careful reading of the gospel reveals the purpose the author had for writing it. ’ Examine this claim with reference to either Luke’s Gospel or the Fourth Gospel. 18) (ii) Evaluate the view that knowing the purpose of the gospel does not add to our understanding of its meaning. (12) (Total for Question 17(b) = 30 marks) EITHER 18 (a) (i) ‘It was the religious officials who were responsible for Jesus’ death; the political authorities had nothing to do with it. ’ Examine this claim with reference to either Luke’s Gospel or the Fourth Gospel. (18) (ii) Evaluate the view that conflict was crucial to the ministry of Jesus. (12) (Total for Question 18(a) = 30 marks) OR (b) (i) Analyse three examples of religious symbolism in the crucifixion narrative of eith er Luke’s Gospel or the Fourth Gospel. 18) (ii) Evaluate the claim that the resurrection adds little to our understanding of the ministry of Jesus. (12) (Total for Question 18(b) = 30 marks) Ethics EITHER 3 (a) (i) Examine the important concepts of two critiques of the link between religion and morality (18) (ii) To what extent do these critiques succeed in weakening the link between religion and morality? (12) (Total for Question 3(a) = 30 marks) OR (b) (i) Analyse the key features of either Natural Moral Law or Virtue Ethics. (18) (ii) Evaluate the extent to which the selected theory can withstand criticism. (12) (Total for Question 3(b) = 30 marks) EITHER 4 (a) (i) Examine central ideas relating to justice and law and punishment. (18) (ii) To what extent does objectivity pose challenges for imposing punishment? (12) (Total for Question 4(a) = 30 marks) OR (b) (i) Analyse two problems raised by the use and meaning of ethical language. (18) (ii) Evaluate the view that these problems cannot be solved. (12) (Total for Question 4(b) = 30 marks) New Testament EITHER 17 (a) (i) Examine the key religious concepts of either the teachings of Jesus concerning the Kingdom of God (Luke’s Gospel) or the teaching of the Prologue (Fourth Gospel). 18) (ii) Evaluate the claim that these teachings lay down the primary themes of the gospel. (12) (Total for Question 17(a) = 30 marks) OR (b) (i) ‘The Gospel was written to make clear the identity of Jesus. ’ Examine this claim regarding the purpose of either Luke’s Gospel or the Fourth Gospel. (18) (ii) Evaluate the claim that there are also other important purposes for the gospel. (12) (Total for Question 17(b) = 30 marks) EITHER 18 (a) (i) With reference to either Luke’s Gospel or the Fourth Gospel, examine the [pic][? ] |'(*,. /@AGJKY[^_pqrs†¹ Zâ€Å" ¤?  ¬iaiaiaiaiaiOAa ·a ·?  ·aâ„ ¢? A†¦? {†¦A{A{A{†¦g†¦? u†°OJ[? ]QJ[? ]U[pic]^J[? ]mHnHu[pic]h? †ºOJ[? ]QJ[? ]contribution of both the religious and political authorities to the death of Jesus. (18) (ii) Consider critically the claim that it was Pilate who was responsible for the death of Jesus, not the Jewish leaders. (12) (Total for Question 18(a) = 30 marks) OR (b) (i) ‘The religious symbolism of the crucifixion narrative is vital to understanding the whole gospel. ’ Examine the meaning of this claim. (18) (ii) To what extent does the resurrection narrative enhance that understanding? (12) (Total for Question 18(b) = 30 marks) 4th Gospel Revision Notes (18) (ii) Consider critically the extent to which subjectivism poses problems for these concepts. 12) (Total for Question 4(a) = 30 marks) OR (b) (i) Analyse the contribution made by emotivism to debates about ethical language. (18) (ii) To what extent do the problems of ethical language remain unsolved? (12) (Total for Question 4(b) = 30 marks) New Testament EITHER 17 (a) (i) Examine the religious significance of either the teachings of Jesus concerning the Kingdom of God (Luke’s Gospel) or the teaching of the Prologue (Fourth Gospel). (18) (ii) To what extent are these teachings important for an understanding of the gospel? (12) (Total for Question 17(a) = 30 marks) OR (b) (i) ‘The gospel was written to reveal the nature of Jesus as the Christ. ’ Examine this claim regarding the purpose of either Luke’s Gospel or the Fourth Gospel. (18) (ii) To what extent may other purposes for the gospel be equally important? (12) (Total for Question 17(b) = 30 marks) EITHER 18 (a) (i) With reference to either Luke’s Gospel or the Fourth Gospel, examine the reasons why the religious and political authorities put Jesus to death. (18) (ii) To what extent was Pilate responsible for the death of Jesus? (12) (Total for Question 18(a) = 30 marks) OR b) (i) Examine the significance of the religious symbolism contained within the crucifixion narrative of either Luke’s Gospel or the Fourth Gospel. (18) (ii) To what extent does the resurrection narrative add to an understanding of the rest of the gospel? (12) (Total for Question 18(b) = 30 marks) Ethics EITHER 3 (a) (i) Analyse the important features of either Deontology or Virtue Ethic s. (18) (ii) Consider critically how effective the selected theory may be as a guideline for moral living. (12) (Total for Question 3(a) = 30 marks) OR (b) (i) Examine the key ideas of Natural Moral Law. 18) (ii) To what extent do critiques of the link between religion and morality undermine the value of Natural Moral Law? (12) (Total for Question 3(b) = 30 marks) EITHER 4 (a) (i) Examine key ideas associated with either justice or law and punishment. (18) (ii) Evaluate the view that objectivity and relativism pose problems for the concept selected in part (i). (12) (Total for Question 4(a) = 30 marks) OR (b) (i) Examine the problems which scholars have identified regarding the use and meaning of ethical language. (18) (ii) To what extent may these problems be solved? 12) (Total for Question 4(b) = 30 marks) New Testament EITHER 17 (a) (i) Either examine the important features of Luke’s presentation of Jesus’ teaching on the Kingdom of God or examine the key ideas of t he Prologue (Fourth Gospel). (18) (ii) Evaluate the claim that this teaching/these ideas are crucial to the meaning of the gospel. (12) (Total for Question 17(a) = 30 marks) OR (b) (i) ‘A careful reading of the gospel reveals the purpose the author had for writing it. ’ Examine this claim with reference to either Luke’s Gospel or the Fourth Gospel. 18) (ii) Evaluate the view that knowing the purpose of the gospel does not add to our understanding of its meaning. (12) (Total for Question 17(b) = 30 marks) EITHER 18 (a) (i) ‘It was the religious officials who were responsible for Jesus’ death; the political authorities had nothing to do with it. ’ Examine this claim with reference to either Luke’s Gospel or the Fourth Gospel. (18) (ii) Evaluate the view that conflict was crucial to the ministry of Jesus. (12) (Total for Question 18(a) = 30 marks) OR (b) (i) Analyse three examples of religious symbolism in the crucifixion narrative of eith er Luke’s Gospel or the Fourth Gospel. 18) (ii) Evaluate the claim that the resurrection adds little to our understanding of the ministry of Jesus. (12) (Total for Question 18(b) = 30 marks) Ethics EITHER 3 (a) (i) Examine the important concepts of two critiques of the link between religion and morality (18) (ii) To what extent do these critiques succeed in weakening the link between religion and morality? (12) (Total for Question 3(a) = 30 marks) OR (b) (i) Analyse the key features of either Natural Moral Law or Virtue Ethics. (18) (ii) Evaluate the extent to which the selected theory can withstand criticism. (12) (Total for Question 3(b) = 30 marks) EITHER 4 (a) (i) Examine central ideas relating to justice and law and punishment. (18) (ii) To what extent does objectivity pose challenges for imposing punishment? (12) (Total for Question 4(a) = 30 marks) OR (b) (i) Analyse two problems raised by the use and meaning of ethical language. (18) (ii) Evaluate the view that these problems cannot be solved. (12) (Total for Question 4(b) = 30 marks) New Testament EITHER 17 (a) (i) Examine the key religious concepts of either the teachings of Jesus concerning the Kingdom of God (Luke’s Gospel) or the teaching of the Prologue (Fourth Gospel). 18) (ii) Evaluate the claim that these teachings lay down the primary themes of the gospel. (12) (Total for Question 17(a) = 30 marks) OR (b) (i) ‘The Gospel was written to make clear the identity of Jesus. ’ Examine this claim regarding the purpose of either Luke’s Gospel or the Fourth Gospel. (18) (ii) Evaluate the claim that there are also other important purposes for the gospel. (12) (Total for Question 17(b) = 30 marks) EITHER 18 (a) (i) With reference to either Luke’s Gospel or the Fourth Gospel, examine the [pic][? ] |'(*,. /@AGJKY[^_pqrs†¹ Zâ€Å" ¤?  ¬iaiaiaiaiaiOAa ·a ·?  ·aâ„ ¢? A†¦? {†¦A{A{A{†¦g†¦? u†°OJ[? ]QJ[? ]U[pic]^J[? ]mHnHu[pic]h? †ºOJ[? ]QJ[? ]contribution of both the religious and political authorities to the death of Jesus. (18) (ii) Consider critically the claim that it was Pilate who was responsible for the death of Jesus, not the Jewish leaders. (12) (Total for Question 18(a) = 30 marks) OR (b) (i) ‘The religious symbolism of the crucifixion narrative is vital to understanding the whole gospel. ’ Examine the meaning of this claim. (18) (ii) To what extent does the resurrection narrative enhance that understanding? (12) (Total for Question 18(b) = 30 marks)