Implications of Health Economic Concepts for Healthcare Coursework

Implications of Health Economic Concepts for Healthcare - Coursework Example In the health care, accesses to medical services are always on high demand. However, there is a shortage of medical practitioners who can help in treating people (Edwards, 2001). This has an effect of increasing the medical costs that entrepreneurs will charge. This is because there is a shortage of medical practitioners, and the demand is high for the services of these practitioners. Another example is on generic drugs. Because of the many and great supply of these drugs, they are cheap when compared to the original version of these drugs (Ko, 2013). The law of supply and demand denotes that when supply is high, then the prices of the products will be low. The experiences of a variety of health care organizations are able to demonstrate the fact that the demand of health care services is not insatiable, and they are predictable. It is possible to predict the advice, appointment, or the message of a health care service provider, basing on time, population, and scope of the practice of the provider (Dalton, 2012). It is possible to anticipate periods of low or high demand by analyzing the demand data that is collected, based on the requests recorded in electronic health registers, or accounting books. An health care system can use these predictions for purposes of matching the supply of its services to the various needs of patients for a particular service (Lee and Kim, 2012). Most people believe that the demand for health care services is inelastic. For example if a person is sick, then he or she will not be very sensitive to price. A person suffering from malaria, typhoid, etc, will pay the price of medical treatment, irrespective on whether it is low, or high. However, the exception to this principles or rules touches on the purchase of eye glasses, plastic surgery, elective surgery, etc. These are considered luxurious health care services, and it is only for the preserve of the rich (Dalton, 2012). In

FIFA World Cup 2014 In Brazil Essay Example for Free

FIFA World Cup 2014 In Brazil Essay In 2014 Brazil will host one of the most important competitions for the sports. It is the FIFA world cup. It will be the 20th official FIFA world cup and it will happen between June 12 and July 14 of 2014. This is the 20th edition of this competition and will be contested by the mens national teams from the 208 member associations of the FIFA. Brazil will be host the competition for the second time. The first time was in 1950 right after the World War 2. The two world cups before the one in 1950 got canceled because of the war. Seventeen cities showed interest in being chosen as world cup host cities, but usually FIFA only approves 8 to 10 cities so they ended up choosing 12 cities in 12 different states. The final game will happen in Rio de Janeiro at the Macarana stadium. The opening ceremony was supposed to happen at Sao Paulo’s football club stadium but technical problems wouldn’t allow it so a brand new stadium will be built just for the world cup. Rio de Janeiro is one of the most popular cities and is the second largest cities of Brazil, containing 6.3 million people and it is very famous for the samba, carnival and the Christ of Redeemer. Maracana is their principal and biggest stadium. It was built for the world cup in 1050. It was renovated in 2006 and fits 82 000 people but in the days it used to fit almost 200 000 people. Sao Paulo is also a popular city. Sao Paulo is the largest city in South and Central America. The population use a lot of public transportation because cars are v ery expensive and there is a lot of traffic. Sao Paulo is known as the â€Å"motor of the economy† because a lot of big companies has their bases in Sao Paulo.

Brigham Young University and The Mountain Meadows Massacre by Juanita B

Brigham Young University and The Mountain Meadows Massacre by Juanita Brooks The Mountain Meadows Massacre by Juanita Brooks recounts a tragic historical event in a manner that can teach important lessons. The book is well researched and well written and reflects the great historical significance of the massacre. In addition, students learn religious lessons studying the book and its subject. Although some members of the Church and a few of Brigham Young University's faculty doubt the wisdom of teaching The Mountain Meadows Massacre, this book should be taught at BYU. The Mountain Meadows Massacre is an important book written by an important author. Some justifiably argue that Brooks's book is invalid because she is excessively defensive of John D. Lee-thus, they reason, the book is too subjective to take seriously as a historical work. Despite this shortcoming, the book is, overall, an excellent piece of critical writing. Brooks bases her book on primary sources displaying various opinions about the massacre. Even if the book is not completely objective, students can learn from bad examples as well as good ones. Studying The Mountain Meadows Massacre, especially under the direction of a competent teacher, can teach students to think critically about literature and avoid errors in their own writing. In addition to its literary merits, the book is a prime example of how authors can have a significant influence on the public. After Brooks's book was published, members of the Church began to research and discuss the Massacre more openly. One Mormon h istorian states: "Beginning with the landmark work of Juanita Brooks and proceeding at an increased pace during the past dozen years a spirit of openness, reconciliation, and hea... ...ssence, BYU students are bright, spiritually experienced, and ready for the challenge of studying The Mountain Meadows Massacre. By studying Brooks's book, students will learn to correctly address perplexing gospel issues. They will hone their critical reading and writing skills and become familiar with a crucial part of their history. If the administrators of BYU want their students to go forth as effective representatives of the Church, they must recognize the benefits of teaching Juanita Brooks's The Mountain Meadows Massacre. Works Cited Bushman, Richard L. Personal Interview. 19 November 2002. Leonard, Glenn M. "In Pursuit of Answers to Difficult Questions." The Journal of Mormon History, 28 (Fall 2002): 14. Snyder, Eric. "True Confession: I love BYU." Why Write? Provo: Brigham Young University Department of Undergraduate Education, 2002. 244.

Personal Narrative: My Experience Teaching versus Learning Essay

Last semester I led a ninth-grade class room through a reading of Romeo and Juliet. I had little time to prepare for this unit of study, and had never formally studied or written about the play. I worked my way through each scene, preparing prompts and discussions that seemed relevant to the content of the play, to its connections to private and public social issues (both Elizabethan and modern), and to why the play was written in poetic form, or what the poet was trying to do with language. The play is rife with paradox, oxymoron, and ambiguity, so finding a focal point or common theme to unify the various lessons was difficult. However, as we approached the final act, everything that the students and I had explored in this play seemed to me to be pointing back to a line early in Act I, "Part fools! You know not what you do." Born into a world of contradictory and opposing forces of control, authority, and traditional obligations, a young person does not have the means to make judgments but is swept along on the tide of what others say must be done. If one's heart or conscience cries out for a different course, lack of experience and of developed judgment can be fatal. Role models are required who can model the skills of weighing the pros and cons, of balancing the heart and the head, of inquiring and seeking out knowledge before a final decision is made. Friar Lawrence spoke this lesson, but cryptically, through the metaphors of poison/medicine and haste/patience, yet he did not model the exercise of inquiring, balancing, and weighing before acting. It suddenly occurred to me that the wisdom that Friar Lawrence advocates but does not exactly inspire, is exactly the sort of wisdom that we were exercising in the classroom as we... ...ts' enjoyment of reading and writing and also their desire to participate in language arts. Another experience confirmed my belief that learning and teaching is not a one-way street in the classroom. Teachers are not the privileged literati who are desperately trying to inculcate knowledge into the uneducated mass of students. Teachers need to respect the human mind in any stage of development and accept the fact that they can learn things from someone who is not an expert in the field. The teacher is a learner, and the students are teachers. The study of Romeo and Juliet during my student teaching experience was a collective effort to examine and interpret eternally recurring human achievements, failures, struggles, goals and desires. I learned a great deal through reading and discussing the writing of the students, and I hope that they learned something from me.

Bad Blood: The Tuskegee Syphilis Experiment Essay

Between the years of 1932 and 1972, the United States Public Health Service conducted a study of untreated syphilis on black men in Macon County, Alabama. Although these men were not purposely infected with the disease, the USPH service did recruit physicians, white and black, to NOT treat those men already diagnosed. It was felt that syphilis in a white male created more neurological deficits whereas in a black male, more cardiovascular, these of course not able to be determined while either was among the living and was only to be determined after the subject died and an autopsy was completed. Doctors not giving them treatment as they deserved, certainly deemed them as subjects, similar to lab specimens versus patients that warranted compassionate, proper and timely medical care. Over 600 black men were chosen for this study with over half already carrying the diagnosis of syphilis and 200 who did not. These men were picked mainly because of their environment, education, and race, w ith race being the largest factor. Those chosen for the study were mainly sharecroppers, with a lack of education and medical care; they were told that they were being treated for ‘bad blood’, which could have meant any number of different maladies, including syphilis. â€Å"The true nature of the experiment had to be kept from the subjects to ensure their cooperation. The sharecroppers grossly disadvantaged lot in life made them easy to manipulate† (Jones) Ethical implications of this study are wide and varied. The many methods that were used throughout the course of the study, such as failure to completely inform the men of their disease, or that they had the option quit the study at any time, failure to provide proper medical treatment, or that their families as well would become affected by this disease, all under the guise of free medical treatment, meals, transportation and burial insurance. Providing inadequate dosing for their disease insured that the public would see treatment being given without disturbing the true goals of the study. The men were misled and failed to receive all of the information necessary to make any sort of informed consent, although they freely agreed to be part of the study thinking they were receiving all th ey would need. In the years that this experiment was being conducted, the black man did not, as a rule speak his mind or question what was being done. To do so, would surely mean jailing or death. With that being said the Public Health Service saw no problem to conducting this study. During the time of this study, it appears that the Public Health Service conducted this study with unwitting subjects under the umbrella of a government sanctioned medical investigation. No new drugs were tested, nor was there any effort to change the way syphilis was currently being treated. â€Å"What has become clear since the story was broken by Jean Heller in 1972 was that the Public Health Service was interested in using Macon County and its black inhabitants as a laboratory for studying the long term effects of untreated syphilis, not in treating this deadly disease.† (Reverby) The principal players were government physicians, with the subjects that were chosen, to be ones that were least able to speak fo r or to protect themselves. It appears that with the offer of free incentives, the government took full advantage of these men and was openly â€Å"performing unethical and immoral experiments on human subjects.† (Reverby) These actions show that our government at this time, held very low regard for black male or his family. Not even to consider those that came after, those that were infected by the already diagnosed men, those that were born with congenital syphilis of that union or others that may be been infected through other means. This experiment only proved to be â€Å"the longest non therapeutic experiment on human beings in medical history†. (Reverby) These men were never given the adequate treatment for their disease. When Penicillin was proved to be the drug of choice in 1947, it was never offered or given to those already suffering the effects of syphilis. This also proves that our government was not interested in these men, but only what would be found after their demise. With all of this being brought to light, how would any black man, of the day and even the present, completely trust our government or its officers? â€Å"In July 1972, under examination by the press, the PHS was not able to provide any formal protocol for the experiment, in fact, one never existed. While it was obvious to the American public as a whole, PHS officials maintained they did nothing wrong. By the time the story broke, over 100 of the infected men had died; others suffered from serious syphilis related conditions that may have contributed to their later deaths even though Penicillin, an effective treatment against syphilis, was in widespread use in 1946.† (Reverby) According to history, the physicians involved in the study never were held responsible and in fact felt betrayed by the government’s failure to defend the study they commissioned. It seemed that the physicians involved, counted on the fact that these poor, uneducated sharecroppers would not question the workings of the US government. This does not, however, answer the question of the Tuskegee Institute, a black university, and the black physic ians and nurses that also played a role in the experiment. The promise of recognition from the government may have obscured any ethical questions that arose. There was one nurse that was present throughout the study, Eunice Rivers. She provided unquestioned care and concern to the men in the study. â€Å"Her role was described as one of passive obedience: â€Å"we were taught that we never diagnosed, we never prescribed; we followed the doctor’s instructions!†. It is clear that the men in the experiment trusted her and that she sincerely cared about their well-being, but her unquestioning submission to authority eclipsed her moral judgment. Even after the experiment was exposed to public scrutiny, she genuinely felt nothing ethical had been amiss.† (Reverby) At the end of this study, the government had no proof of the difference in a disease course between the white male versus the black male. As reported by Vanessa Northington Gamble, a physician and medical historian that chaired the presidential committee on the legacy of Tuskegee that secured an apology from the government;† In the 30 years since the newspap er story broke, the syphilis study has become a powerful metaphor, symbolizing racism in medicine, misconduct in human research, the arrogance of physicians and the government abuse of black people. Efforts to improve the health status of African Americans have frequently come up against the legacy of the Tuskegee Syphilis Study. Many African Americans point to the study as a reason why they won’t participate in clinical trials, donate organs and more recently in the case of postal workers at the Brentwood post office in Washington, DC, are wary of being vaccinated against anthrax.† (Gamble) The distrust of our government has been an ever present scar on the face of our society. â€Å"Who could imagine the government, all the way to the Surgeon General of the United States, deliberately allowing a group of citizens to die from a terrible disease for the sake of an ill-conceived experiment? In light of this and many other shameful episodes in our history, African Americans widespread mistrust of the government and white society in general should not be a surprise to anyone.† One would hope ( and pray) that with the advent of complete informed consent, training medical professionals in critical thinking and patient advocacy, the act of full disclosure would be utilized, and the progress of technology would keep the government from performing any other such heinous acts. Certainly, as in the case of the Tuskegee syphilis experiment, which was only expected to last 6 months and went on for 40 years, I do believe it would be possible to conduct such experiments, but then with the social media as wide spread as it is, and only getting larger, I do not feel that it would go on any great length of time without someone questioning its validity and ethical value. Works Cited Gamble, Vanessa N. â€Å"Tuskegee Lessons Syphilis Study Leaves behind Legacy of Mistrust† http://www.npr.org/programs/morning/features/2002/jul/tuskegee/commentary.html Jones, James H. Bad Blood: The Tuskegee Syphilis Experiment. 1993. Infoplease.com/spot/bhmtuskegeel.html Reverby, Susan M. â€Å"America’s Nuremberg,† The Tuskegee Study. 08-30-1932 http://www.aaregistry.org/historic_events/view/americas-nuremberg-tuskegee-study

Simple Conjugations of Répéter in French

Simple Conjugations of Rà ©pà ©ter in French When you want to say repeated or repeating in French, youll use the verb  rà ©pà ©ter. Yet, to get it into the past or present tense, a conjugation is necessary. In this lesson, well introduce you to the most common and simplest forms of the verb so you can use it in a sentence. The Basic Conjugations of  Rà ©pà ©ter French verb conjugations are required in order to form complete sentences. Unlike English, which has only a few conjugations, French gives you a new form of the verb for every subject pronoun within each tense. This means that youll have more words to memorize. Rà ©pà ©ter  is a  stem-changing verb. This is apparent in the indicative mood and the present, future, and imperfect past tenses in the chart. Notice how in some forms, the second  e  remains an  Ãƒ ©Ã‚  and in others, it changes to an  Ãƒ ¨. Also, youll find that in the future tense, either option is available to you.   Other than that difference in spelling, youll find that the endings attached to the verb stem (rà ©pà ©t-) are the same used for  regular -er  verbs. In that sense, these conjugations can be easier if you already know some of those conjugations. With that, match the subject pronoun with the proper tense for your sentence. For example, I am repeating is  je rà ©pà ¨te  and we will repeat is  nous rà ©pà ©terons. Present Future Imperfect je rà ©pà ¨te rà ©pà ©terairà ©pà ¨terai rà ©pà ©tais tu rà ©pà ¨tes rà ©pà ©terasrà ©pà ¨teras rà ©pà ©tais il rà ©pà ¨te rà ©pà ©terarà ©pà ¨tera rà ©pà ©tait nous rà ©pà ©tons rà ©pà ©teronsrà ©pà ¨terons rà ©pà ©tions vous rà ©pà ©tez rà ©pà ©terezrà ©pà ¨terez rà ©pà ©tiez ils rà ©pà ¨tent rà ©pà ©terontrà ©pà ¨teront rà ©pà ©taient The Present Participle of  Rà ©pà ©ter The  present participle  of rà ©pà ©ter  also follows a regular pattern by adding an -ant  ending without a stem change. The result is the word  rà ©pà ©tant. Rà ©pà ©ter  in the Compound Past Tense In French, the compound past tense is the  passà © composà ©. This is constructed by  conjugating avoir  to the subjects present tense and following it with the  past participle  rà ©pà ©tà ©. It comes together simply with  jai rà ©pà ©tà ©Ã‚  meaning I repeated and  nous avons rà ©pà ©tà ©Ã‚  meaning we repeated. More Simple Conjugations of  Rà ©pà ©ter There will be times when you dont know if something was repeated and this is when  the subjunctive  will be useful. Then again, if something will be repeated only if something else happens, youll use  the conditional.   The passà © simple  and  the imperfect subjunctive  are literary tenses found frequently in formal writing. Subjunctive Conditional Passà © Simple Imperfect Subjunctive je rà ©pà ¨te rà ©pà ©teraisrà ©pà ¨terais rà ©pà ©tai rà ©pà ©tasse tu rà ©pà ¨tes rà ©pà ©teraisrà ©pà ¨terais rà ©pà ©tas rà ©pà ©tasses il rà ©pà ¨te rà ©pà ©teraitrà ©pà ¨terait rà ©pà ©ta rà ©pà ©tà ¢t nous rà ©pà ©tions rà ©pà ©terionsrà ©pà ¨terions rà ©pà ©tà ¢mes rà ©pà ©tassions vous rà ©pà ©tiez rà ©pà ©teriezrà ©pà ¨teriez rà ©pà ©tà ¢tes rà ©pà ©tassiez ils rà ©pà ¨tent rà ©pà ©teraientrà ©pà ¨teraient rà ©pà ©tà ¨rent rà ©pà ©tassent To order or request someone to Repeat! in French, use  the imperative.  When doing so, skip the subject pronoun and simply say, Rà ©pà ¨te ! Imperative (tu) rà ©pà ¨te (nous) rà ©pà ©tons (vous) rà ©pà ©tez

The Grapes Of Wrath Essays - U.S. Route 66, Dust Bowl, Free Essays

The Grapes Of Wrath Essays - U.S. Route 66, Dust Bowl, Free Essays The Grapes Of Wrath The Grapes of Wrath The Grapes of Wrath is a novel by John Steinbeck that exposes the desperate conditions under which the migratory farm families of America during the 1930's live under. The novel tells of one families migration west to California through the great economic depression of the 1930's. The Joad family had to abandon their home and their livelihoods. They had to uproot and set adrift because tractors were rapidly industrializing their farms. The bank took possession of their land because the owners could not pay off their loan. The novel shows how the Joad family deals with moving to California. How they survive the cruelty of the land owners that take advantage of them, their poverty and willingness to work. The Grapes of Wrath combines Steinbeck adoration of the land, his simple hatred of corruption resulting from materialism (money) and his abiding faith in the common people to overcome the hostile environment. The novel opens with a retaining picture of nature on rampage. The novel shows the men and women that are unbroken by nature. The theme is one of man verses a hostile environment. His body destroyed but his spirit is not broken. The method used to develop the theme of the novel is through the use of symbolism. There are several uses of symbols in the novel from the turtle at the beginning to the rain at the end. As each symbol is presented through the novel they show examples of the good and the bad things that exist within the novel. The opening chapter paints a vivid picture of the situation facing the drought-stricken farmers of Oklahoma. Dust is described a covering everything, smothering the life out of anything that wants to grow. The dust is symbolic of the erosion of the lives of the people. The dust is synonymous with deadness. The land is ruined ^way of life (farming) gone, people ^uprooted and forced to leave. Secondly, the dust stands for ^profiteering banks in the background that squeeze the life out the land by forcing the people off the land. The soil, the people (farmers) have been drained of life and are exploited: The last rain fell on the red and gray country of Oklahoma in early May. The weeds became a dark green to protect themselves from the sun's unyielding rays....The wind grew stronger, uprooting the weakened corn, and the air became so filled with dust that the stars were not visible at night. (Chp 1) As the chapter continues a turtle, which appears and reappears several times early in the novel, can be seen to stand for survival, a driving life force in all of mankind that cannot be beaten by nature or man. The turtle represents a hope that the trip to the west is survivable by the farmer migrants (Joad family). The turtle further represents the migrants struggles against nature/man by overcoming every obstacle he encounters: the red ant in his path, the truck driver who tries to run over him, being captured in Tom Joad's jacket: And now a light truck approached, and as it came near, the driver saw the turtle and swerved to hit it. The driver of the truck works for a large company, who try to stop the migrants from going west, when the driver attempts to hit the turtle it is another example of the big powerful guy trying to flatten or kill the little guy. Everything the turtle encounters trys its best to stop the turtle from making its westerly journey. Steadily the turtle advances on, ironically to the southwest, the direction of the mirgration of people. The turtle is described as being lasting, ancient, old and wise: horny head, yellowed toenails, indestructible high dome of a shell, humorous old eyes. (Chp 1)The driver of the truck, red ant and Tom Joad's jacket are all symbolic of nature and man the try to stop the turtle from continuing his journey westward to the promise land. The turtle helps to develop the theme by showing its struggle against life/ comparing it with the Joad struggle against man. The grapes seem to symbolize both bitterness and copiousness. Grandpa the oldest member of the Joad family talks of the grapes as symbols of plenty; all his descriptions of what he is going to do with the grapes in California

Why Hercules Had to Perform the 12 Labors

Why Hercules Had to Perform the 12 Labors For most of his life, Hercules (Greek: Herakles/Heracles) was in thrall to his cousin-once-removed, Eurystheus, the King of Tiryns, but it was not until Hercules committed unspeakable acts that Eurystheus got to have some fun at his cousins expense- with the help of Hera. Hera, who had been angry with Hercules since even before he was born and had repeatedly tried to destroy him, now drove the hero mad and delusional. In this state, Hercules imagined he saw Lycus, the tyrant of Thebes who killed Creon and plans to kill Hercules family, accompanied by his family. Here is a section on the slaughter, from a 1917 English translation of Senecas tragedy (Translated by Miller, Frank Justus. Loeb Classical Library Volumes. Cambridge, MA, Harvard University Press; London, William Heinemann Ltd. 1917): [He catches sight of his children.][987] But look! here lurk the children of the king, my enemy, the abominable spawn of Lycus; to your detested father this hand forthwith shall send you. Let my bowstring discharge swift arrows- so it is meet that the shafts of Hercules should fly.... THE VOICE OF MEGARA[1014] Husband, spare me now, I beg. See, I am Megara. This is thy son, with thine own looks and bearing. See, how he stretches out his hands. THE VOICE OF HERCULES:[1017] I have caught my stepdame [Juno/Hera]. Come, pay me thy debt, and free o’ermastered Jove from a degrading yoke. But before the mother let this little monster perish.Seneca Hercules Furens In reality, the figures the Greek hero saw were his own children and his well-loved wife, Megara. Hercules slew them all (or most of them) and incinerated 2 of the children of his brother Iphicles, as well. In some accounts, Megara survived. In these, when he came to his senses, Hercules transferred his wife, Megara to Iolaus. [To learn more about Hercules murderous rage, you should read the Hercules Furens tragedies of Seneca and Euripides.] Here is an extended passage from the same translation of Hercules Furens, on the motivation of Juno: [19] But I lament ancient wrongs; one land, the baneful and savage land of Thebes, scattered thick with shameless mistresses, how oft has it made me stepdame! Yet, though Alcmena be exalted and in triumph hold my place; though her son, likewise, obtain his promised star (for whose begetting the world lost a day, and Phoebus with tardy light shone forth from the Eastern sea, bidden to keep his bright car sunk beneath Oceans waves), not in such fashion shall my hatred have its end; my angry soul shall keep up a long-living wrath, and my raging smart, banishing peace, shall wage unending wars.[30] What wars? Whatever fearsome creature the hostile earth produces, whatever the sea or the air has borne, terrific, dreadful, noxious, savage, wild, has been broken and subdued. He rises anew and has thrives on trouble; he enjoys my wrath; to his own credit he turns my hate; imposing too cruel tasks, I have but proved his sire, but give room for glory. Where the Sun, as he brings back, and whe re, as he dismisses day, colours both Ethiop races with neighbouring torch, his unconquered valour is adored, and in all the world he is storied as a god. Now I have no monsters left, and tis less labour for Hercules to fulfil my orders than for me to order; with joy he welcomes my commands. What cruel biddings of his tyrant could harm this impetuous youth? Why, he bears as weapons what he once fought and overcame; he goes armed by lion and by hydra.[46] Nor is earth vast enough for him; behold, he has broken down the doors of infernal Jove, and brings back to the upper world the spoils7 of a conquered king. I myself saw, yes, saw him, the shadows of nether night dispersed and Dis overthrown, proudly displaying to his father a brothers spoils. Why does he not drag forth, bound and loaded down with fetters, Pluto himself, who drew a lot equal to Joves? Why does he not lord it over conquered Erebus and lay bare the Styx? It is not enough merely to return; the law of the shades has bee n annulled, a way back has been opened from the lowest ghosts, and the mysteries of dread Death lie bared. But he, exultant at having burst the prison of the shades, triumphs over me, and with arrogant hand leads through the cities of Greece that dusky hound. I saw the daylight shrink at sight of Cerberus, and the sun pale with fear; upon me, too, terror came, and as I gazed upon the three necks of the conquered monster I trembled at my own command.[63] But I lament too much oer trivial wrongs. Tis for heaven we must fear, lest he seize the highest realms who has overcome the lowest- he will snatch the sceptre from his father. Nor will he come to the stars by a peaceful journey as Bacchus did; he will seek a path through ruin, and will desire to rule in an empty universe. He swells with pride of tested might, and has learned by bearing them that the heavens can be conquered by his strength; he set his head beneath the sky, nor did the burden of that immeasurable mass bend his should ers, and the firmament rested better on the neck of Hercules. Unshaken, his back upbore the stars and the sky and me down-pressing. He seeks a way to the gods above.[75] Then on, my wrath, on, and crush this plotter of big things; close with him, thyself rend him in pieces with thine own hands. Why to another entrust such hate? Let the wild beasts go their ways, let Eurystheus rest, himself weary with imposing tasks. Set free the Titans who dared to invade the majesty of Jove; unbar Sicilys mountain cave, and let the Dorian land, which trembles whenever the giant struggles, set free the buried frame of that dread monster; let Luna in the sky produce still other monstrous creatures. But he has conquered such as these. Dost then seek Alcides match? None is there save himself; now with himself let him war. Rouse the Eumenides from the lowest abyss of Tartarus; let them be here, let their flaming locks drop fire, and let their savage hands brandish snaky whips.[89] Go now, proud one, se ek the abodes of the immortals and despise mans estate. Dost think that now thou hast escaped the Styx and the cruel ghosts? Here will I show thee infernal shapes. One in deep darkness buried, far down below the place of banishment of guilty souls, will I call up- the goddess Discord, whom a huge cavern, barred by a mountain, guards; I will bring her forth, and drag out from the deepest realm of Dis whatever thou hast left; hateful Crime shall come and reckless Impiety, stained with kindred blood, Error, and Madness, armed ever against itself- this, this be the minister of my smarting wrath![100] Begin, handmaids of Dis, make haste to brandish the burning pine; let Megaera lead on her band bristling with serpents and with baleful hand snatch a huge faggot from the blazing pyre. To work! claim vengeance for outraged Styx. Shatter his heart; let a fiercer flame scorch his spirit than rages in Aetnas furnaces. That Alcides may be driven on, robbed of all sense, by mighty fury smitten, mine must be the frenzy first- Juno, why ravst thou not? Me, ye sisters, me first, bereft of reason, drive to madness, if I am to plan some deed worthy a stepdames doing. Let my request be changed; may he come back and find his sons unharmed, that is my prayer, and strong of hand may he return. I have found the day when Hercules hated valour is to be my joy. Me has he overcome; now may he overcome himself and long to die, though late returned from the world of death. Herein may it profit me that he is the son of Jove, I will stand by him and, that his shafts may fly from string unerring, Ill poise them with my hand, guide the madmans weapons, and so at last be on the side of Hercules in the fray. When he has done this crime, then let his father admit those hands to heaven![123] Now must my war be set in motion; the sky is brightening and the shining sun steals up in saffron dawn. Hercules Seeks Purification for His Crimes Madness was not an excuse for the carnage- not even madness sent by the gods- so Hercules had to make amends. First, he went to King Thespius on Mt. Helicon [see a map of northern Greece, Dd, in Boeotia] for purification, but that wasnt enough. Hercules' Expiation and Marching Orders To learn what further course he must take, Hercules consulted the oracle at Delphi where the Pythian priestess told him to expiate his crime by serving King Eurystheus for 12 years. During this 12-year period, Hercules had to perform the 10 labors the king would require of him. The Pythian also changed Hercules name from Alcides (after his grandfather Alcaeus) to what we normally call him, Heracles (in Greek) or Hercules (the Latin form and the one most commonly used today regardless of whether the reference is to a Greek or Roman myth). The Pythian also told Hercules to move to Tiryns. Willing to do anything to atone for his murderous rage, Hercules obliged. The Twelve Labors- Introduction Eurystheus set before Hercules a series of impossible tasks. If completed, some of them would have served a useful purpose because they removed the world of dangerous, predatory monsters- or excrement, but others were capricious whims of a king with an inferiority complex: Comparing himself with the hero was bound to make Eurystheus feel inadequate. Since Hercules was doing these tasks to atone for his crimes, Eurystheus insisted there be no ulterior motive. Because of this restriction, when King Augeas of Elis [see Peloponnese map Bb] promised Hercules a fee for cleaning his stables (Labor 5), Eurystheus denied the feat: Hercules had to do another to fill his quota. That King Augeas reneged and did not pay Hercules made no difference to Eurystheus. Other tasks the king of Tiryns set his nephew were make-work. For instance, once Hercules retrieved the apples of the Hesperides (Labor 11), but Eurystheus had no use for the apples, so he had Hercules send them back again. Eurystheus Hides From Hercules One more important point needs to be made in connection with these tasks. Eurystheus did not just feel inferior to Hercules; he was also afraid. Anyone who could survive the suicide missions on which King Eurystheus had sent the hero must be very powerful indeed. It is said Eurystheus hid in a jar and insisted- contrary to the instructions of the Pythian priestess- that Hercules stay outside the Tiryns city limits.

Answering questions Assignment Example | Topics and Well Written Essays - 250 words - 2

Answering questions - Assignment Example The relationship between media coverage and its influence voters’ perception about political figures. 4. Are the independent and dependent variables identified? If so, what are they? Have the authors considered any alternative or control variables? If so, identify them. Can you think of any variables that the researchers did not mention? The independent variable in the research is media coverage while voters’ perception on political figure is dependent variable. The authors did not identify control variables in the research. There is no other variable that can be stated. Yes, the hypotheses are clearly defined but operational definitions have not been given. The measurements were done statistically to identify the biasness in the newspapers selection process since the researchers measured the political atmosphere of a newspaper in two separate manners, the endorsement in the race and the editorial pattern over time. As Pollock asserts, it is good to use questionnaires when collecting data concerning political trends as this gives the researcher true and viable information. In this research, the researchers used quantitative method to collect data, which helped them to generate trends and extrapolations. In addition, it permits comparison of result in distinct areas of development in various situations. Further, it is easy to influence information in reproducible and consistent way. Yes, in their observation and analysis, the researchers realized that the distinction in means of photograph favorableness for candidates of same political party and opposite party as political atmosphere of each newspaper was significant statistically. Type of research design is experimental survey research design where the researchers conducted survey from different media sources in order to answer the research questions. In

SEMCO Company Strategy Essay Example | Topics and Well Written Essays - 2000 words

SEMCO Company Strategy - Essay Example As a conservative business strategy, many companies feel that employing more personnel in the same setup will increase their costs and this would reduce their profits at the end of a trading year (Mazzucato, 2002:34). However, this was a strategy that helped SEMCO to improve to greater heights of quadrupling their profits.When there is an increase in the number of employees, it is obvious that the cost for labour will increase. However, SEMCO did not reflect on the negative side of having an increase in the cost of labor. SEMCO reflected on the side of better services and products that are supplied to the customers. In essence, the company noticed that their products needed a greater increase in their value (Bruce and Langdon, 2000:55). This led to production of high quality goods that would be appreciated in the market. With such a manoeuvre, most of the market was dominated by the products that are produced by SEMCO.With an increase in the number of employees, a company is defined to have more manpower and labour. In such a position, a company may decide to concentrate in various production models. According to the schools of strategy by Mintzberg, when a company has maximum labour, it is in a position of investing in a wide variety of services. This includes investing on other services that it has not been producing. SEMCO decided to strategise on this point by increasing its output. Since it had enough labour, it only had to increase its resources and start other services in the market.

Services Based Organisation Report Essay Example | Topics and Well Written Essays - 2000 words

Services Based Organisation Report - Essay Example These developmental processes include coaching, mentoring, eLearning, action learning and blended learning (Becker and Gerhart, 2009). This paper is focused on the employee development of a firm on the grounds of eLearning and how it has been improved over the years to foster employee development and using organisational resources efficiently. The purpose of the human resource management department is not only to look after the employee acquisition and performance level, but also to ensure that the firm is able to improve the employees’ skills and knowledge. An organization with a high skilled employee base is most likely to yield a higher performance level than its competitors. Therefore, it is vital for a firm to engage in employee development to gain a competitive advantage over its rivals (Baumruk and Gorman, 2009). The advent of globalization has made the global business market a more open place; this as a result has also increased the competitiveness of the industry. Therefore the companies constantly seek out new ways to improve their operational and production process so that they can stay ahead of their competitors (Eunmi, 2009). The traditional way to achieve this is to invest in high end manufacturing process and infrastructure. The firms often overlook the importance of the individuals who run the opera tional process. Moreover, owing to the myopic vision of the organization, it is caught up in achieving short term goals only, which as a result deviates the focus from the employees. This as a result reduces the productivity and efficiency of the firm as well as the chances of its sustainability (Sugumaran, 2008). Currie and Kerrin (2010) have stated that one of the effective ways of improving the productivity of the employees is to provide them with proper training. It can be defined as the planned effort of the organization to improve the competencies and knowledge base of the employees, which includes the

Analyse and 'Evaluate' the Business Strategy that J Sainsbury Ltd. has Essay

Analyse and 'Evaluate' the Business Strategy that J Sainsbury Ltd. has Pursued - Essay Example The strategic imperatives have shifted towards a priority emphasis in order to develop a superior capacity to reinvest the business model (Cravens, 2010, p.20). Sainsbury mission and goal is to become the first choice of its customers in terms of food, deliver products which are of outstanding quality and service available at a competitive cost by means of working in a simpler, faster and together. Sainsbury have made fundamental changes which have transformed the business but in the course of action the company has stayed true to its heritage. Sainsbury passion towards food at fair prices and its ethical approach have remained central for their success (J Sainsbury Plc, 2012). Figure 1: Business Strategy and Objectives (Source: J Sainsbury Plc-a, 2012) Bowman Strategic Clock The strategy clock which was coined by Cliff Bowman encouraged the mangers to consider competitive advantage with relation to cost advantage or differentiation (see appendix 1). It focuses on the price of the cu stomers and their perceived value of the goods and services. It has been argued that Sainsbury pursue a differentiation strategy while others might argue that it has adopted the low cost strategy. It could be however said that the organisation has adopted both differentiation and low cost strategy and can be termed as â€Å"stuck in the middle† (Mantle, 2012). Theories and Analysis SWOT Analysis has been performed in order to consider the internal and external factors of Sainsbury (See Appendix 3). J Sainsbury has been able to tackle the problem as it has been able to build the trust and can have faith on its customers at the worst condition. But the competition is also intense between the top four food retailers in UK and the hard discounters. It has been noted that Tesco and Asda are the top most retailers in UK and they have expanded in almost every part of the globe and this is where Sainsbury lacks and falls behind its current competitors (Mantle, 2012, p.7). Sainsbury c an try to overcome its weakness by applying its strength and overcome its threat by applying the opportunity. As per the TOWS Matrix, (Appendix 6) Sainsbury has a huge opportunity to tap the emerging nations with its diversified portfolio and with its good corporate image. The online shopping has evolved over the years and with a change in customers mind set and lifestyle, and is mostly dominated by the major food retailers (Mintel, 2011). It is the second largest food online retailer in UK and its business grew by 20% over the years (McGrath, 2012). Sainsbury is also trying to develop a presence in the drugstore category but it would result in huge risk for the company as Boots has already acquired a majority of the market share (Data monitor, 2002). To tackle the external environment PEST analysis has been conducted. Sainsbury needs to consider the external environment in order to proceed successfully and take measures of the upcoming shortfalls with respect to the external envi

Australian taxation law Assignment Example | Topics and Well Written Essays - 2000 words

Australian taxation law - Assignment Example (1+GST rate) ? FBT rate Hence, the following benefits of Paul shall be as follows: Car fringe Benefit $22,500 Entertainment Fringe Benefit $ 2,000 Loan Fringe Benefit $ 8,000 ---------------- Employer’s type 1 aggregate fringe benefits $32,500 amount 46.5% + 10% ------------------------------------------- $32,500 x (1 – 46.5%) ? (1+ 10%) ? 46.5% rate $32,500 ? 2.0647 = $67,102.75 Total Fringe Liability This is the total value of the fringe benefits tax liability of Chatswood Pty Ltd. for the year ended 31 March 2011. For purposes of computation, ‘the FBT year is the 12 months beginning 1 April and ending 31 March. Currently, the FBT rate is 46.5%. A GST of 10% is applied on most goods and services that are supplied in Australia and on goods imported into Australia’2. ‘If an employee receives certain fringe benefits with a total taxable value of more than $1,000 in an FBT year (1 April to 31 March), employer must report the grossed-up taxable value of the benefits on their payment summary for the corresponding income year (1 July to 30 June). This is called the reportable fringe benefits amount’3. Therefore, the Fringe Benefits Tax (FBT) that should be paid by the employer Chatswood Pty Ltd., at the end of the year is $67,102.75. The car fringe benefit, the loan fringe benefit and the entertainment fringe benefit which were granted to Paul by his employer are all entitled to Goods and Services Tax (GST) credit that is available to Chatswood Pty Ltd. However, the $1,000 salary of Paul is not considered as a fringe benefit since there is an imposed tax on the salary which is being paid by the employee. As defined under the Finance Act of 2005: â€Å"Fringe Benefits† means any consideration for employment provided by way of: (a)  Ã‚  Ã‚  Ã¢â‚¬Å"any privilege, service, facility or amenity, directly or indirectly, provided by an employer, whether by way of reimbursement or otherwise, to his employees (including former employee or employees) (b)  Ã‚  Ã‚  any free or  concessional  ticket provided by the employer for private journeys of his employees or their family members;  Ã‚  and (c)  Ã‚  Ã‚  Ã‚  any contribution by the employer to an approved superannuation fund for employees†.4 The total value of all fringe benefits given to a particular employee by his or her employer in an FBT year is known as their individual fringe benefits amount. 2. Peter’s is liable to pay a capital gains tax (CGT) for the sale of the gift shop for the year 2010/2011 based on the following computation: Gross Sale Proceeds from the gift shop: $840,000 Less: Incidental Cost of Disposal : $(60,000) Net Sale Proceeds: $780,000 Less Cost of Asset: $(450,000) Capital Gain: $330,000 Therefore, Peter shall be liable to pay a CGT on his gain amounting to $330,000. ‘Capital gains tax is a tax on the profits which may be made from the sale of capital assets. Only individuals are liable to pay CGT, cor porations are not liable to CGT. A liability to pay CGT arises only when a chargeable person makes a chargeable disposal of a chargeable assets’5. Some of chargeable assets include lands and buildings, paintings, jewelry, plant and machinery. However, no CGT shall be imposed on the sale of his main residence as he is entitled to ‘Private Residence Relief’. To qualify for the exemption based on the ‘Private Residenc

Analyse and 'Evaluate' the Business Strategy that J Sainsbury Ltd. has Essay

Analyse and 'Evaluate' the Business Strategy that J Sainsbury Ltd. has Pursued - Essay Example The strategic imperatives have shifted towards a priority emphasis in order to develop a superior capacity to reinvest the business model (Cravens, 2010, p.20). Sainsbury mission and goal is to become the first choice of its customers in terms of food, deliver products which are of outstanding quality and service available at a competitive cost by means of working in a simpler, faster and together. Sainsbury have made fundamental changes which have transformed the business but in the course of action the company has stayed true to its heritage. Sainsbury passion towards food at fair prices and its ethical approach have remained central for their success (J Sainsbury Plc, 2012). Figure 1: Business Strategy and Objectives (Source: J Sainsbury Plc-a, 2012) Bowman Strategic Clock The strategy clock which was coined by Cliff Bowman encouraged the mangers to consider competitive advantage with relation to cost advantage or differentiation (see appendix 1). It focuses on the price of the cu stomers and their perceived value of the goods and services. It has been argued that Sainsbury pursue a differentiation strategy while others might argue that it has adopted the low cost strategy. It could be however said that the organisation has adopted both differentiation and low cost strategy and can be termed as â€Å"stuck in the middle† (Mantle, 2012). Theories and Analysis SWOT Analysis has been performed in order to consider the internal and external factors of Sainsbury (See Appendix 3). J Sainsbury has been able to tackle the problem as it has been able to build the trust and can have faith on its customers at the worst condition. But the competition is also intense between the top four food retailers in UK and the hard discounters. It has been noted that Tesco and Asda are the top most retailers in UK and they have expanded in almost every part of the globe and this is where Sainsbury lacks and falls behind its current competitors (Mantle, 2012, p.7). Sainsbury c an try to overcome its weakness by applying its strength and overcome its threat by applying the opportunity. As per the TOWS Matrix, (Appendix 6) Sainsbury has a huge opportunity to tap the emerging nations with its diversified portfolio and with its good corporate image. The online shopping has evolved over the years and with a change in customers mind set and lifestyle, and is mostly dominated by the major food retailers (Mintel, 2011). It is the second largest food online retailer in UK and its business grew by 20% over the years (McGrath, 2012). Sainsbury is also trying to develop a presence in the drugstore category but it would result in huge risk for the company as Boots has already acquired a majority of the market share (Data monitor, 2002). To tackle the external environment PEST analysis has been conducted. Sainsbury needs to consider the external environment in order to proceed successfully and take measures of the upcoming shortfalls with respect to the external envi

Write an essay outlining the strategic business objectives of an

Write an outlining the strategic business objectives of an information system, including a description of its management, organisation and technology components. Make use of diagrams where appropriate - Essay Example This paper focuses on the objectives played by information systems in an organization. It will also look into the management, business and technology components of the information systems. To begin, information systems refer to ‘the set of interrelated components that collect, process, store, and distribute information to support decision making, coordination and control in an organization.’ In addition to this information systems help in the analysis and solving of problems and; come up with products that are new in the markets (Laudon, and Jane, p12). Information systems have roles that they do play in organizations. ‘The network revolution and the internet’ is one of these roles. Over the years, there have been numerous developments in information systems. For instance, there are available software that are very easy to use, people can now analyse huge amounts of data and in an easy way (Beynon-Davies-Robert, & Chris, p134). These two features and many more, enable communication networks to be very powerful due to the computer technology. The internet is one of these communication networks, which is very vital for any company, regardless its size. The internet can connect numerous countries and is a platform for people in different fields to exchange information. Companies are able to use the internet to make business transactions, graphical presentations, documents, among other things. This happens very easily despite the distance between the different parties. The internet has different importance to any company. Collaboration and information is one of these roles. Whereby, people in an organization can easily communicate by the exchange of emails, or even transmitting documents, as reports. The internet can also be used to access information. For example, during a research; or when one requires certain information, they can look for related documents, or even read books online. In addition to

Diversity and Background Experience Essay Example for Free

Diversity and Background Experience Essay Teaching is a profession that indeed gives me fulfillment and self-satisfaction. I have always wanted to teach to share my knowledge, learning, ideas and most of all, my imagination. I yearn to give the best in my students that is why I have always prepared my lessons and teach them from the very bottom of my heart. One of the most challenging experiences that I encounter in my teaching profession is to be involved and to be immersed in students of diverse populations. During the process, I encounter dilemmas that test my patience but I have done my best to retain in composure. I have a very long patience and that is a great help; however, due to the number of students who belong in diverse races, my patience has been almost brought on its limit. On the other hand, I have learned to manage my students which in turn allow me to handle them easily. The problems that have arisen on the process disintegrate in the long run. I need not to take those dilemmas seriously because it will only affect me when teaching. However, it is not only me that suffers from problems with diverse populations. Some of my students approach me due to the fact that they are being bullied because of their race, tradition and skin color. As their teacher, I know that I have to do something. I have given them advices during the consultation and promise them that I am going to make a move that will help eradicate the discrimination in class. Dealing with students of diverse population offers a myriad of challenges to a teacher. It is important for the teacher to cope and to struggle with those challenges. How did I cope and struggle on those challenges? Basically, the answer lies on the assets that I possess and the assets that I bring in the four-corner room. The subsequent assets are divided into two. First are the assets that I have. I am confident that as an individual and as a teacher, I have unique skills and abilities; some are innate, others are learned and acquired. Second are the assets that I bring in the classroomthe teaching strategies and techniques that I have presented and the vision to change what has been acquainted by my students regarding the treatment of their fellow students. As an individual, I possess a very long patience that help me deal with my deviant, lazy and naughty students. Being their teacher, I have to do something that will help them perform well in class. During my session, I use to share jokes and anecdotes in relation to our lessons so that I can capture their interest; and in order to avoid boredom. Of course, I know how it feels to listen to professors who teach their undying litany, while oozing with boredom. In my part, I do not want my students to experience that to me. I desire everyone to be awake while I am teaching. On the other hand, the teaching strategies that I have done and presented are anchored on my creativity and imagination. I want each meeting to be unique; in order to do that, I devise different kinds of teaching techniques that will enable my students to participate actively in class. I believe that education is not just confined in the four-corner room—formal setting. I believe that education can also be acquired in an informal setting thus my students and I go for fieldtrips and conduct lessons outside the classroom. I yearn for them to maintain and sustain their interest in my subject. I yearn for them to look forward every meeting and I know that I have achieved it. Furthermore, to satisfy my vision with regards to the treatment of their fellow students, I have taught them the concept of racism and discrimination. I have conducted an activity that will allow them to participate and to talk with their fellow students of different race and tradition. In the long run, the move is a triumph. Everyone in class has already respect each other; bullying a person has disintegrated. Being a teacher, my ultimate goal is to share my knowledge and learning and to transfer and to give to my students my excitement and passion. Teaching profession is indeed self-satisfying. It aids me nourish not just my physical self but also†¦ my soul.

The church: An agent for transformation

The church: An agent for transformation Introduction With an overwhelming reality with regard to orphans and vulnerable children (OVC) in South Africa there is an urgent response needed to assist these children. According to various authors the local church does possess the potential and mandate to be a key role-player and catalyst in creating sustainable livelihoods. Such an involvement could assist in improving the quality of life for the communities and its children in question (Makoko, 2007; Mitchell, 2001; Singletary, 2007). According to the Bible (Matthew 28:18, 19; Matthew 22:37-39), the mission of the church is to declare and demonstrate the gospel to a sinful and a suffering world, with the primary aim to build the Kingdom of God. Perkins (1995:111) refers to a time when the church was the primary source of care and help for the needy of society and concludes that the church surrendered this role to government agencies and welfare programmes. He makes a profound statement by stating that Today, in many ways, the lost world does a better job of caring for the needy than the church does. (1995:111) Within this chapter, a theological perspective and foundation for the churchs mandate to be involved in the community and the lives of orphans and vulnerable children (OVC) will be investigated. Secondly the churchs potential and call towards a holistic, integrated missional approach for effective community development will be explored. Thirdly, the churchs methodologies and approaches within their current praxis of community involvement as well as possible shortfalls will be considered. This investigation will be based on a literature study, primarily using the work of Kysar (1991) which is acknowledged as a relatively old source, but used due to the large extent of his work in both Old and New Testament literature relating to the mandate of the church for social ministry. Other authors such as Kumalo (2001), Liebenberg (1996), Mathole (2005), Myers (2004) and Myers (1999a) will be consulted and reflected in this chapter and used to evaluate Kysar (1991). Due to the limitation of this study, no exegesis will be done. The sources used in this study will be compared in order to identify similarities and contradictions in order to formulate a theological foundation. a theological perspective and foundation for the churchs mandate to be involved in the community and the lives of orphans and vulnerable children (OVC) The churchs involvement in the community has been motivated from various authors viewpoints (August, 1999; Dreyer, 2004; Hessel, 1992; Kumalo, 2001; Liebenberg, 1996; Mathole, 2005; Myers, 1999b; Myers, 1999a; Mitchell, 2001 Perkins, 1995; Pierce, 2000; and Vilanculo, 1998). Various conclusions have been made, but primarily it has been stated that the church has a responsibility and not merely an option to be involved in the lives of the local community. The focus of this study is not the church as such, and therefore this chapter will be directed towards the role and mandate of the churchs involved in the marginalized and poor. The primary purpose of this discussion serves as an understanding of firstly, the revelation of Gods concern regarding the poor and marginalized and secondly the mandate and role of the church. Firstly, we need to explore the biblical imperatives for the involvement of the church in the lives of the poor, suffering people and marginalized of society with the aim to establish a perspective for a theology of development. This will be done by establishing a basic overview for understanding some of the biblical images and attributes of God as well as some of Jesus teachings in this regard. Secondly, biblical imperatives for the involvement of the church specifically towards orphans and children will be explored. Due to the limitation of this study, the overview and discussion provided within this section are by no means comprehensive and are primarily focussed on the attributes of God as revealed in both the Old and New Testament as a means to understand the divine concern relating to the reality of the poor (poverty). Various Old Testament attributes of God Kysar (1991:7) calls for phrases such as images of God and attributes of God to be understood as at best, a human perception of a reality that lies beyond the boundaries of language and conception. To Kysar, all the ways in which God is referred to, represent efforts to understand the absolute unknowable in terms of the known. The images of God in Scripture are mere metaphors as they attempt to speak of the divine reality parallel to the human reality. For Kysar (1991:8), Mathole (2005:70) and Van Til (2004:444) within the interpretations of the images and characteristics of God, there is a remarkably consistent theme of the biblical God who cares passionately about the total welfare of all human beings. These images of God will be shortly discussed and evaluated in light of other authors in order to establish a perspective for a theology of development for the individual Christian and the church in general. God the Creator Kysar (1991:8), Myers (1999a:25) and Van Til (2004:444) refer to Genesis 1 and 2 that endorse the image of the Creator God who forms reality through the power of divine word or act, or as explained by Myers (1999a:25) making something out of nothing. God is depicted as the Creator of this materialistic matter (creation) and included in it, is the human being that is created to the image of God (Befus Bauman, 2004; Gordon Evans, 2002:17; Kysar, 1991:8; Myers, 1999a:25, Van Til, 2004:444). Both Kysar and Myers (1999a:26) confirm the origin of the human reality as revealed in Genesis 1 and 2, as from the craftsmanship of God. They further consider the creation stories as honouring and celebrating the physical realm as a result of such a divine creative act. To them, the image of God portrayed in these stories of creation is that of a Creator who is in a continuing relationship with creation. Within this creation, human beings are placed in a system of relationships: with God, with sel f, community and the environment. God defines the physical dimension of life and existence for people in the calling to be fruitful and productive stewards of Gods creation (Myers, 1999a:25). God is presented as one who is concerned for the full range of human life including the physical welfare of all people (Kysar, 1991:8; Myers, 1999a:26). According to Kumalo (2001:133) at the centre of a theology for development lies the truth that every human being is made in the image of God. This promotes the task of a theology of development to restore and recover Gods image in humanity by helping each other to reflect human wholeness or image of God. For him, this human wholeness implies a concern for life that includes all aspects of human existence, the spiritual and physical dimensions. Kumalo (2001:134) defines a theology of development as the comprehensive progression and well-being of individual humans as well as of the whole of creation, to include the immanent needs for human survival and well-being, the transcendent needs of human beings (the right to existence and empowerment in order to find meaning in ones life); and a personal relationship with God. This is within the understanding that salvation presupposes human needs. With a holistic understanding of salvation it implies that the well-being of creation is central to a theology of development (Kumalo, 2001:134). God of the Exodus Both Kysar (1991:10) and Myers (1999a:31) refer to the course of history as altered by the intervention of God through the prophetic agent Moses. For Kysar, the ultimate revelation of the God of Israel is a historical one and it means that God attends to the historical conditions for humans. These historical realities of human existence are precisely where humans encounter God the material reality of time and space becomes the medium through which an encounter with God is experienced. According to Myers (1999a:30), the divine revelation experienced by Israel in the exodus is typical of the way in which God works in human life. To him, the exodus is more than a past event; it portrays a model for how God always and everywhere acts for human well-being on a multiple level. Firstly, on a spiritual level, God is revealing himself and demonstrating his power in order for Israel to have faith and be faithful. Secondly on a socio-political level, it is the moving from slavery to freedom, f rom injustice to a just society, from dependence to independence. Thirdly on an economic level, moving from land owned by somebody else, to freedom in their own land and fourthly on a psychological level it is about self understanding as enslaved people and discovering the inner understanding that with Gods help, they could be free people and become a nation (Myers, 1999a:31). With the understanding of the role of the church as an agent for change and transformation, a theology of development includes the church that understands and fulfils the realities of human existence. This would imply the active role of the church within the understanding that human well-being is enhanced through Gods involvement on a multiple level (spiritual, socio-political, economic and psychological level), through the dynamics of the churchs involvement. The Passionate God According to Kysar (1991:12) and Myers (1999a:31), Moses is called to the task of being the human agent in Gods liberation and the words and language of God. Kysar refers to Exodus 3:7 12 and 6:2 8 where we find attributes of God in human perception and emotions which portray an important image of the divine God. The verbs used are filled with sensitivity to the conditions of the people: observed, heard, known and come down and the implications of these verbs reveal a God that is moved by the plight of the people. To him these verbs also suggest Gods attentiveness to human welfare, and that God is moved by the physical, (social, economic and political) conditions of the people. Kysar (1991:12) refers to the Hebrew verb yadah used and interpreted as know in this text that means more than knowing in the sense of a cognitive perception. The Hebrew verb means to know in the sense of sharing in the reality of the known. In knowing the suffering of the people, God is quickened to declare that the divine reality participates in their life conditions. The image of God is not portrayed as a passive figure but of a God who is moved by the plight of people and He declares the intention to act on behalf of the people (Myers, 1999a:31; Kysar, 1991:12). The act of God to free Israel is designed with one purpose in mind, namely to change the conditions of the people. The mode of this action is through human agency when Moses is sent to execute Gods plan of action. The passionate God acts through humans who are commissioned to represent the divine will (Myers, 1999a:31; Kysar, 1991:12). With the understanding of the role of Moses as a human agent in Gods liberation, it affirms the vital role to which humans are enlisted for the liberation cause to assist others for the sake of their own liberation. A theology of development includes the awareness of Gods understanding of the plight of people and his declaration and intent to act on behalf of the people through humans who are commissioned to represent the divine will. Advocate of Justice Kysar (1991:18), Donahue (2006:1) and Van Til (2004:449) refer to the justice of God for human welfare as being evident in many ways in the Old Testament legal materials, but state that it is nowhere more radically portrayed than in the provision of the sabbatical and jubilee years. The sabbatical and jubilee years are related traditions in the Hebrew Scriptures to be found within the covenant code in Exodus 21 23 and in the Deuteronomic code (Deuteronomy 15). To Kysar, Donahue and Van Til, within the Sabbath year God is pictured as the monarch of the people and as their social liberator. There are a number of provisions within the legislation for the seventh year. Slaves are to be released along with their families (Exodus 21:2 6). The land is to be given a sabbatical rest by leaving the fields fallow and any spontaneous produce during this year could be harvested by the stranger or the poor as in Exodus 23:10 11. Within the Deuteronomic code there is provision for the care of th e poor (Deuteronomy 15:1 18) which includes the cancellation of all debts, lending to the poor and the freeing of Hebrew slaves (Kysar, 1991:18; Van Til, 2004:449). Van Til (2004:449) reflects on the covenant code and the laws, and concludes that one senses a special concern for those who experience the greatest need the widow, the orphan and the alien as a number of laws are enacted to provide for them. He refers to Deuteronomy 15:4 5 as evidence that if the commandments concerning the provision for the poor were kept, the absence of poverty would result. He also relates this as the mandate that Gods people must serve the neediest among them by keeping the laws that relate to the covenant legislations of the Pentateuch. These were provided as laws, and not as options for compassion. He also refer to Thethe keeping of these and other covenant stipulations that would result in blessings for the whole nation of Israel, including material prosperity and the failure to keep them would result in a series of curses (2004:452). While the means for these principles and responsibilities differ from society to society, they are still valid and ongoing as they demonstrate the just and merciful character of God (Van Til, 2004:452). The God of the law that stands in solidarity with the poor and insists on their rights and dignity is portrayed through the legislations of the Old Testament law (Van Til, 2004:452). God speaks in this legislation as one who identifies himself with the poor, the enslaved, and the dispossessed, as well as one who is concerned for the welfare of the natural environment. It can be interpreted as Gods way of indicating indebtedness and responsibility towards the poor and assistance that needs to be provided by the church to free them from poverty or to liberate (Kumalo, 2001:134). Within this understanding of Gods attribute, a theology of development should be people-centred, based on their needs and dependent on human resources. Within Gods concern for social justice, a responsibility and bias is implied towards the suffering, the marginalized and the poor; with the coexistent task of restoring their human wholeness. For Kumalo it is imperative to have a focus and bias towards the poor within a people-centred theology of development (2001:314). God of the Prophets Kysar (1991:20) and Donahue (2006:3) refer to the classical prophets concurrence through their insistence that Gods rule of Israel encompasses the social life of the people. Demands for the just treatment of the needy, the obligations of the leaders of the nation for justice, the interrelatedness of worship and social morality, and the inclusiveness of Gods care for humans are among the prominent themes of the prophets. According to Kysar and Donahue, the prophets offer us an image of a God whose rule extends to the social realm. They further refer to the importance of this social rule of God that the prophets are forthright in declaring that the violation of that rule can only result in the punishment of the people. Hence, the prophets of the eighth and sixth centuries understood that the exiles of both the northern kingdom of Israel and the southern kingdom of Judah are the direct consequences of social injustice (Amos 3:1 2). To them, the violation of Gods will for social relatio nships is a matter of utmost significance. Its punishment arises from the very nature of God, for whom societal structures are of paramount concern. Kumalo (2001:135) emphasizes the role of the church as the voice of the poor and to speak on their behalf to government and society. He relates this to the role of the prophets, and it means that the church might at times be unpopular within the wider society or powerful, but it should not discourage, as a theology of development includes the voices of the poor to be echoed in public policy for justice and the responsibilities of government towards the poor and marginalized. God of the psalmists and Proverbs The social concern of the God of the Hebrew Scriptures is further confirmed by the informative nature of the wisdom literature, where it is clear that it is in worship that people give clearest expression to their image of God (Kyser 1991:23) How worship is done tells us something vital about peoples understanding of the one to whom worship is addressed (1991:23). For him, within the variety of themes and moods depicted in the Psalms there is a consistency in the portrayal of God, which in turn fits the pattern of the images mentioned above. He (1991:23) refers to the God addressed in the psalms as frequently represented as an advocate for and a rescuer of the poor. He emphasises passages such as God rising up the needy (107:41) and him being the saviour of the poor (34:6). Also, the afflicted are defended by God (140:12); he is present with the needy (109:31); he reverses the human conditions of want and deprivation (113:5 9) and he rescues the needy (149:5 9). According to him (1991:23) the psalmists who address God in these hymns repeatedly portray themselves as poor (9:9-10; 86:1 2, 7). The Psalms are the petitions of the afflicted (25:16), the needy (35:10), the lowly (147:6), the downtrodden (74:21), the orphans and widows (68:6), the children (116:6), and the barren woman (113:9). For Kysar, the impression one gains from this overview of the self-identification of the psalmists is that God is one who hear the cries of the needy and the oppressed (1991:23). Indeed, it is God of the exodus, who declares in Exodus 3:7 8: I have observed the misery of my peopleà ¢Ã¢â€š ¬Ã‚ ¦and have heard their cryà ¢Ã¢â€š ¬Ã‚ ¦I know their sufferings, and I have come down to deliver themà ¢Ã¢â€š ¬Ã‚ ¦ (NLT:1996). For Myers (1999a:33) the literature from the Proverbs and Psalms is also a summary of learnings and wisdom of Gods faithful people concerning right and just relationships and demonstrates these peoples experiences of Gods rule as the absolute. Social relationships reflected as Gods concern, surface throughout the Psalms and Proverbs. It demonstrates Gods interest in the everyday things of life such as eating, drinking, playing, crying and laughing. The human inability to see God as being active and interested in daily life is referred to by Myers (1999a:33) as a serious weakness, it is as if we believe that God is absent from or disinterested in this part of life. He further refers to this inability as a cause of a serious blind spot that is often reflected in the churchs practice and interpretation of development. For Kumalo (2001:136) a theology of development must generate a spirituality that encompasses the total human existence, which further brings hope, strength and power to the people and marginalized within the understanding that God is involved and interested in the everyday things of life. The attributes of God in the development of spirituality should stress issues such as freedom, love, holiness, dignity, power and creativity; as these elements are all part of human existence and should be the basis of all peoples lives (Kumalo, 2001:136). The attributes of God, revealed by the life and teachings of Jesus Christ According to Kysar (1991:31), within the New Testament, the dynamics of the Old Testament attributes of God are enhanced by the life and teachings of Jesus Christ. Jesus whole earthly existence echoed his and his Fathers love and care for the poor and needy, which included children. For Kysar, the attributes of God revealed through Jesus Christ teachings and primary concerns, directly relates to Gods concern for humanity. For Kysar, the nature of Jesus ministry, further relates to the nature of Gods mission in the world. Kysar (1991:32) reflects on the ministry of Jesus, as a revelation of the attributes of God and believes that when seen in its totality, it is a clear expression of Gods concern for the whole human existence. Both Kysar and Myers (1999a:35) reflect on Jesus actions and words which addressed every aspects of human life, which made it a holistic mission. Kysar primarily seeks to confirm three aspects within the New Testament. These aspects are firstly the God who cares for the whole person, secondly the God who cares for all persons and thirdly, the God who identifies with suffering humanity. Due to the inter-related nature of these aspects, they will not be separately discussed, but be referred to within an overview of the life and teachings of Jesus Christ and the attributes of God evident from it. A concern with humanitys physical welfare Jesus concern for the physical welfare of people is considered by Kysar (1991:32) and Mathole (2005:92) in light of the numerous healing stories, which dominate the Gospels both in number and strategic locations (Mark 1:21 2:12). These healings ranged from a fever (Mark 1:30 31) to the raising of the dead (John 11), which according to Kysar suggests that any physical affliction evoked the attention of Jesus. Further to the healing stories Kysar (1991:32) considers the accounts of Jesus feeding the multitudes, recorded by all four Gospels (Matthew 14:13 21, Matthew 15:32 37, Mark 6:30 44, Mark 8:1 10, Luke 9:10 17 and John 6:1 13). He acknowledges that these accounts have meaning beyond the satisfying of hunger, but appeals for the primary meaning not be lost and refers to these accounts as demonstrating Jesus care for the fulfilling of a basic human need (1991:33). To both Kysar (1991:35) and Mathole (2005:92) this reveals God as centrally concerned with the physical conditions of humans and further reveals Gods acting to reverse bodily suffering. A concern with humanitys emotional welfare Kysar (1991:35) relates Gods care for the emotionally afflicted to the several acts of forgiveness (Luke 7:36 50). According to him, the forgiveness of sin is addressing the emotional affliction of guilt (1991:36). He also considers Jesus acts of exorcism as emotional healing and interprets these as neurosis or psychosis (1991:36). He refers to the physical affliction demon possession could have, such as infliction of wounds (Mark 5:5), the loss of basic skills such as speech and hearing (Matthew 12:22), seizures and convulsions (Luke 4:35; 9:42), and multiple personalities (Mark 5:9). Due to the limitation of this study, Kysars interpretation of exorcism and demon possession will not be elaborated, but primarily considered in light of the pain and suffering demon possession entailed both physically and emotionally. Both Kysar (1991:36) and Mathole (2005:92) concludes that through Jesus acts of exorcism he expressed Gods concern for emotional health in the same way as he offered the message of the Kingdom of God to pitiful and hopeless people. It meant healing, forgiveness, acceptance and hope for people that were entrapped by their emotional conditions and societal standards. A concern with humanitys economic welfare For Kysar (1991:37) Jesus attention to the poor, relates to the expression of Gods care for afflictions that resulted from impoverishment. Both Kysar (1991:37) and Mathole (2005:75) mention that Jesus spent a lot of time among the common people of Palestine (Luke 6:17) which was according to Kysar, considered a land with vast numbers of poor residents. Secondly, Kysar considers that Jesus spent much of his time with the poor, as reflected in the way Jesus spoke of poverty through the parables. To him, these parables were very believable as they were realistic pictures of the common life and clearly understood by his audiences. Such parables would include the parable of the tenants (Matthew 21:33 43), the lost coin (Luke 15:8 9) and the figure of Lazarus as a common sight of such a pitiful creature (Luke 16:19 31). While Kysar (1991:38) acknowledges other teachings of Jesus that relate to poverty and health, both Donahue (2006:5) and Kysar emphasise Lukes presentation of Jesus. For them, Lukes account reflects Jesus extensive attention to questions such as the dangers of wealth (Luke 12:13 21), the proper use of riches (Luke 19:1 10) and the call to surrender possessions for the kingdom of God (Luke 18:18 -23). While acknowledging the controversial debate over Jesus own background of poverty, both Kysar (1991:38) and Mathole (2005:74) considers Jesus shared solidarity with the poor of his time, in light of his ministry as a ministry for the poor by the poor. They relate this to their understanding of Jesus and his followers lives of poverty during his time of ministry and promote them as a group that depended upon each other for shelter and sustenance (Luke 8:1 3). Kysar refers to Walter Pilgrim while Mathole refers to Padilla who considered Jesus and his disciples as belonging to a group in society that did not produce their own economic sustenance, but lived from the respect, gratitude and charity of others. Van Til (2004:452) does not consider Jesus and his disciples amongst the poorest, as he reflects on the fishermen of Galilee as business owners, and Jesus and his disciples giving alms, rather than receiving them. While no clear conclusion in this regard could be drawn, the primary m essage of all the authors considered, referred to Jesus total solidarity with the poor. In the work of Carillo (2008:n.p), he relates the ministry of Jesus to the ethos of the way in which Jesus lived his life. Carillo (2008:n.p) considers the poor the hallmark of his true identity as the healing, feeding, preaching to the poor was prophesied by Isaiah as evidence of Gods presence. For Kysar (1991:39) and Mathole (2005:91) the message of Jesus had a particular relevance to the poor. To both, the establishment of the Kingdom of God meant transformation and implied a time of prosperity and abundance as the reign of God in the world was believed to bring changes in society. The message of hope related to the poor as a change in their circumstances and was perceived as the good news for the poor (Luke 7:22). Kysar concludes that the attributes of God reflected in the ministry of Jesus are one who cares for the economic welfare of the people (1991:39). To Kysar, Mathole and Van Til (2004:452) the outpourings of Gods heart that feels the pain of entrapment of poverty is evident in Jesus words and deeds. A concern with humanitys social welfare For Kysar (1991:40) and Mathole (2005:93), the social implications of sickness and demon possession, and the social integration as a result of Jesus healings and exorcisms, represented Gods concern for the marginalized of society. Both Kysar and Mathole refer to the practice where physically afflicted persons were removed from mainstream society which was due to legislation regarding holiness and cleanliness. Accounts reflecting Jesus acts of healing that resulted in social integration are the leper (Mark 1:40 44) and the woman with the flow of blood (Mark 5:25 34), to name but two. Both Kysar and Mathole conclude that Jesus healings besides being physical, also represented Gods concern for the marginalized of society and embodied Gods actions to liberate humans (Mathole, 2005:92). Kysar (1991:40) also considers the implications of Jesus persistent failure to observe social custom as he generally acted in ways that contradicted the social divisions of his society. Both Kysar and Mathole (2005:93) emphasise this by referring to accounts such as Jesus touching the leper (Mark 1:41) by which he violates the social and religious law regarding leprosy. Furthermore they refer to Jesus using a Samaritan as the hero of his parable (Luke 10:30 37) and Jesus conversation with a Samaritan woman (John 4: 26) which in essence challenged the hatred of the Jews and Samaritans of one another. To Kysar and Mathole Jesus brought down a social barrier by having dinner with people that were questionable in their religious purity which could endanger Jesus own purity (Mark 2:15 16), he treated women with dignity, respect and equality and included them among his disciples (Luke 8:1 3). Kysar (1991:46), Gordon and Evans (2002:7) reflect on the inclusive behaviour Jesus revealed by ministering to all and his affiliations with those that are excluded by society due to political, religious and social reasons. Kysar refers to Jesus being called a glutton and drunkard, a friend of tax collectors and sinners because of his free associations with social outcasts (Matthew 11:19; Luke 7:34). In their understanding of this, Kysar, Gordon and Evans consider accounts that reflect Jesus spent a good deal of his time with the despised class of workers. These included Jesus calling such to take a place among his followers (Matthew 10:3), he associated himself with those labelled as sinners (Mark 2:15 17, Luke 7:38; 15:1) and with the tax collectors which was despised and hated in the first-century Palestine (Matthew 9:10 11; 10:3). Over and above this, Jesus advocated for a prostitute (Matthew 21:31) and accepted the love and gratitude of such (Luke 7:37 50). Kysar (1991:46) considers Jesus advocacy on behalf of women in Lukes account of Jesus rejection of the custom of divorce of his time (Luke 7:37 50) and Jesus protest against the inhumane treatment of women in the divorce process (Mark 10:2 9, Matthew 19:3 8). He considers this not just as a mere rejection of the common view of women, but as acts in protest against it. By no means are these a comprehensive overview, but they are considered sufficient accounts for Kysar (1991:50), Gordon and Evans (2002:7) to reveal the inclusive nature of Jesus ministry. For Kysar and Mathole (2005:93), the understanding of the inclusive nature of Jesus ministry relates to the nature of God, as a God who is concerned with all persons, regardless of their social, moral, religious, economic, or ethical standing. Through these accounts, Jesus demonstrated Gods divine solidarity with humanity and which also confirms Kysars aspect of a God who cares for all human beings. Kysar (1991:51) and Mathole (2005:93) also consider these same accounts as evidence of Jesus identification with the poor and a demonstration of his solidarity and identification with those he served. For Kysar and Mathole, Jesus illustrated with his own life what is meant by being a servant of others (Mark 10:42 45) which also confirms Kysars aspect of a God that identifies with the suffering of humanity. The metaphor father for God as used by Jesus, was according to Kysar (1991:41) considered as an assault on the authority and role of fathers in the structure of the household. He refers to Jesus statement in Matthew 23:9 And dont address anyone here on earth as Father, for only God in heaven is your spiritual Father (NLT:1996). For him, the attribute of God invoked by this statement was a direct denying of the absolute authoritative role and power of the father in the basic unit of a family. This held the promise of liberation for women and children and their oppression from an absolute patriarchal figure of their time. Kysar (1991:51) refers to this same metaphor of father in Jesus invitation to address God with this intimate term (Luke 11:2) as an indication of a God who identifies with human needs and therefore also relates to Kysars aspect of a God who identifies with the suffering of humanity. Kysar (1991:41) concludes Jesus role as social protester with many implications for Chri

Phtography Essay -- Art, Sally Mann

Sally Mann’s photographic work has received both reverence and controversy, most notably her book Immediate Family (1994), which contains nude and suggestive photographs of her three children, has also sparked overwhelming critical discussions and speculation, whilst challenging the prevailing concepts of family and childhood in the United States. Produced immediately after the Reagan revolution, which reinstated family values and a more conventional moral sensibility as vital to the framework of public policy (Berlant, 1997, p. 7), Mann’s work has resulted in her immersed into debates surrounding child pornography, the inversion of familial relationships, motherhood, and conveying a complex notion of the maternal gaze. Hà ©là ¨ne Cixous states that â€Å"binary oppositions underline most of Western [philosophical] thought† e.g. male/female, active/passive, natural/unnatural, logical/emotional (Conley, 2000, p.148) which have the effect of forming a set of standardised values within patriarchal society. Conversely, Immediate Family moves towards a state where what is traditionally considered antipodal co-exists, where neither is repressed, and offers an alternatively paradigmatic relationship between binary opposites. In addition to this, by considering Mann's work in terms of Cixous's understanding of the Freudian concept of the Uncanny, a more fluid and permeable reading of Immediate Family can be produced. The Uncanny is characterised by a strangeness that "uncovers what is hidden (anxiety) and by doing so, effects a disturbing transformation of the familiar into the unfamiliar'' (Jackson, 1981, p.65), resulting in an inability to decipher what is considered to be 'real' and what is t hought to be 'imaginary'. Mann is known for ten... ... is ultimately the girl’s subversion of the border dividing life and death. The familiar becomes dauntingly unfamiliar, as with â€Å"dreams that slip past our perceptual defences triggering a response but never quite revealing their meaning† (Williams and Newton, 2007, p.207). Subsequently, this expresses a blurring of boundaries and embodies the notion of metamorphosis where divisions cease to be defined. The animation/inactivity duality of the body defies the binary opposites of 'rational' thinking, and in doing so, introduces the Uncanny into this photograph. The more one analyses and observes this photograph, the more it constantly shifts across the prescribed boundaries of illusion and reality, often entering controversial areas. â€Å"Winter Squash† demonstrates how Mann takes the viewer from a visual affirmation of childhood and youth, to an inherent fear of death.

Its Time to Legalize Cloning :: Argumentative Persuasive Topics

Cloning: Just Legalize It! Cloning is a very controversial topic since it relates to moral values of human beings. In February 1997 scientists in Scotland announced the birth of the first cloned sheep named Dolly, this heralded the future of cloning possibilities and scientists began extensive experiments on cloning and have since then cloned both plants and animals successfully. The next step was to clone actual human beings but before experiments could have been carried out pressure started build on the scientists because people started to doubt if cloning was ethical and morally correct. Governments began to introduce bans and constraints on cloning, as they felt cloning was not correct and because they represented the people of its country, it had to act on it. Cloning has its cons but its pros seem to overcome them greatly. If cloning were allowed to be experimented scientists would come up of a way to clone body organs which are an exact replica of an individual body organ. This would prove very to be very beneficial to a person who may have lost a body organ such as a kidney, scientists could clone that particular organ for the individual, which, in the long run, would work better than a transplant organ. Cloning will certainly expand the scope of medicine greatly, thus enhance the possibilities of conquering diseases such as the Parkinson's disease, cancer and other diseases that were earlier considered incurable Cloning could be used to increase the population of endangered species of animals and thus save them from total extinction. This would help maintain a natural balance on the earth and have a continuos natural life cycle. Cloning could certainly benefit couples who are infertile and want to have a child of their own, thus they could use cloning to produce a baby with their similar characteristics. In fact they may be able to even choose the characteristics of their child. Equally important women who are single could have child, using cloning instead of artificial insemination. Cloning could also provide a copy of a child for a couple whose child had died. Another goal of cloning is to produce livestock with ideal characters for the agricultural industry and to be able to manufacture biological products such as proteins for humans. Some people would suggest that cloning is unnatural and not ethically correct but so would be talking medicine when you fall sick.

The Beat Generation

He produced many works, most notably Howl , which will be my main coco in showing a glimpse of the way these writers spoke to the world and w ere vying to be heard. Ginsberg wrote in 1955 and finished in 1956, it was his first major work to be published and to be performed in public. The poem gained a lot of popularity in San Francisco in the Beatnik scene. The title itself tells you that the poem will be loud, it's mea NT to be heard. It will not be an ode or a sonnet, but a ferocious howl of all the artistic energy, pent up frustration and solidification that his generation was struggling with.The central theme is o en of the struggle of to being conformed to the American culture and society of the ass's and ass's, the suffocating need to find their true identity and not be smothered into obedience. Starting off the e poem he says, â€Å"l saw the best minds of my generation destroyed by madness, starving hysteric al naked [sic]† Allay 2 (Ginsberg 1), and how he believed his generation was brilliant, artistic, yet were e driven to madness by society and left vulnerable. They were desperate in â€Å"poverty and tatters† (G insider 1) and were full â€Å"with dreams, with drugs, with waking nightmares, alcohol and coco and e endless balls† (1).These people, this whole generation, who refused to conform, who rebelled w tit their writing and art and drugs and soulful jazz, but â€Å"the noise of wheels and children brought t hem down shuddering untracked and battered bleak of brain all drained of brilliance e [sic]† (1). The noise of such a domestic scenario is not only a symbol of the â€Å"normal† life the y are trying hard to escape, but also the death of their brilliance and artistic notions. To this generation sex was also highly intertwined with their work and their w ay of life â€Å"waving genitals and manuscripts† (3).It was important to this generation to b e liberal, to express everything they felt without damp ening the way it was felt, raw and powerful and loud. They wanted to be heard and â€Å"subsequently presented themselves on the granite s tepees of the madhouse with shaven heads and harlequin speech of suicide, demanding instantaneous s lobotomy† (5). I think one of the most astounding lines in Howl is when Ginsberg says, â€Å"who cut their wrists three times successively unsuccessfully, gave up and were forced to pop en antique stores where they thought they were growing Old and cried† (4).

Leadership Management and Administration in Early Childhood Education Essay

Part 1 Operating a childcare centre can be a very challenging and rewarding career. Success in this field requires dedication, love and patience. There are a few types of childcare programmes catering to parents who have to leave their children at school and go to work. There is full-day programme, half-day programme and flexi-care programme. For those who do not want their children to be in a school environment for long hours, they have kindergartens and enrichment programmes. The demand for childcare services steadily increases as more and more women enter the workforce, giving up their roles of full-time mothers and house makers. Planning and operating a childcare programme consumes much time and energy thus, it is important that motivations, skills, experience and personality are thoroughly assessed. Early childhood care and education services are under the control of two Ministries in Singapore; Ministry of Community Development, Youth and Sports (MCYS) and the Ministry of Education (MOE). MCYS targets the childcare sector, which consists of children from two months to six years whereas MOE concentrates on children aged four to six in a kindergarten setting. Quality has become a priority issue for all concerned with early childhood care and education services. Starting from the premise that quality is a relative and dynamic concept based on values and beliefs. Providing quality education for children ensures that the learning journey and relationships in the early years of their lives have meaningful effects to their future achievements. (â€Å"Singapore pre-school accreditation,† 2010) Role of a Supervisor According to SPARK, â€Å"Leaders set the direction and tone for the preschool. † Leaders are a very important aspect in any organisation. Leaders must understand and play important roles; they must use evidence from research to make decisions; and they must work collaboratively. A good leader must have a strong philosophy which will enable her to deliver well. Having a good philosophy enables the leader to plan meaningful goals and objectives for the centre. Supervisors can play a pivotal role in â€Å"reinforcing philosophy in school settings and helping teachers integrate the theoretical frameworks with classroom realities. † (Grossman, 1990, p. 133) Having a good bond with the teachers will ensure that the supervisor has found a good team to work with and should constantly keep renewing the bond with her teachers. This can be done by looking into the teachers’ welfare and giving them benefits from time to time to motivate and encourage the teachers to work consistently. At the same time, the supervisor must set a good example to her team of teachers by practising what she preaches. A good supervisor should also encourage her staff to further their education and when they do, not hesitate to promote them and give them bigger responsibilities. The supervisor should evaluate the quality of the learning environment and the centre as a whole. Catering to Children’s Needs It is well documented that racial and ethnic identity, and developing concepts about racial and ethnic diversity are development tasks that begin in early childhood. According to NAEYC(2005), diversity in children, families and colleagues should be respected. Multiracial and multiethnic children not only have identity needs but they are also having difficulties adjusting to our early childhood and school programmes because their unique needs are not being met. For successful implementation of a programme, the supervisor has to look into the diverse backgrounds of the children. According to DAP (2009), â€Å"Development and learning occur in and are influenced by multiple social and cultural contexts†. The supervisor has to understand that children’s development requires viewing each child within the sociocultural context of the child’s family, educational setting, community and the society. The contexts are interrelated thus, they all strongly influence how the child develops. Celebrating different festivals together as a centre and talking about different cultural backgrounds during lessons are a good way to include children from various cultural backgrounds. While implementing a programme, the supervisor might come across children from dysfunctional families. Providing the proper financial assistance to these families is very important. Centre-based Financial Assistance for Childcare (CFAC) can be arranged for children who come from dysfunctional families. This scheme helps eligible families to offset childcare fees of their children every month. The government also gives childcare subsidies to working parents who enrol their children in childcare centres. (MCYS) Parents of children from dysfunctional families might find these two schemes helpful in providing their children with proper early childhood education. This should be taken care of so that every child has an equal opportunity to education and care regardless of their cultural and financial backgrounds. 656 words Part 2 In order for the quality of child care to improve and for childcare services to become more readily available, the administration of childcare programmes must become professional, effective and efficient. The effective preparation of childcare supervisors directly impacts the programme quality and enhances the ability to meet the various challenges facing the field of early childhood education. (Caulfield, 1997) a) Effective Supervision A good supervisor should be prepared not only with a background in early childhood education and teaching but with a working knowledge of management, principles and procedures, marketing and evaluation techniques, public relations, staff training and development, family counselling, community services and public policy. (Catron, & Groves, 1999) The supervisor’s role is more than observing teachers conducting lessons. There are many similarities between good teaching and good leading. A good supervisor does not only develop a programme and worry about enrolments. The supervisor must look into the safety aspects in the childcare centre. Meeting all safety requirements before starting the programme is very essential. This ensures that children’s needs are taken into consideration and taken care of. Planning a proper timetable is very important in developing a programme. It allows the whole programme to run systematically and also for smooth transitions in between lessons. Resources and materials should also be distributed evenly among the teachers to avoid lack of resources during planned lessons. The supervisor should also keep track of the resources and materials and replenish them regularly. b) Regulations and Policies In order to set up a childcare programme, license should first be acquired from MCYS. The child care centre has to comply with the standards set out in the Regulations of MCYS. All the pre-requisites stated in setting up a childcare centre should be taken into consideration in order to provide quality care and education. (MCYS, 2011) The type of programme that I am looking into implementing is a full day childcare programme. The centre will be catering to children from two years to six years old. It will be operating five and half days a week. The programme will be conducted from seven o’ clock in the morning to seven o’ clock in the evening. This is to cater to parents who have to leave their children and go to work very early in the morning and for parents who end work late in the evening. On Saturdays, the centre will operate from seven o’ clock in the morning to two o’ clock in the afternoon. This caters to some parents who have to go back to work on weekends. The childcare centre will be open throughout the year except on Sundays and gazetted public holidays. Half-days will be observed on the eve of Christmas, New Year and Chinese New Year. In addition, the centre will be closed for another five and a half days in a year, following the MCYS policies. These regulations and policies of the centre strictly follow the MCYS Childcare Policies as MCYS firmly believes that children should not be cared for in the childcare centre for more than 24 hours continuously. c) Operational Issues How you structure your programme for your centre is another very important aspect to consider. The programme will be the key to your professional success and pleasure. Having a proper Standard Operating Procedure (SOP) will ensure that your programme runs smoothly and effectively. SPARK (2010) will be a good guide to get started with. Spark (2010) focuses on seven criterions. Leadership, Planning and Administration, Staff Management, Resources, Curriculum, Pedagogy and Health, Hygiene and Safety. Reflections should be done on the programme regularly to ensure that children are being delivered with nothing but quality excellence. Opening/Closing Time The opening and closing hours of a childcare centre is a very important period. The supervisor must ensure there is enough staff to open the centre and close the centre. There should be at least one first-aid trained, qualified teacher to open the centre and it is required for the teacher to arrive at least fifteen minutes earlier to do the opening duties and to receive children. The teacher, however, has to remember that parents are only allowed to send their children in at seven o’clock onwards. There should be two teachers doing closing daily. Out of the two teachers, at least one teacher should be first-aid trained. Should the opening/closing teachers be on leave, they are required to find a replacement for their shifts before they go on leave. Should they be on medical leave, they should inform the centre either the day before or by seven-thirty in the morning so that replacements can be found. Staff-Child Ratio Staff-child ratio must be observed at all times as according to MCYS Regulations. (Refer to Appendix 1, pg 10, Table 1) Teachers’ Qualifications Teachers hired in the centre should be trained in Diploma in Early Childhood Care and Education- Teaching (DECCE-T). According to MCYS policy, the programme staff should be certified by MCYS/MOE. Teachers should also have at least two years of teaching experience in a childcare setting, hold a valid first aid certificate recognised by MCYS and certified by MCYS/MOE as a Level 2 Teacher. d) Administrative Procedures School fees are a major part of a programme. All school fees have to be paid via GIRO. Deductions will be made every 5th of each month for fees payable that month. Parents are to ensure that there are sufficient funds in the bank account for deduction on the due date otherwise there will be a $10 administrative fee payable for every unsuccessful GIRO transaction. If they choose to opt out of the GIRO payment scheme, they are required to place a two month deposit upon enrolment. An additional fee of $5 per day will be imposed for late payment after the 5th of each month. All outstanding fees must be cleared before a child is promoted to the next level. e) Quality of Curriculum Integrated curriculum is a form of interdisciplinary approach to teaching and learning that emphasizes on content learning and knowledge acquisition. It incorporates several subject areas such as language and literacy, math, music and movement, creative arts, self awareness, social awareness and motor skills into a curriculum that provides a holistic learning for children. In this curriculum, children apply skills, concepts and processes derived from the total curriculum in the meaningful context of thematic learning. (Erikson, 2001) Teachers are supporters of children’s learning. The curriculum should be designed to enable teachers to scaffold and support children’s knowledge and understanding and thinking. The curriculum should be designed to aid the child’s intellectual, social, emotional and physical development. (KCG, 2008) f) Documentation of Children’s Progress and Portfolios All records should be kept up-to-date and readily accessible. Periodic reports of children’s progress, documentation of children’s habits, character traits and interests and anecdotal notes of children’s behaviours that are significant are all documentation of children’s progress. The centre should have a system which evaluates records for completeness, accuracy of contents and timelines of entries at regular intervals. Portfolios are collections of student work representing a selection of performance. A portfolio may be a folder containing a student’s best work pieces and the student’s evaluation of the strengths and weaknesses of the pieces. (Wortham, 2008) Portfolios are usually used as the center-piece of teacher-parent conferences. Portfolios can be used in the intention of motivating students, to promote learning through reflection and self-assessment and to be used in evaluations of students thinking and writing processes. An archival portfolio will be used to document the children’s progress from year to year. This portfolio can be useful to the child’s future teachers. It provides useful information about the child’s developmental progress, strengths and weaknesses. (Wortham, 2008) The portfolio should be organized using the developmental area approach. Using this approach, a child’s developmental areas such as physical, cognitive, social-emotional, creative and language and literacy can be assessed. The teacher can use this type of portfolio during parents-teacher conferences to show parents the specific skills that has been prominent and those that need improvement in the child. Using the developmental area approach a student’s growth and development can be clearly visible as the work collected usually spans throughout a year and observers and parents can clearly see the child’s progression in this. (Benson, & Smith, 1998) A combination of work samples, checklists, observation records and photo documentations have been used to compile this portfolio. Developmental checklists have been used to assess the child’s progress in terms of skills. (Hanson, & Gilkerson, 1999) The checklists used aid in assessing and reporting the child’s progress and development. It also assists in assessing teaching processes. The developmental checklists used in this portfolio are categorized into four domains. They are namely language and literacy, math, social-emotional and physical skills. The assessments done on the child in this portfolio was collected when the child was participating in various types of activities with other children in the class. These kinds of activities allow scaffolding to take place as the child gets assistance from other children or adults. The checklists designed centers towards the objectives that the teacher has set for the child. These objectives are developmentally appropriate according to the child’s age. g) School, Family and Community Partnership Having strong family involvement in children’s education are best achieved through family-school and community collaboration. By articulating a common mission and developing proactive ways of strengthening families and schools, parents and teachers can influence children’s school success positively. Parents should be encouraged to be involved in their children’s school activities as much as possible. Parents can be encouraged by volunteering for centre events like celebrations, excursions and field trips. They can even conduct workshops for children in the centre like speech and drama or art workshops. References Benson, T. R. , & Smith, L. J. (1998). Portfolios in first grade: four teachers learn to use alternative assessment. Early Childhood Education Journal, 25(3), Catron, C. E. , & Groves, M. M. (1999). Teacher to director. Early Childhood Education Journal, 26(3), Caulfield, R. (1997). Professionalism in early care and education. Early Childhood Education Journal, 24(4), Erickson, H. L. (2001). Stirring the head, heart, and soul: Redefining curriculum and instruction. (2nd Ed. ). Thousand Oaks, California: Corwin Pr0065c007Axzxz ss Inc. Hanson, M. F. , & Gilkerson, D. (1999). Portfolio assessment: more than abcs and 123s. Early Childhood Education Journal, 27(2), Ministry of Education. (2008). Kindergarten curriculum guide. Singapore Ministry of Education, Pre-school Education Branch. (2010). Singapore pre-school accreditation framework:quality rating scale. Singapore: Ministry of Education. NAEYC. (2009). Developmentally appropriate practices in early childhood programs serving children from birth through age 8. Washington, DC Wortham, S. C. (2008). Assessment in early childhood education (5th ed. ). Upper Saddle River: New Jersey: Pearson Prentice Hall.