In the Art Institute of Chicago

In the Art Institute of Chicago, there is a painting that stands out in my mind. It is the painting La Grande Jette by George Seuret. The painting features Parisians enjoying a Sunday by the Seine, a river near Neuilly. Many of the Parisians that are pictured are very well to do. Proven by the various activities and dress shown in this painting. As I look at this painting I view this painting I see ladies wearing nipped in corseted waists and bustles. Some of the activities to be viewed are boating and fishing. Other then well to do impictured in this piece there is a mixture of the social classes. Take for example the oarsman who seems to sit harmoniously with the middle to upper class lady and dandy next to him. Impicutred as well are prostitutes, who use the sport of fishing to hide their main reason for being there, which is to catch the soldiers who are standing on the bank as well. Off to the bottom right of this picture is a monkey attached to a leash. The leash h!eld by a l ady, who is part of the upper class stature. Kept as pets, Capuchio monkeys were all the rage in the day of Seuret. Although some skeptics say Seuret uses the monkey to licentiousness, and maybe even a coded message of hypocrisy that was a feature of French society in the 1880s. Seuret explored and used geometric landscapes in this piece. Many of the figures in La Grande Jatte are pictured in profile. This maybe a glimpse as to the influence of Ancient Egyptian Art, which during this period in time Seuret was studying. Having made many sketches from the Ancient Egyptian reliefs on his many visits to the Louve in Paris. La Grande Jatte was painted from 1884 all the way up till 1886. This two year masterpiece of Seurets is an Oil on Canvas, and is 81x 120(205x304cm). It is currently displayed in The Art Institute of Chicago. It is hard for some to believe that a man not quite thirty coul...

The Theme of A Beautiful Mind essays

The Theme of A Beautiful Mind essays A Beautiful Mind is a fictional movie loosely based on true events of A Biography of John Forbes Nash Jr. by Sylvia Nasar, directed by Ron Howard. Russell Crowe plays John Nash, a mathematical genius, who develops schizophrenia in his early twenties. He overcomes schizophrenia and attains a true sense of accomplishment, and even a sense of greatness. In this movie, the theme of discrimination against mental illnesses becomes lucid. This is developed greatly by the main character and the theme also adds suspense to the film. Mental illness still remains misunderstood in all places, even though it affects so many people. Watching this film, it helps people sympathize with a person who is suffering from mental illness in any form. Showing how the Princeton community accepted Dr. Nash for many years while fighting his struggles reinforced one of the film fs themes that schizophrenics are people who can contribute to society and that we should not be prejudiced. The theme in this movie is transparent, and is mainly developed by the character, John Nash. He develops the ability to live with and ignore his psychosis. Eventually, Nash begins to teach at the Princeton University and is honored by his fellow professors for his lifetime achievement. Nash goes on to be awarded Nobel Prize for Economics for his revolutionary work on game theory. Suspense is also added to the film because you constantly feel tense, since neither the main character nor the audience knows what is real and what is fantasy. This illustrates how real, how concrete, and how completely supportable the delusions of a schizophrenic mind appear to the person afflicted. You are forced to see Nash fs point of view, so you are able to experience and understand what being schizophrenic might be like. In the very end of the film, John Nash gives an acceptance speech of the Noble Prize. This speech summarizes and straightforwardly tells you the movie ...

Data Analysis and Research Essay Example | Topics and Well Written Essays - 3500 words

Data Analysis and Research - Essay Example 1978).  Several software have been developed (Hahn,G.J. and Meeker, W.Q. 1991), to help analyze data this include Statistical package for Social Sciences (SPSS), Stata, R, Minitab, SAS and many more. Data analysis in mixed methods research consists of analyzing the qualitative data using qualitative methods and the quantitative data using quantitative methods; therefore, knowing the steps in both forms of analysis is necessary in mixed research methods (Creswell & Plano Clark, 2007). For both forms of analysis, researchers go through the following similar set of steps: preparing the data for analysis, exploring the data, analyzing the data, representing the analysis, and validating the data. These procedures in quantitative research and qualitative research are different from each other as stated by Creswell and Plano Clark, (2007). In this project, to prove or rather to disapprove the hypothesis in an effort to answer the set of questions SPSS has been used to analyze the given se t of data. The answers to the questions are thus given in the preceding paragraphs; Question A Hypothesis to be tested; a) H0: There is no significant difference in the salary earned by male and female employees b) H1: There is significant difference in the salary earned by male and female employees Since we have two groups (male and female) to compare their means and whose sample is less than 30 (a sample of 25 in this case), T-Test would be an appropriate test to use. T-Test is appropriate to be used to conduct the test since it assesses whether the means of two groups are statistically different from each other. From table 1 below, it can clearly be observed that the mean earning for the male employees is higher than that of the female employees. On average the male employees earn ? 24005 while the female employees earn 20319. Table 1: Report How much did you earn (?) last year Gender Mean N Std. Deviation Male 24005 13 3931.393 Female 20319 12 2370.797 Total 22236 25 3719.652 Th e difference can further be shown in the boxplot below; To answer part A of the questions i.e. whether there is any evidence that male and female employees differ in their salaries an independent samples test had to be conducted. From table 2 (Independent Samples Test), it can be observed that the p-value=0.010 (that is when the equal variances are assumed) which is less than the significance level (5%), we thus reject the null hypothesis and conclude that indeed there is a significant difference in the salaries earned by the male employees and the female employees. The male employees earn more than the female employees. Similar decision rule is made when unequal variances is assumed (p-value=0.10). Table 2: Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper How much did you earn (?) last year Equal variances assumed 2.710 .113 2.808E0 23 .010 3.686E3 1.313E3 970.142 6.401E3 Equal variances not assumed 2.863E0 1.994E1 .010 3.686E3 1.287E3 999.698 6.371E3 Question B Hypothesis to be tested; H0: There is no significant difference in the likelihood of raising a safety issue with the company’

Democracy and Commodification Essay Example | Topics and Well Written Essays - 1000 words

Democracy and Commodification - Essay Example In the context of commodification, services that would be normally under the control of the state came under the control of the private sector, a fact that leads to the increase of cost involved (Giddens and Griffiths 367). Thus, the access to these services becomes more difficult and even, impossible, for a high majority of the population. From this point of view, commodification leads to the limitation of democracy, a political system that is based on equality and fairness in terms of law (Giddens and Griffiths 367). The potential limitation of democracy through commodification can be made understood by referring primarily to the cases of welfare regimes that are based on commodification and those that are not commodified. These cases would show how modern political systems could be related to commodification. Then examples could be provided for showing the relationship between democracy and commodification in practice. Giddens and Griffiths (2006) explain how political systems can be related to commodification: a) the social democratic regime promotes the provision of welfare services for all citizens with no exception, at a universal level (Giddens and Griffiths 367). Scandinavian states, that have this type of regime, are examples of states supporting the non-commodified political system; b) in ‘conservative/ corporatist states, such as France and Germany’ (Giddens and Griffiths 367), welfare services are non-commodified but they are not fully independent from the capital. Indeed, in the above states, the potential of each citizen to access the welfare services is differentiated according to his social status (Giddens and Griffiths 367); c) there is also the case of the liberal states, like United States, where ‘welfare services are fully commodified’ (Giddens and Griffith 367). It should be noted that the use of specific practices, in regard to the management of an economy, does not, necessarily, indicate the commodification of t he local political system (Williams 157). In democracy also, a similar issue would exist. At this point the potential influence of commodification on democracy should be explained using relevant examples. In all states where democratic regimes exist media is commonly used for the promotion of specific political messages. Reference can be made, as an example, to the use of media for supporting a particular legislative text or for persuading the public that a specific political decision, for example the establishment of an area of entertainment, is fully justified in terms of public interest. In regard to this issue, emphasis should be given to the following fact: in most states, media is used for influencing public opinion

McCain Foods Essay Example for Free

McCain Foods Essay 1. Which four Ps make up the marketing mix? Answer: †¢ Product †¢ Price †¢ Place †¢ Promotion †¢ Product this has to look and taste good and be made from wholesome ingredients. †¢ Price the price has to be attractive to ensure enough sales to generate a profit. †¢ Place the place and position of the product in the market is important to compete for market share. †¢ Promotion this has to fit the company’s objectives for the product. 2. Explain the different product categories in the Boston Matrix. Why is this a useful tool for businesses? Answer: The Boston Matrix identifies four types in a company’s product portfolio: †¢ Stars. These products have a high market share in markets that are growing quickly. For example, the Playstation was a star when it was first introduced into the games market. †¢ Question Marks. These products have a low market share in a growing market. Costs are more than returns as the company tries to increase market share. An example of a Question Mark could be a newly launched fashion item or a new car model. †¢ Cash Cows. These products have high market share in established markets, for example, cornflakes in the breakfast cereals market. †¢ Dogs. These products have low market share in a low growth market. A company may look to get rid of these products or invest in marketing to improve sales. For example, DVD recorders have replaced video recorders 3. Analyse how McCain Foods’ promotional strategies tie in with its message ‘It’s All Good’. Answer: Promotion A further demonstration of the ‘It’s All Good’ ethos is McCain Foods’ ethical stance on promotion. McCain makes a Commitment not to advertise to children under 12 years old. It also ensures that the retail labeling on its products carries clear information on levels of fat, saturated fat, salt and sugar to help shoppers choose healthier options. Its labeling is in line with the Food Standards Agency (FSA) traffic light scheme and the food industry’s Guideline Daily Amounts (GDA). McCain also takes part in different types of sponsorship, such as: †¢ TV show Family Fortunes. This brings the McCain brand to a wide audience through a popular family programme. †¢ McCain Athletics Networks which encourage young people to get involved in the sport through local clubs. This further supports the company’s approach to balancing calories in with calories out. 4. Consider other promotional strategies McCain could use and say whether they are above- or below-the-line. Answer: Above-the-line promotion is paid for and includes traditional advertising routes such as television, radio and the press. These are good for carrying marketing messages to a large audience. However,it is less easy to measure the impact of these channels, for example, whether a TV advert has increased sales. Special displays or positioning in stores or advertising on supermarket trolleys are also examples of McCain’s above-the-line promotional activity. Below-the-line promotion can take many forms and is usually more under the control of the business. Typical examples include events or direct mail. McCain uses a combination of below-theline activities including: †¢ door-to-door leaflet drops or books of vouchers which give customers discounts over a period of time. These help to attract consumers and establish brand loyalty so the consumer buys the product again. †¢ email newsletter for consumers. This creates a relationship with consumers, which is unusual for a B2B organisation. It not only allows McCain to communicate directly with and listen to consumers, it also enables the business to collect information, for example, about their lifestyles and product choices. This is used for feedback, research and promotions.

Argumentative Essay: Gun Control Violates The Second Amendment of the Constitution :: Second Amendment The Right To Bear Arms

The U.S. should not have gun control laws. The Second Amendment to the Constitution states that, â€Å"A well-regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms shall not be infringed.† This amendment has been around since 1791, and there has been gun control almost as long as it's been around. The National Rifle Association is an advocate of the Second Amendment and an opponent of those who propose restrictions on guns. Even Presidents Reagan and Bush are members, and Nixon, Eisenhower, and Kennedy were also members. Why do people feel the need to own a handgun? One reason is heritage. For as long as this country has been around, there have been gun owners, to defend themselves and to hunt for food. Buying, owning, or carrying a handgun doesn't hurt anyone. Until a person commits a crime, he/she is free to choose what he/she wants to do. Even if guns were completely banned from the U.S.A., people would still find a way to get them. Criminals would get guns. They would have their way, and there would be nothing we could do about it. We would have no way to defend ourselves. What is gun control to you? To me, it is the unconstitutional regulation and banning of guns to try to keep the crime rates in this country down. Does it work? Some gun laws are okay and they may work to some extent, but not to the extent that was intended. As for most of these gun laws such as the Brady Law, it serves no purpose. It is only there to make our lawmaking bodies and those of us who are too naive to see the truth feel better. Do you really think that the Brady Law keeps handguns out of the hands of criminals?

Foundations of Learning and Collaborative Working Essay

â€Å"Discuss the concept of collaborative working within your professional area† To be able to understand the rationale, the different factors influencing the outcome of collaborative working and how this can be applied to Perioperative practice, it is important to have a sound understanding of the concept â€Å"Collaborative Working.† This concept has many terminological variations, one of the more frequently used is â€Å"Inter-professional working.† Hornby and Atkins (2000) state that collaborative working is â€Å"a relationship between two or more people, groups or organisations, working together to define and achieve a common purpose.† Barrett et al (2005) declares that inter-professional working is â€Å"the process whereby members of different professions and/or agencies work together to provide integrated health and/or social care for the benefit of service users.† Disregarding what is seen as the correct/incorrect terminology, the common denominator here is that all health care staff/ agencies’ are working together to provide the best healthcare possible for patients and service users. There have been many debates about the variation in terminology, Leathard (1994:5) refers to it as â€Å"terminological quagmire† that has been created due to rapid developments in practice, and in her analysis of terms, Leathard (1994:6) prefers to use the term multi-professional as it â€Å"infers a wider group of professionals.† In this instance the term â€Å"Collaborative working† will be used. Over the years there have been many drivers behind the rationale for collaborative working dating as far back as the 1960’s in the USA, where Henderson (1966) reports that â€Å"one hospital has weekly inter-professional ward conferences.† The idea of collaborative working is therefore not a relatively new concept. In recent years increased emphasis has been placed on collaborative working and the need to work together due to changes in technology, accountability and government reports. Technological advances such as telecommunication is now used by surg ical staff to live feed surgical procedures to other parts of the world. This has aided remote-area surgeons in their own practices (Shields & Werder 2002) Similarly, the introduction of the National Health Service (NHS) direct advice line has created a way in which doctors can consult patients over the telephone. However a study by the Economic and Social Research Council (2005) concluded that â€Å"telemedicine is disappearing† compared to NHS direct advice line. The introduction to new machinery which takes blood pressures automatically rather than manually, this and other technological advances have all required healthcare staff to change the ways in which they work collaboratively. On the other hand, Government reports also change the way in which healthcare professionals work as they are often mandatory measures. The NHS Knowledge and Skills Framework (KSF) was introduced in 1999 under the Agenda for Change. Day (2006) claims that the use of KSF will â€Å"enable team leaders to identify gaps in the knowledge and skills of their inter-professional teams.† KSF is an essential requirement carried out every year to ensure pay progressions. Collaborative working is also brought about by accountability. All healthcare professionals are governed by a professional body such as the Health Professions Council (HPC) in which it is their duty to ensure compliance with the legislation on the use of protected titles (HPC, 2008) Not only are registrants accountable to the HPC they are also accountable to statutory and criminal law which means healthcare professionals must interact with patients and staff on an acceptable level at the risk of being prosecuted for their actions. Another driver for collaborative working is seen through the ever scrutinizing media. A recent news report by Hughes (2011) titled â€Å"Emergency surgery patients’ lives at risk, say surgeons† is one of the many examples of negative media that is putting more pressure on healthcare professionals to work more collaboratively. On the other hand, many of the publi c viewers do not see the bias in the majority of these news reports and many examples of good collaboration is missed. Resulting from the rationale behind why people work together it is important to understand the ways in which people do work together. Safe Surgery Saves Lives was an initiative that arose in 2006 by the World Health Organization and in 2008 a Surgical Safety Checklist was released globally. Research proved that â€Å"postoperative complication rates fell by 36% on average† and the checklist has also â€Å"improved communication among the surgical teams.† (Haynes, B.A et al, 2009, Pg: 496) Many trusts also have a theatre list policy and this ensures that staff are working collaboratively to ensure the lists are correct, accurate and the most important procedures have been prioritised. The idea differentiates among the trusts, but is most commonly referred to as a â€Å"Group hug.† This is carried out each morning before any surgical procedures commence and it is a chance for staff to collaborate and share any ideas or concerns over that day’s list. A big part of collaborative work, especially in peri-operative care, is about recognising each other’s skills and importance thus the idea of â€Å"inter-professional learning.† Kenward & Kenward (2011, pg; 35-39) outlines the importance of mentors, stating that â€Å"mentors should act as role models for students of all professions.† Further promoting this the General Medical Council (2006) document on Good Medical Practice propounds that doctors also act as role models to try and â€Å"inspire and motivate others.† It is evident that there are many ways in which healthcare staff work together, however major issues are still identified around the factors that influence the outcomes of collaborative working. Miscommunication has been identified as a reoccurring problem. Certain behavioral patterns among peri-operative staff which included ignoring requests they did not understand, failing to seek clarification, failing to speak loudly enough to be heard an d communicating information to the wrong person. (Gardezi et al 2009, pg: 1390-1399) This can be fatal especially in the case of Elaine Bromiley who had undergone a routine sinus surgical procedure. Due to a breakdown in communication between surgeons, Elaine unfortunately died. A video titled â€Å"Just a routine operation,† (LaerdalMedical, 2011) released after the death of Elaine Bromiley, identifies the breakdown in communication between the surgeons and the theatre nurses who had actually witnessed the surgeon’s distress and suggested an alternative method to intubating the patient which was ignored. This concept has been previously recognised as â€Å"professional separatism.† D’Amour et al (2005) argued that because professional groups are educated separately they are then socialised into â€Å"discipline-specific thinking.† Research concluded that 69% of respondents to a questionnaire they set out reported disagreement between surgeons and nurses. And that 53.4% reported experiencing aggressive behavior from consultant surgeons (Coe and Gould, 2008, Pg: 609-618) Thus meaning the outcomes of collaboration will suffer if all professionals do not interact and recognize the importance of other professionals’ skills. It is evident that collaboration and inter-professional working largely exists but with the constant changes in peri-operative practice as mentioned previously and the way healthcare is constantly observed, especially by the media, it is evident that collaborative working is a continuous development or a lifelong learning process. As technology changes and government policies are continually released it is inevitable that the ways in which healthcare professionals work together will also change and develop. References Barret, G, Sellman, D and Thomas. J (2005) Inter-professional working in Health and Social Care: Professional Perspectives. Basingstoke: Palgrave Macmillan. Coe, R and Gould, D (2008) ‘Disagreement and aggression in the operating theatre.’ Journal of Advanced Nursing. Volume: 61, Issue: 6, Pg: 609-618. Day, J (2006) Inter-professional working: An essential guide for health-and social-care professionals. Cheltenham: Nelson Thornes. D’Amour, D, Ferrada-Videla, M, San Martin Rodrigues, L and Beaulieu, M (2005) ‘The conceptual basis for inter-professional Collaboration: Core concepts and theoretical frameworks.’ Journal of Inter-professional Care. Supplement: 1, Pg: 116-131. Economic and Social Research Council (2005) Telemedicine revolution is ‘disappearing’ from the NHS. [Online] Available at: www.esrc.societytoday.ac.uk. (Accessed: 8 October 2011) Gardezi, F, Lingard, L, Espin, S, Whyte, S, Orser, B and Baker, G.R (2009) ‘Silence, po wer and communication in the operating room.’ Journal of Advanced Nursing. Volume: 65, Issue: 7, Pg: 1390-1399. General Medical Council (2006) ‘Good Medical Practice guidelines: working in teams.’ [Online] Available at: http://www.gmc-uk.org/guidance/good_medical_practice/working_with_colleagues_working_in_teams.asp (Accessed: 9 October 2011) Haynes, B.A, Weiser, G.T, Berry, R.W, Lipsitz, Sc.D et al (2009) ‘A Surgical Safety Checklist to Reduce Morbidity and Mortality in a Global Population.’ The New England Journal of Medicine. Volume: 360, Issue: 5, Pg: 496. Health Professions Council (2008-09) Continuing professional development annual report. [Online] Available at: http://www.hpc-uk.org/publications/reports/ (Accessed: 8 October 2011) Henderson, V (1966) The nature of Nursing: A definition and its implications for practice, research and education. New York. Macmillan. Hornby, S and Atkins, J (2000) Collaborative Care: Inter-professional, interagency and interpersonal. Oxford: Blackwell. Hughes, D (2011) ‘Emergency Surgery patients’ lives at risk, say surgeons.’ BBC news. [Online] Available at: http://www.bbc.co.uk/news/health-15098114 (Accessed: 8 October 2011) Kenward, L and Kenward, L (2011) ‘Promoting Inter-professional Care in the Perioperative environment.’ Nursing Standard. Volume: 25, Issue: 41, Pg: 35-39. Proquest [Online] Available at: http://proquest.umi.com/ (Accessed: 9 October 2011) Laerdal Medical (2011) ‘Just a Routine Operation’ [Online] Available at: http://www.youtube.com/watch?v=JzlvgtPlof4 (Accessed: 9 October 2011) Leathard, A (1994) Going Inter-professional: Working Together for Health and Welfare. London: Routledge. Shields, L and Werder, H (2002 ) Perioperative Nursing. Cambridge University Press.

Service Learning Reflection

I chose to go to my home town to work with Kid's Klub for my service learning project. Kid's Klub is a ministry of Wesley United Methodist Church offering quality before and after school care and summer camp programs for children ages five to fourteen. The reason I chose to go to my home town for this project is because I regularly participate in this program when I am home for breaks. While I am there I assist the children in any area in which they may need extra help, as well as helping with preparations that need to be made for activities and field trips. This project relates to the passage of Matthew 25:31-40. This passage talks about children in reference to helping each other out when one is in need and doing the right thing. Another passage that I would like to mention is Proverbs 22:6. This states that a child should be raised in the way he should go, and even when he is old he will not depart from it. Kid's Klub is a program that offers care to children before and after school. Being that it acts similarly to a daycare it gives children the opportunity to work on homework or projects they might need to finish, or just to have time to interact with other children and enjoy games and activities. In addition, they are taught scripture in fun ways that they will enjoy. Being able to do such activities in this environment gives the children numerous opportunities to help one another. It is also great that the children are able to associate with different age groups; they are always able to teach each other new things and be able to ask advice from someone that they might feel more comfortable talking to since they are closer to their own age. While I was there, I acted as a teacher, or mentor, as well as a friend. It was my job to assist them with their homework, projects and to clarify what they were going over in bible classes. I also helped prepare dinner for them and played games with them until their parents were able to pick them up. I was also there to mediate and help the kids make the right decision when there were conflicts or arguments. By doing so, they are learning how they should deal with situations and what is the right or wrong way to handle them. It is really amazing to see this first hand when I see the kids oluntarily helping one another with assignments and resolving issues on their own in ways that benefit everyone involved positively. I chose to mention Proverbs 22:6 because it acts as a precursor to the main passage of relation to this service. This passage states that a child should be raised in the way that he should go, and even when he is old he will not depart from it. I think it is important to include when dealing with children because it is a top priority to teach them. Children must be taught right and wrong in the first place before they will be able to employ those tactics in their lives. It is important that they know what it means to help one another and how much it could mean for one in need as well as the one providing the service. This is why it is important that children receive help when they are in need. The probability that one might help another is much greater when they have been shown the same sort of assistance when they were in need. Once they are shown this, it will stick with them through their lives and they will always know what is right and wrong no matter what. It is not as simple to teach what is right and wrong in this day and age, which is another reason why it is so important. Because of today's society, it has become a standard to disregard morals that we should learn as children and keep with us through our lives. â€Å"In today’s tumultuous society, morality often gets brushed aside as just another part of the fairy tale, and those learning moments of our youth become just another ‘happily ever after' tale that seems unbelievable by today’s standards† (Lebeau). I think it is equally important to teach values so that children are sure to be able to employ them in their lives by helping others. The main passage that I chose is Matthew 25:31-41. This passage talks about treating one another right. Ultimately how we treat one another will determine whether we are saved. It's purpose is to decide whether or not one will be permitted to the eternal kingdom or will be consigned to eternal punishment (NIV, 25:41). The King will separate the children according to whether or not they have helped others when they were in need. This, in turn, makes the obvious point that we need to be taught and to teach others hat is right or wrong and that we need to help each other, regardless of who we are; we do not discriminate. This is shown in one of the verses as follows: â€Å"The King will reply, ‘I tell you the truth, whatever you did for one of the least of these brothers of mine, you did for me'† (25:40). When we do good to others, we are doing good to god. Even though we do not have to opportunity to show this directly, it is seen and is important. Both of these passages are of equal importance when addressing what is right and helping others. Children are the future of humanity, therefore it is essential that this is stressed during the early years of their lives. These situations are presented everyday in life, young and old, and it remains important through all of our years. That is why I enjoyed working with the kids and the fact that I was an influence on them. There is nothing I love more than helping children understand why we are to do what is expected. This was certainly a beneficial experience for me as well as the children and we can all take valuable information and learn from our time together.

Free Essays on St. Augustines Belifs

St Augustine had similar beliefs as Plato. For example â€Å"In the beginning was the word and the word was with God and the word was God: the same was the beginning with God; all things were made by Him and without him was made nothing that was made; in Him was life and the life was the light of men, and the light shines in darkness and the darkness did not comprehend it.†(p.116/IX) What he is saying here is expressed in a metamorphic way. The light is God and, the truth, all his teachings and everything that he had created. It projected itself on the darkness which is the humans, everyday people. Augustine states that â€Å"one must believe in order to understand.† He states that god must give one faith. This gift from God which is grace, determines if one believes or not. To understand one must have faith in God. When they have faith in God they will then be able to open their minds and begin to understand his teachings. â€Å"Again I found in them that the word, G od was born not of flesh nor blood, nor of the evil of man nor of the will of the flesh, but of God, but I did not find that the word became flesh.†(p116/IX) What he is saying here was that the word came not from these places but from God himself and it will not become flesh until it is loved and believed. Until we believe we will not understand. Once we believe an understanding will begin to bloom. He says we should hid these teachings from the wise and share them with the young. Meek and humble of hearts shall absorb his teachings and learn to forgive sins and love one another and find peace. While those who wear high boots shall not learn his ways and will remain ignorant to his teachings and carry a foolish heart. We must have faith in order to understand God and reach a state of grace. There are some things in the world that we might think as evil. They might be stormy winds, tornadoes, or flash floods. We see them as evil because they do not fit in with our ways of l... Free Essays on St. Augustine's Belifs Free Essays on St. Augustine's Belifs St Augustine had similar beliefs as Plato. For example â€Å"In the beginning was the word and the word was with God and the word was God: the same was the beginning with God; all things were made by Him and without him was made nothing that was made; in Him was life and the life was the light of men, and the light shines in darkness and the darkness did not comprehend it.†(p.116/IX) What he is saying here is expressed in a metamorphic way. The light is God and, the truth, all his teachings and everything that he had created. It projected itself on the darkness which is the humans, everyday people. Augustine states that â€Å"one must believe in order to understand.† He states that god must give one faith. This gift from God which is grace, determines if one believes or not. To understand one must have faith in God. When they have faith in God they will then be able to open their minds and begin to understand his teachings. â€Å"Again I found in them that the word, G od was born not of flesh nor blood, nor of the evil of man nor of the will of the flesh, but of God, but I did not find that the word became flesh.†(p116/IX) What he is saying here was that the word came not from these places but from God himself and it will not become flesh until it is loved and believed. Until we believe we will not understand. Once we believe an understanding will begin to bloom. He says we should hid these teachings from the wise and share them with the young. Meek and humble of hearts shall absorb his teachings and learn to forgive sins and love one another and find peace. While those who wear high boots shall not learn his ways and will remain ignorant to his teachings and carry a foolish heart. We must have faith in order to understand God and reach a state of grace. There are some things in the world that we might think as evil. They might be stormy winds, tornadoes, or flash floods. We see them as evil because they do not fit in with our ways of l...

Causes of the Revolt (1857) Essay Example

Causes of the Revolt (1857) Essay Example Causes of the Revolt (1857) Essay Causes of the Revolt (1857) Essay CAUSES OF THE REVOLT The Religious Cause 1. Almost from the beginning of the British rule, the Christian missionaries tried to preach Christianity among the people. 2. They established schools at many places, through preaching and education began to draw the Indian towards to Christianity as best as they could. 3. Those Hindus who embraced Christianity was not allowed to inherit their paternal property. 4. The enemies of the English spread rumors that in order to destroy religion of the Hindus the British mixed the powder of the animal bones in the salt. . It was also circulated that the flesh of pigs and cows was thrown into wells. The religious sentiments of Muslims and Hindus were greatly hurt by such stories. POLITICAL CAUSES 1. Lord Dalhousie caused widespread resentment among the Indian rulers and their subjects by aggressively expanding his state and annexing native Indian states 2. He annexed states of satara nagpur and jhansi by applying the doctrine of lapse 3. NANA SAHEB w as denied a pension after his fathers death. He was the son of Peshwa Baji rao II 4. Bahadur Shahs successor was denied the right to live at the red fort 5. He annexed Awadh, accusing the government of maladministration and shocking the nawab who was a faithful ally and the people of India 6. The British did not obey the treaties sometimes and they were broken according to the need of the British and the nawabs at that time could not trust any treaty at all. ECONOMIC CAUSES The policy of economic exploitation by the British and widespread destruction of the traditional economic structure caused widespread resentment among Indian society. . The zamindari(land lord) system was introduced by the British and the peasants were exploited by them. They were often tortured or jailed when the peasants failed to pay the taxes 2. The landlords also were insecured and jagirs(lands) were confiscated when the taxes did not match the assigned goals. 3. The interests of India were not the first priority of the government. They came in India for economic profit, which was the main pr iority. The traditional industries collapsed under the pressure of industrialized fields. No measures were taken to improve the conditions of the peasants and the artisans. 4. The annexation of Indian states was followed by large scale unemployment and economic distress as a large number of court officials and other lost their means of earning. All the poets, artisans etc working under these rulers lost their jobs. SOCIAL CAUSES 1. Social reforms by the Britishers were hated by the Indians who took it as a mark of British interference in the political affairs of India. 2. The efforts of missionaries t convert people to Christianity also angered the Indians. . The introduction of western education undermined the position of the traditional teachers and teaching methods in India. 4. The introduction of railways, telegraphs and posts, though good for he society, gave birth to doubts and fear among the poorer and illiterate section of the society. 5. The British judicial system introduced the principal of equality which undermined the presence of caste system in India. 6. The British looked down upon Indians and followed a policy of racial discrimination and separated themselves as superiors from the Indian society. Lord Wellesley described Indians as vulgar, ignorant, rude, familiar and stupid. Military causes 1. The Sepoys had helped the British to establish their empire in India but were not awarded or promoted at all. On the contrary, they were treated with contempt. 2. There was a discrimination between the Indian and the British soldiers. 3. An Indian soldier got much less salary as compared to a Western soldier. 4. The senior British officers did not pay any respect to the Indian soldiers at all. 5. The act passed in 1856 that made it compulsory for all troops to serve overseas hurted the feelings of the soldiers as hindus believed that overseas travel would lead to a loss of caste. 6. After Awadhs annexation, the army was disbanded and a lot of soldiers lost their livelihood which led to general anger against the British 7. The Indian soldiers were much more in number as compared to the British soldiers. In 1856 the number of Indian troops was up to 5 times as compared to the British troops. This also encouraged the Sepoys to rise against the British.

American old film class Gone with the Wind and Red River Essay

American old film class Gone with the Wind and Red River - Essay Example But when we go through the actual history, we could realize that the slave trade was a peak cause for the out burst of the civil war, and also we could understand the slave trade and the treatment of slaves, the minimal or zero freedom given to them even to make decision in their daily activities etc. This aspect seems to be missing in this film, though the term ‘darkies† has been referred to the black slave characters who appear in the screen, is one of the influences of the history and the sentiments of the civil war. The photography of the Old South, the plantations of the Tara, where the heroine wants to take refugee with her family, is all resemblances of the Civil War period. But then the cinematic effect could be identified as aloof from reality. The character of Mammy, one of the happiest of black slaves is found out to be an exceptional slave, as she seems to be a very happy person, utilizing the full freedom in her household. This aspect, as mentioned above deviates from the historical notion or the Civil War notion of how a salve was treated during that time. Freedom was a constraint for the slaves during the Civil war time. Coming to the Red River, the cattle herding, which was found out to be the most profitable income for the cowboys and which also gave a good recognition for the cowboys during the time when Chisholm Trial was opened. This event was also taken place during the time of Civil War. On the whole both the movies were centered on the years 1850-1870. The location, Texas, where the film was shoot is yet another point for the success of this movie. But coming to the point of cattle herds that were driven through the trial, is becomes quiet doubtful whether the cattle herds shown in the movie driven by Dunstan really bring out an accurate picture or effect of the original historical incident. Because it has been recorded in many history books that there were thousands and

Accounting Essay Example | Topics and Well Written Essays - 500 words - 3

Accounting - Essay Example It also caters to a wide variety of financial services like short and long term financing, credit cards, working capital, etc. UPS was founded in 1907 and has its origin in Atlanta, Georgia (United Parcel Services, Inc. (UPS) n.d.). Companies, big or small need to analyze how their business is faring. With big organizations like FedEx Express and UPS, whose operations are from continent to continent, the need to inform its creditors and stockholders how their respective financial operations are faring is essential to attract more solid investments in order to maintain overhead costs, increase yearly profits and gain the public trust for a better flow of business. To identify and project a company’s financial condition, financial ratio analysis is often used to evaluate the financial stability of a certain entity. Financial ration analysis falls into the following categories (Credit Research Foundation, 1999): By taking a look at the above sample computations for FedEx Express and UPS, the ratios indicate that both companies are adequately liquid and could cover up for any financial loss without losing their creditors’ investments. Using financial ratios to directly compare the financial standing of companies using a different accounting method or flow different accounting practices is not feasible. However, there is no world wide standard for calculating the data But if investment is to be made, a good investor would not only look at the financial statements and calculate ratios. Other factors must be taken into consideration like how long has the company been around, the stock value of the company and the coverage of its operations. Given the history of FedEx and UPS it could be seen that United Parcels Services, Inc. has been around longer being founded in 1907 while FedEx was found in 1971. However, investors also look at the fluctuation of stock prices of the company shares. The stock