Free St Augustine on Lying Essay

Free St Augustine on Lying Essay St Augustine on Lying In his book On Lying Saint Augustine analyzed the concept lie in all its aspects taking into the consideration intention of lying, moral side of liar, his will and circumstances which provoked lying. Without doubt, one can observe that philosopher indicated that strong will can prevent us from lying. Will is the possibility to make one's own decision, to choose one's own actions, to determine what is good and what is evil. Saint Augustine (2005, p. 390) affirmed that it would be unmoral to lie in any case, even if you want to rescue another life or to save one's own life. As we see he was not the supporter of lying. He supposed that the action with an evil moral object is never justified in any case. For there is no need to be afraid of any of those definitions, when the mind has a good conscience, that it utters that which to be true it either knows, or opines, or believes, and that it has no wish to make any thing believed but that which it utters (Augustine, 2005, p. 387). Saint Augustine distinguished such types of lying: lies in religion; lies that only damage and benefit nobody; lies that damage other people and benefit somebody; lies told for the delight of lying; lies told to satisfy others; lies that are harmful to nobody and that benefit someone; lies which are not harmful that save someone's life; lies that damage nobody and that save someone's chastity. Saint Augustine (2005, p. 383) supposed that jokes or mistakes are not lying because when we listened to jokes we feel that the tone of voice and mood of joker render that his intention is to make us laugh but not to deceit us. The philosopher emphasized the importance of intention of the speaker and told that even truth thought false by the speaker is a lie. Augustine stated that free will existed and people can choose to choose good (truth, sincerity) or to choose evil (lie). Man can choose a life of good will himself. According to Saint Augustine all kinds of lies are sinful in its entity and ruin moral principles of behaviour. Augustine claimed that a lie should never be told for any man's civil life (at the earth), since the value of such is one's everlasting (at the paradise) life.

7 Sets of Doublet and Triplet Verbs

7 Sets of Doublet and Triplet Verbs 7 Sets of Doublet and Triplet Verbs 7 Sets of Doublet and Triplet Verbs By Mark Nichol English borrows generously from other languages, and sometimes it does so more than once, at different periods. The result is doublets or triplets: two or three more or less similarly spelled words with common etymologies that diverge to some extent in meaning, though the linked origins are usually apparent to the observant eye. Here is a list of the more common doublet and triplet verbs, along with their distinctions of definition. 1. Abbreviate/abridge (Latin, abbreviare, â€Å"to shorten†): Both words mean â€Å"to reduce to a shorter form,† but abbreviate most commonly refers to words rendered as initials (US for â€Å"United States†) or otherwise truncated (admin. for administrator) or deprived of elements (mgr. for manager), while abridge, a synonym for condense, is used in reference to entire compositions (an abridged version of a report). It can also mean â€Å"to diminish or shorten† in terms of intangible qualities. 2. Capture/catch/chase (Latin, capere, â€Å"to hold, seize†): The first two words refer to accomplishing the objective inherent in the third word. Catch has a more neutral, wide-ranging sense of retrieval, whereas capture implies an adversarial relationship between the pursuer and the pursued. 3. Convey/convoy (Latin, conviare): These words were borrowed from French during two distinct periods. To convey means â€Å"to deliver or transfer,† or â€Å"to communicate.† To convoy is to accompany, sometimes for protection. Convoy is also used as a noun to refer to a group of vehicles or vessels that travel together. 4. Feast/fete (Latin, festum): To feast is to present or take part in a feast, or to delight or to experience something delightful; to fete is to commemorate or honor. In noun form, a feast is an elaborate celebratory meal, whereas a fest is an entertainment or party for the same purpose; it is also synonymous with fest and festival. 5. Gallop/wallop (French, waloper): To gallop is to run fast (usually said of a four-legged animal), or to cause an animal to gallop. The noun form of gallop means a run of this type or a place to engage in galloping, or, figuratively, a rapid pace. To wallop is to beat, strike, or verbally assault, although rarer senses include â€Å"to rush headlong† or â€Å"to roll around.† A wallop is a literal or figurative impact, or a thrill. 6. Guard/ward (Germanic): These descendants of a word meaning â€Å"to defend† both retain the sense of protecting from external threats, though a guard may, alternatively, be charged with keeping someone inside rather than outside. 7. Regard/reward (Anglo French, regarder, â€Å"look back at, recompense†): These words diverged in sense so that one has the neutral sense of appraisal, and the other a biased connotation of praise. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:Apply to, Apply for, and Apply withAt Your Disposal10 Types of Hyphenation Errors

Exporting Local Saskatoon Berries from Canada to Australia Assignment

Exporting Local Saskatoon Berries from Canada to Australia - Assignment Example Marketing to this region can bring the company profits with high margins. The political scenario in the region is sound, with a growing economy and an established central legal system. The social environment in the region is very similarity that in Canada, making the target market much more understandable and easier to relate to. The business climate in for the Saskatoon berries is very strong and profitable right now as the berries are quite in demand due to their tastes, their use in dairy products, bakeries as well as ice creams as well as due to their antioxidant properties. The fruit has heritage links with China where a version of the fruit was originally grown, however it has been discovered in the central north Canada and has become a native original fruit to the region. It would be more profitable for the company to operate through Canada, as the cost of the logistics ad the transportation of the Saskatoon berries would be much more feasible for the company than if its was outsourcing to China or operating form there. The main risks that are present to the company for exporting to the region of Australia pertain to the risks associated with spoilt and bad harvest, which can affect the supply of the product to the region. Moreover the changes in the prices of the berries are also very volatile according to their demand and supply each season and the quality of the harvest produced. This can make operations very volatile with unpredictable revenues. Moreover the Australian dollar is valued at a lesser denomination than the Canadian dollar with considerable fluctuation. This can affect the revenues of the company with the volatile exchange rates applicable. Other risks that the company would be exposed to are conforming with and getting approval from the local Australian food control authorities. A case took place in 2004, when the Saskatoon berries were ordered off the shelves in the UK due to their bad quality of packaging which effected the quality of the berries. (Gillis, 2004) Consumer Profiles The consumers who will be the direct target market for the Saskatoon berries and would be buying the berries in Australia would include restaurants, organic food and fruit retailers as well as the housewives and catering service providers. The restaurants and the caterers would be buying the product to add the exotic flavor to their dishes while the housewives, and the general consumer will be buying the berries due to their intense and unique taste, their diverse usage in dairy products, baking and cereals as well as due to their properties of being high in fiber and a major source of antioxidants 5. Market Entry and Marketing Strategy SWOT The strengths of exporting Saskatoon berries to Australia include the increased business operations, the increase in the profit margin as well as the positioning and the placement of the company name and brand in the international market. The weaknesses pertain to incurring larger cists for logistics and the transportation the frozen berries to the region of Australia. The opportunities that exporting to Australia provides for the company include the increased market share of the company, and future prospects of operating in the Australian market with other wild berry based produce and

Take Home Final for Information Assurance and Management Class Research Paper

Take Home Final for Information Assurance and Management Class - Research Paper Example This process ensures evaluation of venerable threat to the company, a system is developed where the threats are usually eliminated (Steven 3). A large company needs a system that provides assurances from the top down because the top management hold most of the crucial information and this makes them more venerable compared to other workers. A system should be created that seek, to protect and minims available threat among top management this is because of, crucial information that the person holding these offices have. For example it would be of relevance’s to have a top-down system in World Bank, where IA practitioner usually makes sure that, the higher the offices the more threats are posed and should be evaluated most, compared to a junior employee who is a clerical officer and would not be having any crucial information that poses as any threat. The CEO of such a company should be placed in a system that gives assurance protection of all his working with a third party, thi s is because he/she is the central nerve of the company (Cook 6). If a company was small in size, I would go for same level type of assurances, because it would be possible to have assurances in the same at all levels considering the size; this would be facilitated by the fact that; supervising small companies is easier compared to big companies. Take the example of the World bank, it has a lot of departments and its work forces is huge making it impossible to have the same assurances at all levels. A baseline set of IT assets They are two types of data IT that need to be incorporated into the shop this is; authorized asset data and deployed asset data. Authorized asset data should be set up in the shop, to record all activities of purchasing, selling and storing goods. The shop does not have any system that records activities that take place in the shop. This makes the owner venerable from loss of information; the only storage of activities that have taken place, is the ownerâ€⠄¢s brain and is likely to forget. This process authorized asset data, gathers all information and records it in a backed up storage for future references, it’s also used to make sure all transactions are accounted for and they can be tracked down easily (Roger 2). Deployed asset data are a process of collecting information, this process is actually in use in the shop but it’s not properly used, this is because the camera system placed in the shop doesn’t have a recording backup capability, it's only used for surveillances. Being a shop that is very vulnerable to be attacked, strategic positioning and recording cameras should be placed inside and outside the shop to enable monitoring of movement around the shop 24/7 to ensure maximum security. The owner cannot be the security officer at the same type sell jewels; he should employ a security person. The risks that are coming out in this shop are; breakage at night and organized gangs posing as customers during da y time. On the threat of breakage at night, the owner should employ a security officer who should take care of the shop, because the jewels are leaving them at night are likely to be an easy target when they is no one to look over them. Placing a security guard at the entrances, should be of ability to make sure all of the people who are entering the shop don’t carry any weapon of try to steal by pretending they are buying (Fowler 3). Tailored information assurance framework Question 2 Classification

Positive changes to the communication environment Essay Example for Free

Positive changes to the communication environment Essay There are many positive changes to the communication environment which can be made to support the communication development of children with BSED, and some have already been outlined in Assessment 2.2 and 2.3. Other positive changes may include using visual support in the form of picture cards, makaton signs or even pointing to objects when speaking. This gives further clarification to our speech and helps a child with communication difficulties understand what is being taught or requested of them, which in turn will prevent any confusion and misunderstanding which could lead to undesired behavior being displayed. To assist a child’s understanding of our instructions, we should also speak clearly and slowly, using simple age appropriate language in simple sentence structures. Asking the child to reiterate what is being asked of them can help ensure they understand, although in some children they may not have the vocabulary to do this. With those children, we could demonstrate our request i.e. asking ‘please help tidy up’ can be reinforced by picking up blocks and putting them in the box and indicating for the child to assist. In older children using written and verbal language, we should again ensure they understand by reading through any signs or written documents with them, pointing out and explaining any key words and reiterating any importance. Similarly, storage for toys and equipment could be labeled with words and pictures, so each child knows where items belong when they need to be put away, and also where to find them if they need them. Staff, including volunteers could offer regular one to one direct support to the child for their communication skills whether this is assistance with reading or phonics. This allows the child to learn in a quieter and less pressured environment and gives them extra precious time to potentially develop the skills which their peers already have. All staff should be given extra training and be made more aware of the difficulties that children with  SLCN and BSED experience in order to offer extra support successfully. As already mentioned, creating a calmer and quieter environment with fewer distractions can help most people concentrate better, but will work exceptionally well for a child who is already easily distracted due to their BSED. Minimal distractions allow the adult to spend more quality time supporting the child, making it easier to communicate as the child is more focused and therefore more receptive to learning. In any environment there needs to be clear boundaries and rules, and these need to be made easy to understand and achieve for children of all ages and abilities. A consistent approach to dealing with conflicts regarding rules helps to avoid any misunderstanding for the child. As already mentioned, a child seeking attention will gain this in the way easiest to him or her, and if attention is usually only given following negative behavior, then this how the child is likely to behave. Positive encouragement and praise should be given as often and as emphasized as negative comments as this will help the child acknowledge that good behaviour is just as, if not more so rewarded than undesirable behaviour. Unfortunately in society there is a stigma attached to people with SCLN and/or BSED, and a less than favourable opinion can be formed by a child when witnessing how an adult deals with a child’s behaviour. It is therefore imperative that we show no discrimination towards a child with SLCN or BSED, nor make them feel any different or inferior to their peers. All children can benefit from having information clarified and reiterated especially rules and boundaries, so this doesn’t need to be a direct communication just towards the child with extra needs. If a child is made to feel different than their peers in a classroom, they may react to this in a negative manner as it accentuates their extra needs and draws attention to them which may be unwanted. Their reactions may be to become more withdrawn and show less pro-social skills, or to display disruptive or even aggressive behaviour in order to express their feelings of upset. A child with BSED and communication difficulties may not understand their work or what is required of them and we must encourage ways of the child asking for help, as well as  us pro offering support. One way to do this within a classroom environment could be to use playing cards, with each pupil having a card each, and if they require help they can turn the card over on their desk, so only the teacher can see, avoiding drawing attention to themselves by having to put their hand up and request help and reducing any embarrassment they may feel. Simple reward charts work well with most children but need to be realistic regarding expectations and consistent in recognizing achievements. This could be done as an overall class chart or individual charts for each child aimed at specific development areas. The school my 5 year old daughter attends uses a ‘traffic light’ system to acknowledge good and negative behaviour. All children begin with their name tag on green, however if negative behaviour is witnessed then they move to amber – if the behaviour improves, they move back to green, if it proceeds as negative behaviour then move to red. Each time a child moves to amber, they lose 5 minutes from their playtime, and if on red, they lose their ‘golden’ free play time on a Friday. If the child is on green all week, they receive a treat on a Friday (usually a sweet, lollipop etc) and for those displaying exceptional hard work or efforts, a certificate of merit is given. The children respond well to this as their ‘punishment’ for negative behaviour is immediate (or as near as can be) so they quickly learn to display alternative behaviour. It is important to remember that a child with BSED may not recognize boundaries and the cause and effect of their behaviour or a reward scheme and therefore a tailored approach would be required. Teaching a child with BSED techniques on how to deal with their emotions before they reach a crisis point can help the child manage their behaviour and develop their emotional and social skills at the same time as their communication skills. Ways of doing this could include teaching the child a way in which to communicate to their key worker or teacher that they require help or that they are angry or frustrated. This allows the key worker or teacher to support the child before the feelings escalate. Other ways may include helping the child to use a ‘time out’ facility whereby when the child is feeling anxious or angry, they go to a quiet corner until they feel calmer and someone can support them. Using play or activities which the child has a specific interest in (or even using favourite toys or characters within the activity) will help the child maintain their interest and allow them further opportunities to interact, increasing their communication and social skills. Finally, reiterating the day’s timeline can help children understand what is happening next or when certain activities will take place. Many young children have little concept of time, and for a child who is unsettled and finding it difficult to conform to the boundaries within the setting, it may help them feel more at ease and less anxious if they know what to expect next. The timeline could be repeated verbally or simple pictures could be displayed to show what activity will be happening soon i.e. lunchtime (a picture of a sandwich and drink), outdoor play (picture of trees and a ball) or home time (a picture of a coat). Many different ways can be implemented but they may require a lot of time, and a great deal of extra effort from staff before a child begins to display any positive changes and this should be taken into account before deciding that a specific strategy appears to not be working.

Roman Fever :: essays research papers

Last Word When it comes to the art of conversation men and women employ different strategies when carrying on same sex conversations. In the short story â€Å"Roman Fever† by Edith Wharton, the two main characters appear to be having a battle of wits. While on holiday in Rome two people become reacquainted with each other. Both parties have lost their spouse. The dialogue opens with one speaker making light conversation. This person is simply making nonchalant statements, possibly seeking a reply with a mutual agreement about the topic. Instead the second person replies back with an implied personal ending to the statement taking the control away from the first speaker. This causes the first speaker to reflect for a moment. Well executed, the second person has once again politely changed the subject to avoid a confrontation. In the company of each other, silence is a device they both use. One uses it for opportunistic reasons, the other to conceal. When the conversation starts again it seems as if the couple is carefully setting the stage for a mental battle of, who can out do who, the classiest. This is where the genders split as to how they deal with conflict. Usually two civilized gentlemen engaged in a conversation that involves intimacy tend to keep those personal emotions to themselves. If directly asked such a question the other gentleman would probably state that he chooses not to discuss it. If men do not want to talk about a subject that involves emotions they come right out and say, â€Å"I don’t want to talk about this and that’s final†. Respecting the other man’s statement, no further discussions involving that topic would take place. As far as a strategy for control of conversation, men are not inclined to be evasive with each other. They get right to the point without a lot of chit-chat in between. Men do not try to confuse one another with inferences or misleading statements, to them it would be illogical. With reference to the two women in â€Å"Roman Nights† Mrs. Slade and Mrs. Ansley literally battle each other in the most feminine of ways, through words. Mrs. Slade admits to her friend that Delphin did not write the letter, she did. This emotionally crushes Mrs. Ansley. Now that the topic is finally out in the open the two women prepare for a game of wits. After the first round of surprises Mrs.

Spiritual self-discipline Essay

Quest for moral values in the works of gurudev rabindranath tagore Professor B. K. Patel Head, Department of English M. G. Govt. Art and Science College, Kharsia, Chhattisgarh Abstract:- Gurudev Rabindranath Tagore was a noble thinker, amazing poet, dramatist, best teacher, keen essayist and unbelievable artist of great excellence. He clearly asserts ‘Let us reset our moral compass. ‘His views on the lifestyle depend on the values of commitment, patriotism and naturalism. In spite of his being a great thinker, he propagated the ideas of naturalism and pragmatism. The values that we generally find and enjoy in the literature and philosophies of Tagore are Idealism, Humanism, Naturalism, Patriotism, internationalism and so on. Tagore says that man should identify the â€Å"ultimate truth† which will free him from the life circle. Encounter according to him is the interview with oneself. He trusts that the planet is the mixture of both fact and impression. In Tagore’s point of view, man is formed with unlimited power, which is unwanted of his subst antial existence. This superfluity is the infinite potentiality of human nature and creativity. The unwanted potentiality of man translates itself in person’s spiritual religious and ethical activities. As an idealist, he was a keen promoter of facts, benefits and ideas. According to him, by using art man can experience the completeness of the high standards of life. The peculiar artistry was nothing but sincere and spiritual self-discipline. He said that trust on and worship of God could spiritualize people’ duties and works. As a Humanist, Gurudev Rabindrabath Tagore said the characteristics of man and man are created by superior power. There is a powerful bond between man and characteristics, so man should act naturally to feel the significance of superpower within him. Knowing of self is the key to recognize the Godhood in self. As a Naturalist, he remains an excellent teacher that is not problematic for man. Nature is kind, gentle and sympathetic like a mother. As a true Patriot, Rabindranath Tagore was an excellent poet, preacher, master and servant of the nation. His documents are filled with the loyal  dogmas and doctrines. He had sworn during the independence movement to make the nation free from international slavery. His dedication for the nationwide service, sincere feeling, and certainty was great. â€Å"Jana, Gana, Mana†¦ is the popular National Anthem which elicited a powerful a sense of unity and nationalism. As a proponent of Internationalism he was in favour of the one world. He says that unity among social, color and spiritual diversities is the need of the time. Sophisticated emotions are significant in his literary creations and works of arts. Finally, he was a follower and promoter of Vedanta. He had faith on the one Supreme Being that he has called as the holy Brahma. He finds unity in the diversities in the world and a spiritual oneness between man and man, man and characteristics. The relation between God and human must be like that of between love and joy. He witnesses God in all matters and soul. He believes that existence of Lord Brahma is there in all the living beings. Adequa te answers of all the queries occur when we understand the lifestyle of Brahma within him. RABINDRANATH TAGORE AND HUMAN VALUES Biswajit Baidya Asstt. Professor, Deptt. of Philosophy, Iswar Chandra Vidyasagar College, Belonia, South Tripura. Abstract- R.N. Tagore’s philosophical works are so vast that it is a herculean task to do proper justice to the world class philosopher. From R.N. Tagore’s books, we can easily surmise his own philosophical thoughts and ideas. Looking at the modern times, there is a widespread feeling of hatred, enmity and distrust among religions, caste and nations. There is a competition to use religion in the name of religionlessness. The source of such deplorable acts is not the aforesaid search for peaceful self-consciousness. It’s source is restless self-consciousness. R. N. Tagore’s view of humanism and philosophical thought never shows the unconscious principle of life and the feeling of division and conflicts as the ultimate goal of man. Tagore gives importance to ‘BhÄ gavatgÄ «tÄ Ã¢â‚¬â„¢ which teaches that one knows oneself without the division of intelligence. The Supreme spirit is everything, holds every things together. As a matter of fact, in this modern age of disdain, enmity, dismay, dishonesty, distrusted and suspicion among different religion castes and nations, R.N. Tagore’s Message and Occasional Speeches serve as a panacea for the ills of human beings. Key words: humanism, religion, values, human beings. â€Å"QUEST FOR HUMAN VALUES IN RABINDRANATH TAGORE’S GITANJALI† Dr. Baburam Swami Assistant Professor, Deptt. of English, Iswar Chandra Vidyasagar College, Belonia, South Tripura. ABSTRACT: Tagore’s love for humanity is omnipresent. He shows great concern for the strife, sorrows and sufferings of humanity. His poetry is full of lofty idealism and undaunted optimism. The common objects of nature and human life are glorified and coloured in the radiance of his romantic imagination endowed with boundless love for liberty, fraternity and equality. He is a singer of the smiles and tears of human life. Spiritual humanist finds out spiritual significance in the commonplace activities of life and god in humble cottages. He condemns castes and creeds, which divide humankind. All human beings are equal to the creator there is no untouchable in the great body of God. He occupies front position in the congregation of the prophets of Humanism for his songs. Tagore’s poetry Gitanjali reflects his desperate efforts to see the world to live in peace and harmony in reality. He strives hard to foster the values of humanity and bring happiness in the land by encouraging the individuals to love one another and lead a harmonious life full of contentment. Gitanjali means song offering which are of the finite to the infinite. It is the poetry of the highest order and brings strange consolation to the human heart. It is poetry in which men converse with eternity. This paper focuses on the human values in the Gitanjali. It depicts the chaos and incoherence, the confusion of sensations and emotions that constitute the human consciousness. It also  depicts multi-theme of human relationships. It is the study of motion and commotion for establishment of human values. It is an attempt to get a glimpse of Tagore’s philosophy of humanism. It also aims at studying Rabindranath Tagore’s Poetry Gitanjali that fosters almost all positive values not only in India but also abroad. THE HUMANISTIC APPROACH IN THE SCIENTIFIC CONSCIOUSNESS OF RABINDRANATH TAGORE Sohini Deb (Nandi) Research Scholar, Department of Sanskrit, Tripura University Abstract- The human values of the universal humanitarian considerations reached the level of high standard in the cultural activities and literary productions of Rabindranath Tagore, one of the greatest poet and men of wisdom. The extraordinary and the multifaceted talent of the poet embrace the diversity of valuable ideas of which science is a potential element. The flight of his imagination was not wild but sensible. It helped him to realise the truth comprehensively. It also transcended the limits of material forces and acquainted him to true nature of the infinite. His realisation and the study of scientific literature made him rich enough in the awareness that the application of science should be used exclusively for the utility of the mankind and especially to improve lots of the poor eradicating ignorance and superstitions. He studied books on science, went deep into the roots of the scientific principles and afterwards wrote books to make the ordinary people aware scientifica lly the surroundings of our society where we really live. He composed the books like ‘Visvaparichaya’ and ‘Taramandali abang Mahakasha’. He also inspired other scholars of science to write for awareness of scientific thought in the ordinary mass. He also wrote articles and took such measures for qualitative change in the technological know-how for agriculture. His experiment started in the Shriniketan and inspired his son Rathindranath for obtaining a degree in agricultural science. He was devoted to enrich the plant life too. He also took out most care in the human and social environment so as to make a man of the society physically and mentally healthy. From the height of cosmos down to the individual and material earth and the human societies with  peculiar characteristics in the particular surroundings, the poet Rabindranath try to catch the linking thread so as to have a clear conception to apply science for the good of mankind. It was inherent in the mind of the poet which has been revealed in his writings and activities that without invariable and concomitant association with the human value system, science is incapable of doing any good to mankind rather it acts like Frankenstein. RABINDRANATH TAGORE AND HIS UNIVERSAL HUMANISM Rajesh Bhattacharjee, Anup kumar Biswas M.A. in Bengali, Tripura University Abstract- Now a days the moral values from human nature is abolishing. If anybody should be mentioned as pure humanist in the India as well as in the world he is one and only Rabindranath Tagore .He earned a lot of experience in his whole life. He noticed the cruelty and destruction during the Second World War. He realized that the moral values are decreasing day by day.Then he determined to restore the human values and revive the moral ideas. In his essays like ‘kalantar’,’Yourope probasir patra’, ‘Batayaniker patra’, ‘Lokahita’, ‘purba o paschim’, ‘ Savyatar sankat’ he expressed his judgments’ about the humanism. Not only has this had his poems, proses, novels, and his short stories also born the significance of his humanist attitude. After travelling the whole world he felt that most of the people are losing their identity, depriving by the upper classes, exploiting by the rulers. He declared lou dly the winning song of humanity and restored our consciousness. So in today if we want to reconstruct our humanism we have to remember his message and preserve human values like love, faith, sincerity and devotion. We can celebrate his 150th birth anniversary and gave him proper honour through obeying his messages and his ideas.

London- by William Blake Essay

William Blake had a relatively pastoral upbringing, which evokes Wordsworth’s ideas. He was a Christian yet he entertained different thoughts that went against the general view. He campaigned against the exploitation of children in factories. Like a prophet from the Old Testament, he is an expert at finding every little peccadillo in the world. For him, there seems to be nothing positive about London to write about. This poem is taken from a book of poems called ‘Songs of Experience.’ In London, every street and part of land is owned by someone. Money, power and ownership are the three factors that merge together to hold this city together. This goes against Christianity and the message that Jesus gave, that money is not the way to spiritual happiness. ‘Wander’ suggests someone who is dispossessed and uninterested with the life that they lead. The way he describes London shows that it is controlled by bureaucratic laws. This is shown by the mentioning of â€Å"chartered streets†, charters were given to people who were richer or more powerful than most and it allowed them to control the streets of London. This line outlines city’s wealth and businesslike atmosphere. The city seems quite unlike the celestial image that Wordsworth once created. It is owned by man, not God and seems rigid and ruthless. ‘Mark’ means notice, it is also the name of Jesus’ disciple, and marking work or maps. ‘Marks of weakness, marks of woe.’ The word ‘marks’ is repeated to emphasize these meanings. This repetition, thudding and oppressive, also reflects the suffocating atmosphere of the city. The voice of experience appears to come through, noticing marks on people, physical scars and signs of poverty, sing and slavery. The Bible suggests marks of sin should be punished; they are a symbol of damnation, however for many of the people who live in London that bear the marks are unavoidable. It is the poor people who are the most vulnerable to sin, contrary to what Jesus preached, as they are forced to follow in their fathers’ footsteps. The marks that are awarded to good work and the marks on maps/plans are all symbols of London vigorously progressing business and trades, which are prepared to ignore acts of sin, so as to keep the benefits of their trade. In the second stanza, the words ‘every’ and ‘cry’ are repeated, like an obsessive mantra. Not only is there physical slavery, but the people of London, poor and rich, are trapped in a compulsive, mental race for money. There is a link to the French Revolution, where the peasants were attempting to break free from the manacles that bond them. The children that are born into this world have a horrible life of poverty and squalor to face with. They have a fearful upbringing that leads to an even more awful life. The manacles are associated with chains and slaves. But they are not real; they are just in everybody’s mind, mentally restricting everyone. The poor are unable to get out of their restricting mental box. The English society is obsessed by class and hierarchy. The rigidly controlled society enforces the very submission that it wants to break away from. So the law is not entirely to blame, as people can force slavery upon themselves. The penultimate stanza attacks institutions and cruelty that they bring about. The poem is to do with the sounds that radiate from London. By listening to them, on gets a clever, less biased image of London. The chimney sweeps were usually little boys, who often died at a very early age because of the condition that they had to work in. The chimney sweepers are connected with the church because they are often in need of the church’s help but they are frequently turned away, or they turn a blind eye on them, or it could even be the church that sends them up there. This is not the attitude that a church should have on children, it completely contradicts everything in the bible. This is why the ‘blackening church’ also represents the smoke and soot. ‘appalls’ in line 10 is exaggerating the blame of the church as well as meaning ‘goes pale’ which is a juxtaposition with ‘blackening.’ It is as though the blackened stone is a mark of sin on the church. Blackening also suggests a dark, evil, corrupt scene. Appall means to whiten and be horrified, but a pal is also a cloak of death. The children were abandoned on the street and were picked up and lead to their death. Blake blames the church for the deaths. But in Blake’s mind, the most atrocious crime of all is prostitution. The hearse is a carriage to carry a body in. This stanza concentrates on marriage and new-life, both of which should bring happiness. Instead Blake sees new-life as just continuing the cycle of the corruption, and he criticizes the reasons for marriage, believing that many marry for convenience rather than marrying for love. Most of the men who visit prostitutes are old and married. Blake also criticizes the â€Å"youthful harlot† and uses the word â€Å"plague† to suggest STD’s which will be contracted and passed on. It is the death of marriage. In a plague, all people fie, the wife gets the disease from her husband who slept with the prostitutes. The lies and deceit caused by the husbands’ deception will turn their marriage. Blake does not blame the prostitutes however, as he realizes that it is their escape from poverty. It is ironic that he says ‘And blights with plagues the marriage hearse,’ because marriage and hearse do not go together. It suggests marriage, then death. Blake is saying basically that happiest things in life such as love or marriage can be tarnished by disease, such as the plague, causing death.

Mayfield High School Maths Coursework Essays

Mayfield High School Maths Coursework Essays Mayfield High School Maths Coursework Essay Mayfield High School Maths Coursework Essay Essay Topic: High School I have chosen this particular hypothesis because many students who tend to have a high IQ, have a high KS2 result too. I have also chosen this hypothesis because, many students at my school who have a high IQ tend to do well in their KS2 exams and get a high grade and therefore I would like to find this out for my-self. The data which I will be using to find out if my hypothesis is right or wrong will be from Mayfield High School. All the data that I will need will be provided for me at school on the computers. This data will include a range of different information on students from years 7-11. Sampling For my hypothesis I will be choosing a sampling size. I have chosen my sample size to be 50, as it will be more accurate. Also using the sample size of 50 will give me a wider range of data and therefore help me with my hypothesis more. There are various samples, which can be used. However, I am going to use random sampling and stratify sampling and this way it will avoid bias results. The random sampling will pick out my data in any order. The below formula is used to stratify my samples. The formula that I will use to work out my samples is:- Number of students used in sample= Total number of girls/boys in year X Sample Size Total number of students in the school Below is a table with the data which we were provided and also showing how I worked out my samples. All the samples are 0d.p Year Group Number of Boys Samples for Boys Number of Girls Samples for Girls Total 7 151 151/1183 x 50 = 6 131 131/1183 x 50 = 6 282 8 145 145/1183 x 50 =6 125 125/1183 x 50 = 5 270 9 118 118/1183 x 50 = 5 143 143/1183 x 50 = 6 261 10 106 106/1183 x 50 = 4 94 94/1183 x 50 = 4 200 11 84 84/1183 x 50 = 4 86 86/1183 x 50 = 4 170 The number in bold, tells me how much samples I will need from the girls and boys and it also tells me how much samples I will need from each year. Random Sampling After doing the stratified sample, I had to choose the students which I will use to prove my hypothesis. I will need to pick them out from the data which is provided on a spreadsheet. I will pick the samples out by using the random formula which is:- (RAND()*150+1) However, the number after the * changes depending on how much girl or boy students there are in that year. When I put the number in I had to minus one away and then add one back on. However, as I wanted a couple of samples for the same year and same gender, I kept on pressing F9 until I got the random amounts of students I needed. Below are all my samples which I have gathered by using the random formula:- Random Numbers For Year 7 Boys: 103, 119, 89, 6, 4, 78 For Year 7 girls: 73, 114, 30, 23, 34, 76 For Year 8 Boys: 134, 96, 29, 60, 63, 104 For Year 8 Girls:- 39, 69,112, 36, 10 For Year 9 Boys: 64, 11, 14, 48, 81 For Year 9 Girls: 6, 130, 54, 101, 28, 4 For Year 10 Boys: 66, 88, 57, 84 For Year 10 Girls: 60, 53, 66, 47 For Year 11 Boys: 37, 26, 8, 16 For Year 11 Girls: 65, 50, 43, 33 Relevant Data The table below shows the IQ and KS2 results of each student that was selected. This is all the necessary data that is needed. However I have not noted which students are from which years to make sure it is not biased in any way. IQ ENG MATHS SCIENCE 107 5 5 5 106 5 4 5 108 4 5 5 101 4 4 4 99 4 4 4 104 4 5 5 122 5 5 5 100 4 4 4 104 5 4 5 100 4 4 4 109 5 5 5 97 4 4 4 100 4 4 4 112 5 5 5 100 4 4 4 114 5 5 5 100 4 4 4 105 5 4 4 89 3 3 3 114 5 5 5 108 5 5 5 101 4 4 4 101 5 4 4 92 3 3 4 102 5 4 4 91 3 3 4 109 4 5 5 102 4 4 5 91 3 4 4 117 5 5 5 110 5 4 5 100 4 4 4 116 5 5 5 101 4 4 4 100 4 4 4 100 4 4 4 110 5 5 5 102 3 5 4 99 4 4 4 100 4 4 4 92 3 3 3 92 4 3 3 96 3 3 3 106 5 5 5 103 5 4 4 100 4 4 4 103 4 4 5 100 4 4 4 98 4 4 5 92 3 3 4 My Graph From my samples I am going to create a graph. I have decided to do a scatter graph because; it will make it easier for me to see if my hypothesis is correct. It will make it easier for me see this, as all my points will be plotted on the graph and therefore it will give me a better understanding of my results and also a clear view of my correlation line. Below is my graph:- From the graph you can see that my hypothesis is correct. This is because as the IQ results are going higher, so are the KS2 results going higher. I think this because, the clever you are, the more intelligent you are, as you know many things and you can gain more marks. However, from the graph you can see that there is a strong positive correlation. We can see this because, as the KS2 results are going higher, the IQ goes higher too. For example, a student who has a low KS2 result, such as, a level 3, they have a low IQ. However, if you look at the graph, a student who has got a level 5 for English, Maths and Science has got the highest IQ. Product Moment Correlation YR GROUP X Y XY X Y Yr 7 Boys 107 5 535 11449 25 106 5 530 11236 25 108 5 540 11664 25 101 4 404 10201 16 99 4 396 9801 16 104 5 520 10816 25 Yr 7 Girls 122 5 610 14884 25 100 4 400 10000 16 104 5 520 10816 25 100 4 400 10000 16 109 5 545 11881 25 97 4 388 9409 16 Yr 8 Boys 100 4 400 10000 16 112 5 560 12544 25 100 4 400 10000 16 114 5 570 12996 25 100 4 400 10000 16 105 4 420 11025 16 Yr 8 Girls 89 3 267 7921 9 114 5 570 12996 25 108 5 540 11664 25 101 4 404 10201 16 101 4 404 10201 16 Yr 9 Boys 92 3 276 8464 9 102 4 408 10404 16 91 3 273 8281 9 109 5 545 11881 25 102 4 408 10404 16 Yr 9 Girls 91 4 364 8281 16 117 5 585 13689 25 110 5 550 12100 25 100 4 400 10000 16 116 5 580 13456 25 101 4 404 10201 16 Yr 10 Boys 100 4 400 10000 16 100 4 400 10000 16 110 5 550 12100 25 102 4 408 10404 16 Yr 10 Girls 99 4 396 9801 16 100 4 400 10000 16 92 3 276 8464 9 92 3 276 8464 9 Yr 11 Boys 96 3 288 9216 9 106 5 530 11236 25 103 4 412 10609 16 100 4 400 10000 16 Yr 11 Girls 103 4 412 10609 16 100 4 400 10000 16 98 4 392 9604 16 92 3 276 8464 9 Total ?5125 ?98 ?21732 ?527837 ?904 Standard Deviation for X and Y Data Standard deviation for IQ Results SD = ? ? à ¯Ã‚ ¿Ã‚ ½ ? ? à ¯Ã‚ ¿Ã‚ ½ - - n n n = 50 (number of samples) ? ? = 5125 (whole sample added together) ? ? à ¯Ã‚ ¿Ã‚ ½ = 527837 (Square of each data point of the sample added together) SD = 527837 5125 à ¯Ã‚ ¿Ã‚ ½ 50 50 SD = 10556.74- (102.5)à ¯Ã‚ ¿Ã‚ ½ SD = 10556.74- 10506.25 SD = 50.49 SD = 7.105631569 SD = 7.1 (1 D.P) The average value for the X data is:- 5125 = 102.5 50 This therefore, shows that my data is not reliable, as my points would not be close together. I know this because the number that I got when working out my standard deviation, it was, 7.11 and when I worked out the average mean I got 102.5 and therefore, these two numbers are far apart. Standard deviation for the KS2 Results:- SD = ? y à ¯Ã‚ ¿Ã‚ ½ ? y à ¯Ã‚ ¿Ã‚ ½ - - n n n = 50 (Number of sample) ? y = 98 2 (Whole sample added together) ? yà ¯Ã‚ ¿Ã‚ ½ = 904 (Square of each data point of the sample added together) SD = 904 98 à ¯Ã‚ ¿Ã‚ ½ 50 50 SD = 18.08 (1.96) à ¯Ã‚ ¿Ã‚ ½ SD = 18.08 3.8416 SD = 14.2384 SD = 3.773380447 SD = 3.8 (1 D.P) The average value for Y data is:- 98 = 1.96 50 This show that my results for my Y data is reliable, as my standard deviation answer was, 3.77 and my average value answer was, 1.96. As the two numbers are close, this therefore proves that my data is reliable. Product Moment Correlation Coefficient I am now going to work out the Product Moment Correlation Coefficient this is normally written as, Yxy. I will work this out by using the table on the sixth page. I will work this out by using the following formula:- ?xy ?x ?y - - n n n ?xà ¯Ã‚ ¿Ã‚ ½ ?x à ¯Ã‚ ¿Ã‚ ½ ?yà ¯Ã‚ ¿Ã‚ ½ ?y à ¯Ã‚ ¿Ã‚ ½ - X n n n n ? SD = ? ? à ¯Ã‚ ¿Ã‚ ½ ? ? à ¯Ã‚ ¿Ã‚ ½ - - n n SD = ? y à ¯Ã‚ ¿Ã‚ ½ ? y à ¯Ã‚ ¿Ã‚ ½ - - n n Top of Yxy: 21732 5125 98 - - x = 434.64 (102.5 x 1.96) = 233.74 50 50 50 Bottom of Yxy: 527838 5125 à ¯Ã‚ ¿Ã‚ ½ = 7.105631569 50 50 10556.74 10506.25 = 50.49 904 98 à ¯Ã‚ ¿Ã‚ ½ - = 3.773380447 50 50 18.08 3.8416 = 14.2384 Yxy = 2.33.74 / (7.105631569 x 3.773380447) Yxy = 2.3374 / 26.81225123 Yxy = 0.086900573 Yxy = 0.1 (1 D.P) Conclusion Conclusion for my product moment correlation coefficient From working out the standard deviation, I have concluded that my regression line has no correlation. This is because my end result which I got after working out the standard deviation my regression line was 0.0869 This therefore, shows that my regression line has no correlation. However, I am able to tell that my regression line is a positive because it is not a negative number. This shows that my hypothesis was correct, but it was not strongly proved, as my regression line was not a perfect correlation. Overall, from the whole hypothesis I found that the higher the IQ results a student has and more likely they are going to have a higher KS2 result too. You are able to see this on my graph earlier in the work. This therefore proves my hypothesis to be correct.

Mark Twain Satire

Mark Twain Satire We have known Mark Twain for his celebrated works such as Adventures of Huckleberry Finn and Adventures of Tom Sawyer. But readers of his stories have not necessarily been exposed to his signature satire. Mark Twains satire earned him accolades. What ought to be done to the man who invented the celebrating of anniversaries? Mere killing would be too light.There is an old-time toast which is golden for its beauty: When you ascend the hill of prosperity may you not meet a friend.Truth is the most valuable thing we have. Let us economize it.Only one thing is impossible for God: To find any sense in any copyright law on the planet.Denial aint just a river in Egypt.Cauliflower is nothing but cabbage with a college education.A classic is something that everybody wants to have read and nobody wants to read.Wagners music is better than it sounds.Under certain circumstances, profanity provides a relief denied even to prayer.In a museum in Havana, there are two skulls of Christopher Columbus, one when he was a boy and one when he was a man.A man never reaches that dizzy height of wisdom when he can no longer be led by the nose.Be good and you will be lonesome.The rule is perfect: in all matters of opinion our adversaries are insane. Man is the only animal that blushes. Or needs to.The human race is a race of cowards; and I am not only marching in that procession but carrying a banner.I didnt attend the funeral, but I sent a nice letter saying I approved of it.The only difference between a tax man and a taxidermist is that the taxidermist leaves the skin.Let us be thankful for fools. But for them the rest of us could not succeed.The first of April is the day we remember what we are the other 364 days of the year.When red-haired people are above a certain social grade their hair is auburn.Patriot: the person who can holler the loudest without knowing what he is hollering about.Can we afford Civilization?One of the most striking differences between a cat and a lie is that a cat has only nine lives.The fact that man knows right from wrong proves his intellectual superiority to other creatures; but the fact that he can do wrong proves his moral inferiority to any creature that cannot.There are people who can do all f ine and heroic things but one keep from telling their happiness to the unhappy. I thoroughly disapprove of duels. If a man should challenge me, I would take him kindly and forgivingly by the hand and lead him to a quiet place and kill him.The older we grow the greater becomes our wonder at how much ignorance one can contain without bursting ones clothes.In the real world, the right thing never happens in the right place and the right time. It is the job of journalists and historians to make it appear that it has.I respect a man who knows how to spell a word more than one way.History may not repeat itself, but it does rhyme a lot.Dont go around saying the world owes you a living; the world owes you nothing; it was here first.We are all beggars, each in his own way.Name the greatest of all inventors. Accident.

MGMT Orinazational Behavior Essay Example | Topics and Well Written Essays - 1500 words

MGMT Orinazational Behavior - Essay Example Organizational change management is a structured approach by which companies administer the entire process of change implementation. It also makes sure changes are successfully and smoothly implemented. Before going into further discussion about the necessity of change in an organization, I would first like to discuss some points about the driving factors of change. Some of the major driving factors of change are detailed below: - To satisfy the changing need of Customers: - The needs of customers have always been dynamic in nature and keep changing with time. Therefore for a company to constantly meet the customer needs, it needs to bring changes to its operation system (Havaldar 116). To maintain a competitive Edge over the rivals: - For an organization to sustain and get success in the market place for a longer period of time, it needs to have an edge over its rivals. This is only possible, if companies constantly bring changes and innovation into its system. Internal environmenta l Factors: - The internal environmental situations of the organizations act as one of the major driving forces of change. The internal environment of an organization includes people, events, system, structure and internal conditions which are controlled by the company. The internal factors play a crucial role in influencing organizational activities. Hence, when the management feels certain areas are not doing well or fitting to current situations, an internal change is initiated (Raoprasert and Islam 35). External Environmental Factors: - The external environment factors are the strongest force for an organizational change. The external factors are those which remain beyond the control of the organization, such as the economy, competition, market demand, customers, societal and political condition, and the common resources. It is imperative for an organization to continuously monitor and complies with the external environment and sometimes to match with external environment organiz ations need to change (Sisaye 82). Considering, the current business scenario, I believe an organization should constantly make changes into its system of operation. In addition, organizations at times are also required to make changes in some other elements of the business. For example, there can be changes in the form of new product development, new promotional strategy or implementation of a new performance management system of the employees. I strongly believe that, for an organization to get success in the market place it constantly needs to bring some form of modification to its current state. The present business environment is characterized by constant technological innovation and globalization. These factors also forces organizations to make changes in their operation. However, it helps them to conduct business which matches with the recent trends and comply with the requirements of the customers and employees. Some of the evident examples of organizational change are adapt ion of social media for the purpose of product promotion and adaptability of mobile. There have been constant debates over the fact whether organizational change is necessary or it depends upon the management’s wish. Additionally, there have been also debates over the need of managing the implementation process. In this context, several scholars believe that organizational change is not a necessary element of business and organizations should try to minimize the rate of change. Moreover, the

GAP Business Plan Essay Example | Topics and Well Written Essays - 3750 words

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