The Material Used To Make The Bible Essays - Textual Scholarship

The Material Used To Make The Bible Introduction The bible is most read book in the world today, as we know it. It is also the longest lasting book or should I say oldest, still available in our bookshelves across the world. The Lord has blessed us with the technology that we have today. We have computers, laptops, typewriters, and even pocket size machines that are capable of writing things down, or even voice recordings. But think back to the days when the words that fill the pages of the bible were being lived and mapped out. What was the time like in those days? Think, back of the tools that were used just to give us the book we know today as our guide to know the real God. I know that even now we still struggle with this process, but think how much harder it must have been for those people of that times period to write pages beyond pages of stories and accounts. The endless hours it must have taken to write just one book of the bible. The process of gathering information and the fact that all these books could have survived th e times and be brought all together to form just one single book that would last over a thousand years later. In this paper I will tell you al little about the various tools used by the writers of the bible. Papyrus Papyrus is a water plant whose fibers were used by the people of Egypt to make a writing material. It also was used as material for mats, sandals, and sailcloth. The brownish flowers were made into garlands for the shrines of the Egyptian gods. Many people think the mother of Moses hid her son in an ark made of Papyrus. The papyrus plant still grows in the Nile valley of Egypt. It is also found in Ethiopia, Syria, southern Italy, and Sicily. The plants reedlike stems grow 3 to 20 feet high. As many as 100 flowers stalks spring from the top of each stem. These stalks may be more than 12 inches long. The Egyptians made a writing material also called papyrus, by laying strips of the plants stems in layers, and then placing them under pressure. The crushed Strips matted into a loose-textured, porous, white paper. Time has been known to turn surviving papyrus manuscripts brown and brittle. The paper was sold as long rectangular sheets of different sizes. The sheets were at first rolled an d tied with string, Later there were bound together into books. Until the 100s BC, Egypt guarded its monopoly on the preparation of the paper. Then the more durable parchment gradually replaced papyrus. This is also known as the most popular writing material of the time. Parchment Parchment is animal skin that has been prepared as a surface for writing. The word parchment usually means a writing material, made from the skins of sheep, goats, or calves, thus meaning them to be very long lasting. Parchment scrolls have survived from about 1500 BC. In making parchment, the skins are first washed and then placed in lime to remove the hair and fat. Next, the skins are stretched on a frame and thinned with knives and scrapers. Finally, the skins are rubbed with chalk and pumice in order to create a smooth, white writing surface. A form of fine, high-quality parchment called vellum is made from the skins of calves or lambs. Vellum has been used for important writings such as charters, university diplomas, and wills. Heavy parchment is made from the skins of calves, donkeys, goats, and wolves. It is used for drumheads. Dipping pure, unsized paper into a cooled mixture of sulfuric acid and water, and then washing and drying it under pressure make parchment paper, also called vegetable parchment. This process makes the paper partly transparent and much stronger than ordinary paper. Parchment paper is used for legal documents and maps. Parchment was especially popular in the ancient cities of Asia Minor. The Jews, Persians, and other ancient people used it for sacred and literary writings. Beginning about 200 BC, parchment gradually replaced papyrus as the most commonly used writing material. Parchment remained the leading writing material in the

Ten Reasons to Learn English

Ten Reasons to Learn English Here are ten reasons to learn English - or any language really. Weve chosen these ten reasons as they express a wide range of not only learning goals, but also personal goals. 1. Learning English Is Fun   We should rephrase this: learning English can be fun. For many students, it isnt much fun. However, we think thats just a problem of how you learn English. Take time to have fun learning English by listening to music, watching a movie, challenging yourself to games in English. There are so many opportunities to learn English while having fun. Theres no excuse not to enjoy yourself, even if you have to learn grammar. 2. English Will Help You Succeed in Your Career This is obvious to anyone who lives in our modern world. Employers want employees who speak English. This might not be fair, but it is the reality. Learning English to take a test such as the IELTS or TOEIC will give you a qualification that others might not have, and that might help you get the job you need. 3. English Opens Up International Communications You are on the internet learning English right now. We all know the world needs more love and understanding. What better way to improve the world than to communicate in English (or other languages) with those from other cultures?! 4. Learning English Will Help Open Your Mind We believe that we are all brought up to see the world in one way. Thats a good thing, but at a certain point, we need to expand our horizons. Learning English will help you understand the world through a different language. Understanding the world through a different language will also help you view the world from a different perspective. In other words, learning English helps to open your mind. 5. Learning English Will Help Your Family Being able to communicate in English can help you reach out and discover new information. This new information could help save the life of someone in your family. Well, it certainly can help you help the other people in your family who dont speak English. Just imagine yourself on a trip and you are responsible for communicating with others in English. Your family will be very proud. 6. Learning English Will Keep Alzheimers Away Scientific research says that using your mind to learn something helps keep your memory intact. Alzheimers - and other diseases dealing with brain functions - isnt nearly as powerful if youve kept your brain flexible by learning English. 7. English Will Help You Understand Those Crazy Americans and Brits Yes, American and British cultures are  rather strange at times. Speaking English will certainly give you insight into why these cultures are so crazy! Just think, you will understand English cultures, but they probably wont understand yours because they dont speak the language. Thats a real advantage in so many ways. 8. Learning English  Will Help You Improve Your Sense of Time English is obsessed with verb tenses. In fact, there are twelve tenses in English. Weve noticed that this is not the case in many other languages. You can be sure that by learning English you will gain a keen sense of when something happens due to the English languages use of time expressions. 9. Learning English Will Allow You to Communicate in Any Situation Chances are that someone will speak English no matter where you are. Just imagine you are on a deserted island with people from all over the world. Which language will you speak? Probably English! 10. English Is the World Language OK, OK, this is an obvious point weve already made. More people speak Chinese, more nations have Spanish as their mother tongue, but, realistically. English is the language of choice throughout the world today.

Approval Letters

SAE-UMP Chapter Shell Eco-marathon Asia 2013 Team. 1) Nik Fadhil B Nik Mohammed 24-Jul-1990 23 Year Old EC09051 (Yr. 4) Bachelor of Electrical Engineering (Power System) Faculty of Electrical and Electronics Engineering 2) Muhammad Hisyamuddin b Jaafar 11-Jan-1990 23 Year Old MH09014 (Yr. 4) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 3) Wan Nurul Syahirah Binti Wan Lanang 15-May-1992 21 Year Old FB11041 (Yr. 2) Bachelor of Mechatronics Engineering Faculty of Manufacturing Engineering 4) Mohd Najmi Bin Harith 19-Aug-1992 21 Year Old MH11099 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 5) Muhammad Taufiq Bin Taha 6-Feb-1992 21 Year Old FA11025 (Yr. 2) Bachelor of Manufacturing Engineering Faculty of Manufacturing Engineering 6) Nur Aisvah Binti lsmail 2-Jan-1992 21 Year Old MH11062 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 7) Muhammad Haziq Bin Mazlan 4-Sep-1992 21 Year Old MH11042 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering ) Muhammad Najmuddin Bin Moskori 13-Nov-1992 21 Year Old MH11020 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 9) Wan Muhamad lzzudin Bin Wan lbrahim 4-Nov-1992 21 Year Old MH11038 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 10) Loo Fu Hong 6-Dec-1991 22 Year Old MC12051 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 11) Mohd Firdaus Bin Mohd Rosli 20-Nov-1989 24 Year Old MH09086 (Yr. 4) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 12) Mohammad Hanif Bin Rameli 11-Sep-1992 21 Year Old MH11032 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 13) Tang Shuen Cherng 15-March-1992 21 Year old FB12056 – (Yr. 2) Bachelor of Mechatronics Engineering Faculty of Manufacturing Engineering 14) Muhammad Khaidir B Azman 24-March-1994 19 Year Old MB12061 – (Yr. 1) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 15) Muhammad Nabil Fikri B Mohamad -Dec-1993 20 Year old MA12070 – (Year 1) Bachelor of Mechatronics Engineering Faculty of Manufacturing Engineering 16) Nor Arina Binti Ali Kangsa 4-Jan-1992 22 Year Old MH11090 – (Year 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 17) Wan Amir Haziq B. Wan Mohd Pandi 15-July-1994 19 Year Old MB12056 Bache lor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 18) Ng Yee Shian 25-April-1992 21 Year Old MC12054 – (Year 1) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 9) Raja Imran Shah B. Raja Badrin Shah 24-Apr-1992 21 Year Old MH11036 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 20) Muhammad Aiman Safwan B. Jubri 11-Jan-1994 19 Year Old MB12068 – (Year 1) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 21) Ng Wei Ming 21-Jan-1992 21 Year Old MC12056 – (Year 1) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 22) Nor Fadilah Binti Ahmad 19-June-1991 22 Year Old MH11097 – (Year 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 23) Lee Shun Jian 25-June-1992 21 Year Old FB12043 – (Year 1) Bachelor of Manufacturing Engineering Faculty of Manufacturing Engineering 24) Chan Chao Shiung 24-August-1989 FB12061 – (Year 1) Bachelor of Manufacturing Engineering Faculty of Manufacturing Engineering 25) Mohd Aiman Bin Mahusin 19-Jan-1990 MH09068 (Yr. 4) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 26) Mohd Amiruddin Bin Alias 14-Jan-1992 MH11076 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 27) Nurul Hasnah binti Awang 24-May-1992 FB11011 (Yr. 2) Bachelor of Mechatronics Engineering Faculty of Manufacturing Engineering 28) Muhamad Syazwan Bin Zolkafli 6-Jul-1991 MH11074 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 29) Che Wan Abdul Rashid Bin Che Wan Hitam 14-Jan-1992 MH11015 – Yr 2 Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering

Human Resource Strategies Case Study Example | Topics and Well Written Essays - 2000 words

Human Resource Strategies - Case Study Example It has Discount Stores, Supercenters (for one-stop shopping), and Neighborhood Markets (convenience stores). It also operates Sam's Club, America's leading members-only warehouse club (Our Retail Divisions 2007). Being the leader not just in a particular industry but to the whole business world as a whole in terms of revenues is a result of effective policies, plans, and strategies against its competitors. In case of Wal-Mart, their competitive advantage lies on how well and effective they make their principles into reality. Wal-Mart considers its corporate culture as one of the keys for its outstanding success. Walton was able instill his inspiring and motivating beliefs and principles that is being abided and taken by heart by his employees then, until now. Wal-Mart has retained the culture based on tested principles for a successful business and life (The Wal-Mart Culture 2007). The cornerstones by which Wal-Mart stands on are its Three Basic Beliefs. These three main thrust play an important role in decision making and other activities the company does. They are also the standards by which the accomplishments and performances of individual personnel or of the entire organization is measured. Respect the Individual - Wal-Mart believes that they are a group of dedicated, hardworking and ordinary individuals who are united "to make extraordinary things." Being an organization as such is no easy task. One of the essentials of making this happen goal happen is to treat each individual member within and outside the organization with respect and dignity. Service to our Customers - The retail giant knows that they are nothing without their customers. Because of this the company strives to ensure that each of the hard-earned dollar spent by their customers to their service is compensated accordingly by offering quality merchandise at the lowest price while providing outstanding service to them. Strive for Excellence - Wal-Mart's amazing success is a product of innovative and trailblazing ideas and goals that stretch their horizons further. For Walton, it is not enough that Wal-Mart offers low prices or high quality. He believed that striving for excellence by incorporating fresh and innovative ideas that will get them ahead of the pack. Accomplishing a feat is not enough. Complacency is never attained at Wal-Mart as the company takes each accomplishment as a stepping stone for another success. Sustainable improvement is what Walton wants for his organization (Three Basic Beliefs 2007). Sam's Rules for Building Businesses Perhaps still unsatisfied with the brevity of his three basic beliefs, Walton elaborated ten rules that would rev up his business steps higher. Together with the three basic beliefs, he had revealed much of his secrets before his death in April 1992. Commit to your business - The unwavering passion for making the business a phenomenal success is what Walton instilled in the minds and the hearts of his employees. For him the love for work and the desire to excel in it is needed in this fiercely competitive world. Share your profits with all your associates, and treat them as partners. - For Walton encouraging his associates to hold a stake in a company is important for them to accompany Wal-Mart in pursuing their dreams. By offering them discounted

Police Recruitment and Screening of Job Applicants Essay

Police Recruitment and Screening of Job Applicants - Essay Example As touching citizenship, the candidate can be considered legible by birth, naturalization, permanent residency or asylum status. The case law Foley v. Connelie (1977) shows that rational reason for requirement of citizenship may suffice. The age of the applicant is expected to range from 21 to 36. The candidate is also required to have 20/20 vision and have body weight that falls between 148 and 204 pounds. As touching education, the department or field the candidate has applied for will stipulate the educational standards expected of the candidate (Sanders, 129-30). It is obvious that the Multiple Hurdle Approach brings with it, several legal issues. At a casual glance, the Multiple Hurdle Approach appears to flout the values enshrined in the Equal Employment Opportunity Act (EEOA, also known as Executive Order 11246): the latter hinders specific federal subcontractors and contractors from exercising discrimination in employment on the basis of color, race, sex, religion or nationality, while the former premises legibility for jobs on meeting specific hurdles. However, the Multiple Hurdle Approach does not breach the EEO Act if it is used in enforcing desired standards and not discriminating against candidates. One of the ways the Multiple Hurdle Approach is carried out without the contravention of the EEO Act is to use and observe the minimum standards that are related to the job requirements. The import of this is that failing to use the minimum standards will be tantamount to subjecting candidates for tests that are more difficult or complex than the job itself (Sanders, 144-7). As the chief of a department with limited resources allowing for the use of only one recruitment test to select officers, I would use aptitude test. This is because, aptitude test factors intelligence and cognitive skills. Since aptitude test is

Oregon State Printer Essay Example for Free

Oregon State Printer Essay The early history of the people who held the position of state printer reveals how closely tied the position was to the publication of newspapers. Asahel Bush (see photo) established the newspaper the Oregon Statesman, an important voice for the Democratic Party, in 1851 (Oregon Historical Society). He was named State Printer in 1859 (Morrison). Asahel Bush (1824-1913), first State Printer (Oregon Historical Society) Eugene Semple was the editor of the Oregon Herald from 1869-1873, and he assumed the position of State Printer in 1872 (Corning, p. 219). From 1894-1901 (at least), the State Printer was W. H. Leeds. Leeds founded the Tidings, a newspaper in Southern Oregon in 1878 and accepted the nomination for State Printer in 1894 (Larson). Others who held the position include Henry L. Pittock (1862), T. Patterson (1870), W. A. McPherson (1870), W. P. Keedy (1880), W. H. Byars (1885), Frank C. Baker (1893), and J. R. Whitney (1903). These names are found by perusing lists of works published by the State Printer, as these works bear the name of the printer in the bibliographic information. Oregon State Print Shop, 1890 Changes to the Position and its Oversight The 1857 Constitution calls for the State Printer to be an elected official, however this situation changed in 1913. In this year, the office of the State Printer became part of the Board of Control where it remained until the 1960s (DAS, p. 2). At this point, the State Printer was managed by the State Printing Board, a group comprised of Board of Control members (DAS, p. 2). The Printing Board was responsible for appointing the State Printer (DAS, p. 2). This is an important change in the position of State Printer, as previously this had been an elected position. In 1967, responsibilities for state printing were transferred to the Department of General Services (DAS, p. 5). From 1971 to 1973, there existed, as part of the Department of General Services, a Task Force on State Printing (DAS, p. 6). House Bill 2235 eliminated the position of State Printer and assigned the Oregon Department of Administrative Services to perform the duties of State Printer (House Bill 2235, 2001). The Department of Administrative Services was created in 1993 by combining the Department of General Services and the Executive Department (DAS, p. 1). Printing services are executed by the Procurement, Fleet, and Surplus Service Division of the DAS (DAS, p. 12). These numerous changes to the position and its oversight were discussed by the House Committee on E-Government in 2001. As Fariborz Pakseresht explained, mergers in the 1990s had essentially abolished the position of the State Printer (Minutes 2001). One problem with the position was the necessary experience, required by the Constitution. As State Printer Mike Freese asserted, the ten-year experience requirement for the position of State Printer was considered outdated (Minutes 2001). Additionally, Representative Lowe brought up economic and ecological issues when he questioned whether changes to the position would end up saving the state money and would be more ecological in reducing paper consumption (Minutes 2001). Despite all of these changes, in 2005, the position of State Printer still existed as Mike Freese is listed as State Printer in minutes from meetings in both 2001 and 2005 (Minutes, 2001 and 2005). Indeed, the 2008 version of the Oregon Constitution still provides for the position of State Printer: Laws may be enacted providing for the state printing and binding, and for the election or appointment of a state printer, who shall have had not less than ten years’ experience in the art of printing. The state printer shall receive such compensation as may from time to time be provided by law. Until such laws shall be enacted the state printer shall be elected, and the printing done as heretofore provided by this constitution and the general laws. (Oregon State Archives, 2008 Constitution). What is intriguing about the wording of this article from the Constitution is that it seems to be deliberately vague: the State Printer may be elected (as in the 1857 Constitution) or appointed (as it was since 1913). Furthermore, this article still calls for the ten-years mandatory experience in the field that Freese had questioned in 2001. Duties of the State Printer As noted in the Constitution of 1857, when the position was created, the State Printer is responsible for all public printing for the State of Oregon. According to House Bill 2235, priority is given to the publication of materials related to the work of the Legislative Assembly (including its officers and committees). In addition, the inaugural address of each new governor is required to be printed by the DAS. The Department of Agriculture may, but is not required to, use the DAS to publish reports and statistics. In accordance with House Bill 2235, any material that advertises or promotes products does not fall under the domain of this position (House Bill 2235, 2001). Another duty of the State Printer is revealed in House Bill 2235. This Bill reveals that the State Printer had previously held the task of printing the register of firearm ownership (House Bill 2235, 2001). This responsibility had been transferred to the State Police in 1991 (Senate Bill 32). The State Printer also published volumes containing biennial reports from the State Penitentiary, from 1868 to 1913 (Oregon State Archives, Department of Corrections). In House Bill 2235, the duties of the State Printer that the Department of Administrative Services is now responsible for include the following: control and manage all state printing, control all state printing purchases, determine and fix the price for all work done by those in this position, produce multiple copies of documents, purchase equipment for duplicating documents. Economic Issues As noted above, Representative Lowe had wondered in 2001 whether changes to the position of State Printer could save the state money. This seems to have been a concern for other government officials as economic concerns are frequently mentioned in debates about the position. In 1921, a law was enacted which allowed state offices outside of Marion County to do business with private enterprises that could underbid the State Printing Department (DAS, p. 3). It appears, however, that agencies had sought to do business with out-of-state companies. This ironic situation, with out-of-state businesses printing Oregon State documents, was addressed in 1931. In this year, this law was further amended with the provision that these outside contracts must be for businesses in Oregon unless the prices quoted by these businesses were â€Å"excessive and not reasonably competitive† (DAS, p. 3). House Bill 2235 still allows for some of the printing work to be contracted out to other businesses. This Bill reveals that state agencies are not required to use the services of the State Printer (or, in this case, the DAS) if they can demonstrate that the same quality work can be found for a lower cost (House Bill). This contingency is, as Mike Freese explained, a guard against individual agencies setting up small, inefficient printing shops (Minutes, 2001). The State Printer and Dissemination of Information In addition to fulfilling public printing for the state, the State Printer had other tasks that demonstrate how vital this position was to the dissemination of government documents and to making these documents available to the general public. In 1907, Senate Bill 136 was passed. This bill required the State Printer to deposit copies of state publications at the State Library (Wan). In the early history of the depository program, numerous copies of the documents were submitted – up to 50 copies of legislative bills and calendars, and 125 copies of legislative interim committee reports (Wan). However, in 1979, the number of copies that the State Printer was required to submit to the library was standardized. From this point, 45 copies were required to be sent to the State Library (Wan). In 1994, more changes were instituted to the depository program, led by members of the Documents Interest Group of Oregon (Wan). In 2001 (according to House Bill 2235), 45 copies were still required to be submitted to the State Library. Since July 2006, the Oregon State Electronic Depository has been in operation. This program aims to collect and archive electronic versions of state documents so that information that is held on the web does not get lost when pages are updated. Individual agencies are required to submit electronic copies of the appropriate documents to the Oregon State Library (Wan). However, agencies are still required to depose ten hard copies of each document (Wan). The publication of state documents is documented in the quarterly Checklist of Official Publications of the State of Oregon, published by the State Library beginning in the 1960s (Wan). This publication ended in 1979 and was replaced by a microfiche edition of the library’s catalogue (Wan). The microfiche catalogue, however, was short lived and stopped being produced in the 1980s (Wan). Through the interaction of the responsibilities of the State Printer with the library system, we can see how the tasks of the State Printer affected the general public. References 71st Oregon Legistlative Assembly. (2001). House Bill 2235. Retrieved May 31, 2009 from http://www. leg. state. or. us/01reg/measures/hb2200. dir/hb2235. intro. html. Corning, H. M. (1989). Dictionary of Oregon History. Portland: Binfords and Mort Publishing. Department of Administrative Services. (2003). Administrative Overview May 2003. Retrieved May 31, 2009 from http://arcweb. sos. state. or. us/recmgmt/sched/special/state/overview/20020011dasadov. pdf. House Committee on Advancing E-Government. (2001). Minutes. Retrieved May 31, 2009 from http://www. sos. state. or. us/archives/legislative/legislativeminutes/2001/house/advancing_egovernment/HAEG02_2. htm. House Committee on General Government. (2005). Minutes. Retrieved May 31, 2009 from http://arcweb. sos. state. or. us/legislative/legislativeminutes/2005/house/gengovernment/hgg0210. htm. Larson, T. (2006). W. H. Leeds. Retrieved May 31, 2009 from http://boards. ancestry. myfamily. com/surnames. leeds/212/mb. ashx. Morrison, S. B. (2005). Salem Online History – Asahel Bush. Retrieved May 31, 2009 from http://www. salemhistory. net/people/asahel_bush. htm. Oregon Historical Society. (2002). The Oregon History Project – Asahel Bush. Retrieved May 31, 2009 from http://www. ohs. org/education/oregonhistory/historical_records/dspDocument. cfm? doc_ID=7FB69DC4-1C23-B9D3-684905C8E0A57C86. Oregon State Archives. (2009). Crafting the Oregon Constitution: Transcribed 1857 Oregon Constitution, Article XII to Article XVI. Retrieved May 31, 2009 from http://arcweb. sos. state. or. us/exhibits/1857/learn/transcribed/trans9. htm. Oregon State Archives. (2009). Constitution of Oregon, 2008 Version: Articles XII through XVI. Retrieved May 31, 2009 from http://bluebook. state. or. us/state/constitution/constitution12-14. htm. Oregon State Archives. Department of Corrections Records Guide. Retrieved May 31, 2009 from http://arcweb. sos. state. or. us/state/odc/scope/scope. htm. Wan, J. (2007). History of the Oregon Document Depository Program. Retrieved May 31, 2009 from http://www. oregon. gov/OSL/GRES/ordochst. shtml.

Book Report On Dostoevskys The Brothers Karamazov Essay -- Book Review

CHARACTERIZATION The main characters of Dostoevsky's novel The Brothers Karamazov are, as the title suggests, the members of the Karamazov "family," if it can indeed be called such. The only things that the members of this family share are a name and the "Karamazov curse," a legacy of base impulses and voluptuous lust. References to this tendency towards immorality are sprinkled heavily throughout the novel; phrases such as "a brazen brow and a Karamazov conscience," "voluptuary streak," and "Karamazovian baseness" abound. Fyodor Pavlovich Karamazov, the father of the brothers Karamazov, is the embodiment and the source of this immorality. In him Dostoevsky creates such perversity and depravity that one can feel no positive emotions for the man. His physical appearance--he is "flabby" with "small, suspicious eyes" and a "long, cavernous mouth with puffy lips, behind which could be glimpsed small fragments of black teeth"--accurately reflects his foul, disgusting character. He has no respect for himself; he enjoys playing the part of the shameless "buffoon" for attention, even though the attention he receives is negative. Because he has no respect for himself, he can have no respect for others, either. He has no respect for women, for example; he is a despicable "voluptuary," and he satisfies his lust at any cost. He drives his wife to madness by bringing "women of ill-repute" into their house right in front of her. Even more shockingly, he rapes a mentally retarded woman, who later dies giving birth to his illegitimate son, Smerdyakov, who grows up as his father's servant. Fyodor is even more blatantly disrespectful to his three legitimate children. After his wife's death, he abandons them, for they "would have been a hindrance to his debaucheries." He is never a true father to any of them. When his oldest son, Dmitry, becomes an adult, Fyodor is even so cruel as to deny Dmitry his inheritance and instead use the money to seduce Grushenka, with whom his son is in love. It is Alyosha, the youngest brother, that is most successful in escaping the curse of the Karamazovs. Miraculously, he is almost the complete opposite of his father; he is an easygoing "lover of mankind" whom everyone likes. When t... ...ativity of the atmosphere. STYLE Dostoevsky's style is very realistic and straightforward. He almost never uses flowery or poetic language or figures of speech; his language is simple and spare, as if he tried to eliminate all that wasn't absolutely necessary. Similarly, he is unpretentious in his choice of words. He generally states things in the simplest terms possible. Contrastingly, however, his sentences are often fairly complex; despite their complexity, though, they are easy to understand and thus do not detract from his simplicity and straightforwardness. Because the book consists largely of dialogue, Dostoevsky changes his style frequently, for each of his characters has a unique style of speaking that complements his character. Dostoevsky writes Ivan's dialogue, for example, in a very verbose, complex style that reinforces Ivan's characterization as an intellectual. He writes Dmitry's dialogue in a very random, disjointed style that underscores Dmitry's tendency to allow his passion and his emotions to cloud his logic. Finally, he writes Alyosha's dialogue in a simple style very similar to his own, as Alyosha is himself simple and unpretentious.à ¿Ãƒ ½Oà ¯

Cornucopia of Disability Information

When we attempt to label people with disabilities we are faced with a very broad spectrum of issues and concerns. There are millions of people suffering from various disabilities. The number of disabled individuals world-wide is sky-rocketing. As we consider the connection between self-esteem and social pressures for a disabled individual, how many variables must be considered in determining the emotional drawbacks associated in the attempts at social adaptation and self-esteem for a disabled person? There are over 50% of our over-65 years of age individuals that have some level of a disability. That’s 32 million people! On top of this, 33 million people of all ages are labeled as severely disabled and in need of special day-to-day assistance. Cancer and heart disease are the leading causes of impairment in the United States. Chronic pain suffers accounts for 86 million Americans, which falls in line behind cancer and heart disease. When we look at long-term severe disabilities, stroke is the leader. Here’s a few more statistics: †¢ 1. 5 million Americans experience traumatic brain injury annually †¢ About 11,000 United States individuals suffer traumatic spinal cord injury (SCI) †¢ Approximately 230,000 people live with SCI in the United States Some individuals have unique stresses that hinder strong self-esteem. First, it’s critical to point out that a disability can range from dyslexia to mental illness to physical and cognitive impairments. They may have physical handicaps, attention deficit problems, or emotional disturbances. This can be compounded social pressure of ethnicity, race, or even environmental issues such as poverty or alcoholism in a family. However, regardless of someone’s setback in life—whether they are verbal or non-verbal, suffer emotional disturbances, or paralysis—everyone can develop positive self-esteem. How a person feels about themselves is the catalyst toward making a happy, successful life. For, every individual has a right to be happy. It’s a choice, not something you have to earn. No one can ever take that away from someone. Unless the social pressures of adapting to society gets in the way. The late Christopher Reeve is an excellent example of someone who never allowed a physical disability to alter his smiling presence. Mr. Reeve believed that there is something positive to be gained out of every experience in life. His loss of motor functioning did not alter the empowering self-esteem he carried to his dying day. Even when the odds were stacked against him, he continued to promote how valuable life is, and he cherished it. Self-esteem, however, for many people suffering from disabilities can cause havoc on their own life. Emotions can drain people to a state where they physically shutdown, losing desire. This desire can be in direct relation to social pressure. For our youth, peer pressure can have an overwhelming impact on performance, both in school and on the home front. For individuals who suffer from a learning disability, their differences, regardless of how small or large, can magnify the issue of social pressures. Once the social pressure is felt, its emotional weight can create other problems. There is a connection between social pressures and low self-esteem; For, we must also consider environmental and social stresses like poverty, neglect, or parents suffering from alcoholism. All of this can destroy a disabled person’s self-esteem. These environmental concerns and social pressures can take its toll and destroy hope. Sometimes hope is the main factor fueling disabled people as they attempt to hurdle life’s self-esteem challenges. An individual with poor self-esteem might be more inclined to settle for lesser accomplishments, both, in the classroom settings and in life. He or she may suffer through humiliation, depression, and lack of ability to earn respect from others. At the same time, low self-esteem can make a disabled person seek favor from social groups to gain a sense of belonging. Many times, however, this may not be positive or healthy. For example, drug and alcohol abuse can pressure any individual, and those with disabilities face even greater challenges due to the separation they feel through social pressures in peer groups. Hearing impairment, for example, in some disabled individuals can lead to denial. As a hearing impaired individual struggles to socially adapt, he or she is bound to face esteem issues. Here, it’s the social stigma of succeeding in society that fosters this lack of self-esteem. The extra effort required to communicate in society causes social pressure and can, in turn lead to depression. About 100 million people nation-wide—that’s 40%—are affected by hearing loss, in one way or another. This statistic is rather staggering. For the disabled population, hearing loss create a greater percentage of psychological problems than other disabilities. True, it is apparent that there is a connection between self-esteem and social pressure but there are underlying problems that must be considered. Firstly, part of dilemma surrounding disabled individuals in relation to self- esteem and social pressures is unsubstantiated—the results are mixed. This inconsistency is based on parental perceptions (Gresham & Reschly, 1986; Sater & French, 1989), teacher perceptions (Bursuck, 1989; McKinnery, McClure, & Feagan, 1982), and peer perceptions (Garrett & Crump, 1980; Kistner & Gatlin, 1989; Vaughan, Hogan, Kouzekanani, & Shapiro, 1990). Among the above three perceptions, some of the studies found positive results and some were negative. Thus, according to these statistics, there is conclusive evidence that these parallels are unfounded. On top of this, there are also differences found between various males and females in relation to self-concept, as well as students in regular and special education classes. The topic of mainstreaming further blurs this evidence. So, even though self-esteem issues are apparent within the spectrum of the disabled, similar self-esteem issues are apparent in the mainstreamed individual. Thus, it is unfair to label the disability as the reason for low self-esteem. Secondly, from another stance, in order for people to feel self-esteem they must rate themselves against a set of criteria. They rate themselves in comparison to other people’s successes. Often times, people can feel good about themselves if they succeed at something. However, the problem comes when we don’t measure up to that success. Also, is it really hard to feel good about yourself just because you are a kind, decent person? This is another challenge to interpreting self-esteem and how it affects disabled or non-disabled people. Also, what makes a person feel down about themselves? It goes back to the measuring device. So, the act of rating oneself becomes the real issue that can lead to emotional problems such as depression. It’s the measuring device that sets up loss of self-esteem. When we consider all this, the whole issue surrounding self-esteem and social pressure becomes more of an issue of an individual and himself, and not an issue of how social pressures affect an individual and his self-esteem.

How Would You Evaluate an Organization’s Hrims?

In modernize era, more and more technology has applied in business and management. Human resource information management system (HRIMS) is one of the applications used for managing people in organizations. However, to have the objective perspective, there could be a efficiency and practical review in organization’s HRIMS. Therefore, this paper will have an overview about benefits and barriers of HRIMS, after that there will be the analysis the effect of HRIMS on organization’s performance and job quality, and the value it brings to company. At first, HIRMS is known as a informatics technology system in which the information is stored and analyzed for purpose of supplying the precise and opportune reports on the management in organizations (Raymond 2010). In addition, HRIS is another definition about technological application in human resource management that is more usually used. Raymond (2010) also quotes the poll of An Australian Human Resource Institute that a large number of firms used HIRMS for recruitment and performance appraisal. HIRMS has a lot of advantages and one of them is cost reductions (Marler 2009; Bondarouk, Ruel and Heijden 2009). The companies which apply electronic human resource management can improve the communication between employees and also enhance the team work spirit. Besides that this system can help the staff increases the abilities and knowledge through the details of individual indicators and applying the adequate training (Boundarouk and Ruel 2009). Last but not least, HRIMS can provide the efficiency to the organizations (Marler 2009; Raymond 2010). The managers and employees can catch the latest information timely to do work conveniently and quickly. On the other hand, HIRMS also has a lot of barriers. According to Bondarouk, Ruel and Heijden (2009), the privacy of statistics should be concerned. Individual communications may cause the conflict between manager and staff, for example, a blog. Next, the security of the system is also the big problem. The accuracy of data is very important so that is necessary to protect HRIMS. Finally, Strohmeier (2007) mentions that the work stress is one of the issue of HRIMS. All the analyzed figures and activities at the workplace is noticed by employer are the pressure of employees. Sometimes, HRIMS makes the distrust in organizations (Strohmeier 2007). Thus, both strengths and weaknesses make the manager to consider how to apply HRIMS in the company. Next, there is the evidence, which proves that human resource management has an important influence on the performance of the organization (Jimenez-Jimenez and Sanz-Valle 2008) and a modern system can help human resource division reaches good performance (Mishra and Akman 2010). The first impact of electronic human resource management is the support for top management. When HRIMS is used reasonably, it can provide the powerful management tools for human resource and improve efficiency and strategy (Haines III and Lafleur 2008). In addition, employers can analyze staff profile, salary fund and market trend and give suitable and timely dicisions (Reddick 2009). Besides that Reddick (2009) also emphasizes that informatics technology system increases the relationship of human resource with other departments. Because human resource division has the closely relation with others and HRIMS can help they communicate easily with less errors and support each other more effectively. Thus, performance of organization can used to evaluate the effectiveness and suitability of HRIMS. Furthermore, job quality is one of factor to evaluate organization’s HRIMS. In fact, human resource management influences job quality including work environment and individual development (Mitlacher 2008). There are many researchers prove that the informatics technology application can enhance the acceptance and satisfaction of employees because of time saving and providing accuracy comments of their chief (Strohmeier 2007). In addition, employee can recognize their strengths and weaknesses and they would be directed to join development promotion training. As the result, right people in suitable position can help the quality of management (Altarawneh and Al-Shqairat 2010). Consequently, personnel is important part of company so job quality can used to assess HRIMS. Finally, the value, which HRIM brings to the company, should be assessed. Initially, type of the system must be depended on the size of corporation. Altarawneh and Al-Shqairat (2010) find that the advantages and disadvantages of HRIMS are different based on whether the company large or small. As the result, the differences between big and small company are cost and risk of the application (Altarawneh and Al-Shqairat 2010). For example, Bondarouk, Ruel and Heijden (2009) indicate that small organizations that have less five hundred employees prefer less cost and more flexible software. Two of the successful systems are SAP and Oracle that are used by large market of organizations (Lee, Olson and Lee 2009). Furthermore, managers can consider the advantages of HRIMS. With this system, they can organize all departments effectively, control the information closely and improve the work environment. For instant, paying salary exactly, which required precisely data of staff is a trouble in some organizations (Valkig and Stigdon 2008). The system can uses data immediately with fewer errors to calculate the wage accurately. Moreover, the executives can solve the barriers of HRIMS such as issuing company policy to help them to avoid legal problem (Raymond 2010) or enhancing the security measures. At last, managers should think about the friendliness of the system. They must consider the technology acceptance model which is useful and easy to use (Bondarouk, Ruel and Heijden 2009). Therefore, evaluating the value of the system can help the manager increase the benefit of HRIMS. Thus, in recent years, applying HRIMS in management is becoming more popular so the managers should have the overview of the effectiveness of this system on their organizations. At first, there should be a evaluation of the benefits and the barriers of the system. Next, the impact on the performance of company is also considered. How the system supports management and how it connects different divisions together. In addition, job quality is one of the most important factors. Employers should mention the effect of HRIMS on work environment and the personnel development of their staff. Lastly, the organizations should evaluate the value of the system. The accurately assessment would help the company to have the right strategy to develop.

Holding Debates in Middle School Classes

Holding Debates in Middle School Classes Debates are wonderful, high-interest activities that can add great value to lessons for middle school students. They provide students with a change from the norm and allow them to learn and use new and different skills. They have the natural appeal of watching controlled disagreements while scoring points. Further, they are not very challenging to create. Here is a great guide explaining how to hold a class debate that shows how easy it can be if you plan ahead. Benefits of Debates One of the greatest benefits of using debates in class is that students will get to practice a number of important skills including: Learning about the topic assigned. Obviously, researching the topic involved provides students with more information than can be gleaned during in-class lessons. Further, by having to argue for or against a proposition, students have to dig deeper into a topic and look at it from both sides.Using important research skills as they prepare for the debate. Researching information is a learned skill. While many students will have been exposed to library use, encyclopedias, and Internet research during their elementary years, they will need to have these skills reinforced and expanded upon. Further, students will need to learn about ways to judge the validity and accuracy of web resources.Working together as a team both before and during the debate itself. Having students work together as they research and then perform the debate can help them learn important skills about cooperation and trust. Of course, as teachers, we have to have methods in place to ensure that all students are workin g. If one or more student is not pulling their weight, then the grades of the other team members should not be penalized. Practicing public speaking skills. Debates provide students with necessary practice for public speaking made easier by passionately arguing their point of view. This skill will be important for them the rest of their educational and possibly work career.Using critical thinking skills in a real world setting. Debates require students to think on their feet. When one team makes a valid point, the other team needs to be able to marshall their resources and come up with an effective response. Challenges for Middle School Teachers For these and other reasons, teachers often want to include debates in their lesson plans. However, implementing debates in middle school classes can sometimes be quite challenging. There are a number of reasons for this including: Varying maturity levels. Students in middle school are typically between the ages of 11 and 13. This is such a transitional period for students. Personal behavior and maintaining focus can be a challenge at times.Students may not have the necessary research skills. In many cases, students will not have had to research information in the way needed to do a good job in a class debate. Therefore, it is very important that you spend the time helping them prepare.Students may be self-conscious. Public speaking can be daunting. Having them act as a team can help. Creating Successful Debates Debates are a great part of a teachers repertoire of activities. However, there are a few caveats that must be remembered to make the debate successful. Pick your topic wisely, ensuring that it is acceptable for middle school students. Use the following list for great ideas in middle school debate topics.Publish your rubric before the debate. Your debate rubric helps students see how they will be graded.Consider holding a practice debate early in the year. This can be a fun debate where students learn the mechanics of the debate activity and can practice with a topic that they might already know a lot about.Figure out what you are going to do with the audience. You will probably want to keep your team down to about 2 to 4 students. Therefore, you will need to hold a number of debates in order to keep the grading consistent. At the same time, you will have the majority of your class watching as the audience. Give them something upon which they will be graded. You might have them fill out a sheet about each sides position. You might have them come up with and ask questions of each debate team. However, what you dont want is 4 to 8 stud ents involved in the debate and the rest of the class not paying attention and possibly causing distractions. Make sure that the debate does not become personal. There should be some basic ground rules established and understood. The debate should focus on the topic at hand and never on the people on the debate team. Make sure to build consequences into the debate rubric.

Credit cards Essay Example | Topics and Well Written Essays - 1250 words

Credit cards - Essay Example For the rich, credit is a means of delaying payment for an item simply because the opportunity exists to purchase several resources without the use of cash transactions. For the business man credit is the chance to provide persons with resources without immediate payment whilst gaining extra income for the customer’s delayed payment. Credit therefore can be an advantage or a disadvantage. It depends on whose eyes you are using. In today’s information age the main method for receiving and allowing credit is the credit card. This essay will focus on how the credit card has evolved as well as its benefits and disadvantages. Today the credit card has become popular all over the world but does is it hold equal benefits for all its users? The piece of plastic called a credit card issued to customers by a Bank is used to make payments for various exchanges. It operates through a system of borrowing money. The customer gets to purchase items immediately and repay the bank at later date. The system of exchanging goods on credit for a card began since the late 1800s. By early 1900s oil companies and department stores gave out individual cards call ‘proprietary cards’. These businesses created these cards to improve customer loyalty and customer service (Gerson and Woolsey, 2009). The interest in cards soon spread to the other industries and in 1946 John Biggins presented the first bank card to be used in America only. It was called ‘Charg-It’. ... Therefore, 1959 marked the beginning of flexible payment but also the beginning of finance charges for customers. In 1966, credit cards were now accepted for the payment of a variety of purchases and in 1967 Barclays launched the first credit card in the United Kingdom. From this time the bank card industry grew at a rapid rate. Presently, more than fifty percent of all transactions in the United States of America and the United Kingdom are made on credit cards. This explosion of the use of credit card came about because of the seeming benefits to the customers. One of the most important features for all users is that people can pay immediately for the things they need. For all users but especially for the poor, the credit card offered a quick and easy help in times of medical and other emergencies. People now had access to a certain amount of money for dealing with unexpected costs. In addition people were able to pay for large purchases, such as furniture, electrical appliances, el ectronics and even precious jewels. What is more is people were given up to 56 days to pay in full before accumulating interest. Imagine the joy these 56 days gave to individuals who live from pay check to pay check. The supporters of credit cards suggest that users could now manage their purchases more than before as all the purchases made on these cards are listed on written or online statements. Not only did users find it easier to keep track of their purchases via the credit cards statements but they could also organise their budgets. They could observe their expenditures in detail and therefore eliminate those expenditures that were causing them to stray from their budgets. In short, credit

Research- Please add and correct attachment with referencing. Fill the Research Paper

- Please add and correct attachment with referencing. Fill the gaps left and amend as required. re- word if required - Research Paper Example In the terms of ontology the notion of interconnection describes the dependency of the objects of the system in the real world, but the terms are correspondingly the descriptors of the real objects (Dresser, 1998 ). The samples for the study will be drawn from one acute hospital and one intermediate care setting. The patients will need to share their experiential information regarding their hospital and intermediate care stay. The sample size will be 5 from 8 form each setting, selection will be done through purposive sampling. The diagnosis of dementia will be excluded due to consent issues. The method of survey via interview will chosen as the method. The interview will address many facets of the process. It will be used for gathering information about the persons’ knowledge, values and preferences and attitudes that will enable the researcher to test the hypothesis. Semi structured interviews, which include non standardised open and closed questions will be used by the researcher. The interview will be pre-planned and conducted face to face . By this technique they will try to elicit a more detailed response from the subject. The researcher will administer the interviews guided by the questions, which will reflect the objectives of the study. There will be a fellow therapist present to scribe and recode the interview via a tape recorder to ensure all responses are recorded and interpretered correctly The demographic information will be ascertained from patient/SU records prior to the interview. Written permission to conduct the study will be gained from The hospital and the respective intermediate care setting. Forecasting the moral issues, which occur on all the stages of the research , the researcher can make choice at the stage of the research planning and pay attention to critical issues, which can occur during the interrogation. Ethical code and theories seldom provide the definite answers to the questions concerning