Classical and neo-classicla theories essays

Classical and neo-classicla theories essays In this paper I will explain classical theories and neo-classical theories. For the classical theories I will cover the time period, along with theorists of that time period such as, Cesare Beccaria and Jeremy Bentham. I will also cover the concepts of the classical theory such as natural rights, social contract, and natural law just to name a few. For the neo-classical theories I will also cover the time period, along with theorists for that time period such as Lawrence Cohen, Marcus Felson, and many more. Covered also will be its concepts such as rational choice, capable guardians, and numerous others. Also included in the paper I will compare both classical theories and neo-classical theories to each other. First off I will discuss the classical theory. The basic assumptions that most classical theories make are many and they are as followed. Human beings are fundamentally rational, and most human behavior is the result of free will coupled with rational choice. Pain and pleasure are the two central determinants of human behavior. Punishment, a necessary evil, is sometimes required to deter law violators and to serve as an example to others who would also violate the law. Root principles of right and wrong are inherent in the nature of things and cannot be denied. Society exists to provide benefits to individuals, which they would not receive in isolation. When men and women band together for the protection offered by society, they forfeit some of the benefits, which accrue from living in isolation. Certain key rights of individuals are inherent in the nature of things, and governments that contravene those rights should be disbanded. And crime disparages the quality of the bond that exists between individuals and society and is therefore an immoral form of behavior. The time periods that the classical theorists was from the 1700s thru 1880. I of the main theorists was Cesare Beccaria. He was considered th...

2nd Grade Math Course of Study

2nd Grade Math Course of Study The following list provides you with the basic concepts that should be attained by the end of the school year. Mastery of the concepts at the previous grade is assumed. Numbers Read print numbers to 20 and locate, compare, order, represent, estimate, identify numbers to 1000 and mentally add and subtract numbers to 20Understand place value to be able to trade 10 ones for a ten, etc.Count by 1s, 2s, 5s, 10s beyond 100.Locate numbers when requested to 1000Understand the reverse properties of whole numbers 57 is the same as 75Add and subtract two-digit numbers (no carrying/regrouping)Introduction to division using sharing as examplesCount by skipping numbers when requestedAdd and subtract coins up to $1.00Compute word problems with addition and subtraction, (We have 20 children in swimming class, 8 are boys, how many are girls?) Measurement Use and understand more than, less than, the same as, heavier than, lighter than, taller than etc.Measure with a variety of cups, rulers and measuring spoonsTime - hours, minutes and secondsUse the terms inches, feet, yards, centimeters, meters etc.Know the months of the year and tell time to the quarter hourUse a thermometer and count money to a dollar including being able to create different sets that equal a dollarCompare a variety of measurement tools Geometry Describe, identify, create and sort and build with shapes (squares, triangles, circles, rectangles etc.)Identify a variety of geometric shapes in everyday structuresCompare and sort 2- and 3-dimensional shapes (3-D terms include sphere, prism cones etc.)Extend and make patterns with shapesDetermine lines of symmetry, flips, slides, turns, and transformations of shapesDescribe locations on a grid - up four and over two etc. Algebra/Patterning Identify, describe, reorganize and extend patterns with more than one attributeGive specific rules about patterns for numbers, shapes, pictures, and objectsIdentify and describe patterns in the world around us (wallpaper, paint etc) Probability Use graphs to record number of pets, hair color temperature with 1 and 2 attributesDesign or construct bar graphs and include pertinent informationInterpret a variety of picture and bar graphs and give explanationsInvestigate what happens when coins are flipped and die are rolled All Grades Pre-K Kdg. Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7 Gr. 8 Gr. 9 Gr. 10 Gr.11 Gr. 12

New World Order Essay Example | Topics and Well Written Essays - 500 words

New World Order - Essay Example Fukuyama (1989) presents the most positive view, based on the perception that something fundamental has changed, and that a new world order is emerging in which history as we have known it is now ended, along with the regrettable tendency of major superpowers to wage terrible wars with each other. For Fukuyama the new order will be a global state ideology based on Western liberal values, since no other ideology can now compete with it. Mearsheimer (1992) agrees that the nation state has lost some of its power, and that world politics is much more integrated than it has previously been. There are, however, many states in the third world which are outside the mainstream, and armed conflict is likely to arise there in the future as it has in the past. He cites the power of global markets as a mechanism that unifies the major world players, but he does not view this as necessarily being a cause for optimism. Competition is built into the economic view of the world, and this will cause friction and ultimately result in military activity even among the established actors. In particular he notes the end of bipolar stability and the arrival of amultipolar and unequal distribution of power. The distribution of nuclear weapons combined with this new instability is seen as grounds to worry about future tensions.

Philosophy and Psychiatry Essay Example | Topics and Well Written Essays - 1500 words

Philosophy and Psychiatry - Essay Example For every argument that "personal reactive attitude" puts forward, there is a counter-argument used by "objective attitude." The whole idea seems to be rotating in circles and ending up in a blind alley. Strawson is, however, diplomatic in his stand. While he is willing to side one, he is not prepared to sidestep or antagonize the other. He voices his opinion in favour of the first group, the group which simply dismisses the thesis of determinism as something it does not know anything about. However, he sympathizes with the other group or sub-groups. Could it be hypocrisy on his part No, says Strawson. He favours reconciliation because he believes that there is some light in what the group of pessimists, optimists and sceptics say. The Arguments Now, coming to the main issue, the optimists feel that the thesis of determinism cannot be ruled out as false for the simple reason that the "facts as we know them do not show determinism to be false." [2] That is to say, the optimists feel, there are enough facts to corroborate the existence and relevance of determinism. However, they submit that the facts are not strong enough to convince the pessimists. Or else, they are not in a position to present the facts in a convincing manner. Therefore, the optimists are willing to 2 The Determinism and Freedom Philosophy Website -- of http://www.ucl.ac.uk/uctytho/dfwstrawson1.htm, page 2 concede a "vital part" of their facts which they find difficult to produce, in exchange for the pessimists' willingness to "go beyond the facts" and thus allow some kind of a status quo, so that whatever is "beyond the facts" may still hold out some ray of hope for the pessimists. The status quo is necessary because the pessimists cannot prove that the optimists are...The status quo is necessary because the pessimists cannot prove that the optimists are totally wrong for being unable to adequately represent the facts. (page 2) Going a step further, Strawson elaborates, â€Å"Some optimists about determinism point to the efficacy of the practices of punishment, and of moral condemnation and approval, in regulating behaviour in socially desirable ways. The fact of their efficacy, they suggest, is an adequate basis for these practices; and this fact certainly does not show determinism to be false.† To this the pessimists counter that, â€Å"just punishment and moral condemnation imply moral guilt and guilt implies moral responsibility and moral responsibility implies freedom and freedom implies the falsity of determinism.† The optimists persist, â€Å"it is true that these practices require freedom in a sense, and the existence of freedom in this sense is one of the facts as we know them. But what ‘freedom’ means here is nothing but the absence of certain conditions the presence of which would make moral condemnation or punishment inappropriate.† [3] How one wishes the buck stopped here! But it does not! The pessimists too persist, â€Å"You turn towards me first the negative, and then the positive, faces of a freedom which nobody challenges. But the only reason you have given for the practices of moral condemnation and punishment in cases where this freedom is present.

Hebrew and Islamic Mythology Essay Example for Free

Hebrew and Islamic Mythology Essay While science and religion are notorious for their contentious and often violently contrasting relationship, they bear much in common in their agenda. Both set out to provide explanations for the world’s mysteries. And as such, they also share a large hand of unanswered questions. Perhaps chief among them, the question of the earth’s creation, and by extension, man’s ascension to awareness, is one with very few empirical explanations. And in an absence of any conclusive evidence, theories abound from all camps. A common thread in history’s chapters, myths regarding the Earth’s conception provide insight into the lives and cultures of their respective societies. In western society, the Judeo-Christian anecdote is easily the most well-known. This story is the primary creationist mythology for many monotheistic sects. Herein, God creates the earth in six days, with man arriving on the last. On the seventh day, the omnipotent rests and thus, delivers man the Sabbath. However, in the centuries that preceded the inflection point where monotheism began to take popular hold, polytheistic idolaters provided the most commonly held ideas about the earth’s origin. One of the earliest examples of the literate and elaborated nature that these myths could take on comes from the rich tapestry of Greek mythology. The Greeks were idol-worshippers who had developed a complex and extremely colorful cast of gods. Though not omnipotent like the Judeo-Christian almighty, these gods were believed to possess real and considerable power over the lives of their human subjects. The Greek myth of creation is an exposition of that relationship. It was believed that, prior to earth, there was nothing but darkness. And amid this darkness, the only object was a black-winged bird called Nyx. This bird, alone in the void, was impregnated by the wind. (Note the parallel to the immaculate conception of Christ. ). As a result of this cosmic union, she yielded a golden egg, which she proceeded to roost upon for many thousands of years. Eventually, this egg hatched and the god of love, Eros, sprang forth. Just as Eros was born, so too were his siblings, whom he was given the honor of naming. They were the upper and lower halves of his shell, which rose to the air and sank to the ground respectively. They became the sky and the earth. Eros called them Uranus and Gaia and blessed them with love. This love resulted in children and grandchildren who would blossom into twisted, war-bent gods whose better judgment would be often blinded by a hopeless quest for power. A first-generation child of Gaia and Uranus, Kronus took a wife in Rhea and produced many children, whom he grew to fear immensely. Kronus, a problem-solver by nature, swallowed his children while they were still infants, thus preventing what he considered to be the inevitable threat of usurpation. The youngest of his sons, however, was also the most beloved to Rhea so she deceived her husband into consuming a rock in the child’s place. This youngest child, Zeus, would grow strong in manhood and ultimately bring to realization Kronus’ greatest fear. Zeus liberated his brothers and sisters from his father’s malicious and all-consuming grasp. Then he led them to revolution, waging a war against the tyrannical god. In their victory, they turned their benevolent attention to the great creations of Nyx. The gods began to populate Uranus with the stars thus creating space. They began to furnish Gaia with life, thus birthing nature. After creating the appropriate backdrop, the gods recognized that the earth was correct excepting its want for animals and humans. Zeus set to the task his sons Prometheus and Epimetheus, whose names translate literally to mean forethought and afterthought. This provides some interesting insight, perhaps, into the Greek perspective about man’s intellectual capacity and eventual self-awareness. In addition, it offers literal details about the unique abilities and idiosyncrasies that mark the species which populate the earth. When assigned to the job of designing creatures, the brothers were given a variety of gifts to offer their creations. While Epimetheus set upon the task of creating the animals and awarding them all with gifts, Prometheus carefully sculpted man to be in the image of the gods. (Again, man’s definition as being in the image of god holds much in common with Judeo-Christian creationism). When he completed his task, he found that Epimetheus had given away all the gifts, leaving humankind with the shaft. Prometheus sought to rectify the matter by stealing a trace of fire from the setting sun and giving it to man. When Zeus awoke to find man in possession of that which was to belong only to the gods, he was furious. He punished Prometheus to an eternity stapled to a tree, having his liver chewed on by vultures. But the damage was done. Man had been created and given the power of fire. There is a great deal more to Greek mythology, as with the bible. The role of the gods takes on a wide array of purposes, gradually divining all of man’s vices and virtues. But in the story of the earth’s creation alone, there is much illumination. The Greek legend begins to tell part of the story of Greek culture insofar as it offers some true self-examination. In this story of violence, deception and a natural tendency toward roguishness, the Greeks provide a piercing look into a psyche long since perished from the world. Surviving with far greater ideological intensity are those creation myths driving modern faith. The traditional structure of the dominant monotheistic faiths incorporates a narrative regarding the creation of earth and man into its formative doctrines. Herein is typically contained an originating explanation for the relationship between god, man, heaven and earth that provides grounding for the entirety of the faith’s sacred text. This is a fundamental commonality between the texts of the Hebrew Bible and the Holy Qur’an, both of which dedicate significant portions of their second chapters to delineating the story of the first man. It is striking to compare the passages concerning the creation of the first man as they appear in the two texts. Though today Judaism and Islam function almost as antecedents to one another, with their practitioners often viewing their respective texts as placing them into diametric and practical opposition of one another, these passages provide evidence of their common derivation. The creation myths of the two religions suggest that their political, social and cultural differences today may stem from the nuances therein, which had the effect of placing their interests in close confines with one another while arming them with divergent perspectives on how best to achieve said interests. The details surrounding God’s deliverance of Adam to the Garden are essentially the same according to the two texts, but the wording of each calls for closer speculation. In Genesis, the first book of the Hebrew Bible, God follows his work of creating the heaven and the earth by creating man: â€Å"Then the LORD God formed man of the dust of the ground, and breathed into his nostrils the breath of life; and man became a living soul.. † (Gen. 2:7) From here is taken a substantial assumption in the Judeo-Christian faith which proceeds from it, that man is created in the image and likeness of God. The breath of God, this passage indicates, circulates in the body of every man, suggesting a responsibility to godliness for all of us. The Qur’an, in its recognition of the same deliverance to the Garden, paints a different image in acknowledgment of God’s endowment of life. In keeping with a prominent thematic impulse of the Qur’an, convicting its readers to note the distinction in fates for believers and nonbelievers, the phrase depicting Adam’s creation is posed with a similar connotation: â€Å"How do you deny Allah and you were dead and He gave you life? Again He will cause you to die and again bring you to life, then you shall be brought back to Him. † (Koran, 2:28) This is a passage which demands not just belief in the creationist role of Allah but also a devotion to eradicating or combating non-belief. More explicitly and ideologically pertinent though, it carries with it a description of the process of reincarnation. Man, in this passage, is described as an entity being fully at the mercy of God within the bonds of the creator-to-created relationship. And where the berth into God’s image, held in the Hebrew Bible, ultimately predisposed man to divine immortality, this infinitude is represented differently in Islam. The overtones of reincarnation here suggest that man is not considered to be made in the image of God, nor even an element of the earth as also implied by Genesis 2:7, but is a soul perpetually disposed to take forms according to the will of Allah. This does not necessarily indicate a fundamental difference in the dispositions of the gods in question, Yahweh and Allah in the bible and Qur’an respectively. In Genesis, there is an articulated statement regarding God’s willingness and right, as creator, to snuff out his subject for transgression of his law. At the time, this law was constituted summarily of one directive in which â€Å"the LORD God commanded the man, saying: Of every tree of the garden thou mayest freely eat; but of the tree of the knowledge of good and evil, thou shalt not eat of it; for in the day that thou eatest thereof thou shalt surely die. †(Gen. 2:16-17) These foreboding words are those which assured our mortality on an earth characterized as the forum for exile from the Garden. The air which god breathed into us through Adam’s nostrils would, as God promised, be the price paid for partaking of the fruit. This fall from the grace of godly immortality would define the nature of man’s life-cycle, and by extension, theoretical concepts such as time and space and spiritual assumptions about death and the afterlife. God’s proposition to Allah as depicted in the Qur’an is not endowed with the same consequence, perhaps a product of the initial divergence between the two texts with regard to the fundamental construct of man in relation to his god: â€Å"And We said: O Adam! Dwell you and your wife in the garden and eat from it a plenteous (food) wherever you wish and do not approach this tree, for then you will be of the unjust. † (Koran, 2:35) The fall from grace is described quite differently here, with man incurring no such threat as explicit as a certain death. This is a condition already possessed of man in the passage concerning his formation. It is not a punishment but a state of being given grounded in man’s relationship to Allah. Original sin is still a common element to the doctrines of the two faiths, but its consequences appear as quite different actually. In the Hebrew Bible, the serpent is a creature which plays the role of deceiver and, by metaphorical extension, the antithetical and fundamentally evil counterpart to God’s unchanging benevolence. This is contrasted by the Qur’an’s direct address of a Satan figure, a development affirming its composition as having occurred at a far later date than that of Genesis: â€Å"But the Shaitan made them both fall from it, and caused them to depart from that (state) in which they were; and We said: Get forth, some of you being the enemies of others, and there is for you in the earth an abode and a provision for a time. † (Koran, 2:36) A punishment dealt herein concerns man’s occupation of earth as a home, with God endowing it only a finite capacity to host mortal life. Again, the contrast between the implications to man’s punishment for Original Sin in the two texts can be traced to the contrast in man’s assumed composition. In the Hebrew Bible, God punished Eve and her offspring to a perpetuity of painful childbearing â€Å"and unto Adam He said: Because thou hast hearkened unto the voice of thy wife, and hast eaten of the tree, of which I commanded thee, saying: Thou shalt not eat of it; cursed is the ground for thy sake; in toil shalt thou eat of it all the days of thy life. † (Gen. 3:17) In this passage, a fundamental difference in perspective is illuminated, that man’s lot, to toil on the land, is a punishment profoundly connected to his violation of God’s will and his organic relationship to the soil. Where the Garden of Eden was a sanctuary at Adam’s disposal, the Earth would be his responsibility and his shackles. His mortality would be profoundly chained to his capacity to manage the earth. Where Islam casts its subjects as inhabitants of a land inevitably bound to eventually leave them to resource-deprived oblivion, Judaism confines its followers to a eternity of suffering knowledge of the earth’s hard reality. God tells Adam of this fate as being a mixed blessing, with the knowledge equally capable of delivering him to pain and pleasure, â€Å" for God doth know that in the day ye eat thereof, then your eyes shall be opened, and ye shall be as God, knowing good and evil. † (Gen. 3:5) In a way, this is a complete fulfillment of man’s emulation of the creator-image just as it is the downfall from godliness. Indeed, the serpent cavorts Eve by telling her that she and Adam will be endowed with knowledge and fortitude, and be gods themselves. In exchange for this transgression, god casts man without guidance into the desert abyss. This is contrasted by the denouement of original sin in the Qur’an, where Allah casts his children out but does so under the auspices of mercy: â€Å"We said: Go forth from this (state) all; so surely there will come to you a guidance from Me, then whoever follows My guidance, no fear shall come upon them, nor shall they grieve. † (Koran, 2:38) Here, God reaffirms his commitment to man even in his failing, offering him an unconditional love as sanctuary for the pain and suffering of the land. The intricacies that differentiate the two texts offer a useful set of variations on a creation story that is highly associated with the evolution of monotheism. Particularly, the mutual centrality of the texts on man’s role and purpose in the earth’s creation and the heaven’s sanctity illustrates the capacity of each to elucidate its pursuant culture’s views on God’s divine plan for humanity. Bibliography: Fahs, Sophia Lyon, Spoerl, Dorothy T. Beginnings: Earth, Sky, Life, Death. Beacon Press. Boston. 1965. Freund, Philip. Myths of Creation. Washington Square Press, Inc. New York City. 1965. Koran Text. (1997 edition). The Holy Qur’an. University of Virginia: Online Book Initiative. Online at http://etext. virginia. edu/etcbin/toccer-new2? id=HolKora. sgmimages=images/modengdata=/texts/english/modeng/parsedtag=publicpart=teiHeader Masoretic Text. (JPS 1917 Edition). A Hebrew-English Bible. Mechon Mamre. Online at http://www. mechon-mamre. org/p/pt/pt0. htm

Essay --

It is noticed that science develops in splashes, each significantly advancing our understanding of the nature. The 19th century was the time of rapid development of microbiology. In the search for secrets of nature science has reached extremely high and low energies as well as large and small length scales. Still until recently we knew very little about one of the most complex aspects of life – microbes and infection. Now we are at the dawn of efflorescence in molecular biology, which provides an excellent basis for application into several areas of biology like cancer and virology . Revelations of molecular biology become extremely crucial, as they provide insights into the way molecules work. Having completed an inspiring five-year course in veterinary sciences,1993-1999 from college of veterinary and animal sciences ,and completing DVM, I would like to continue my pursuit of knowledge and do a dissertation in Virology. This would give me build the strong knowledge base that I desire and a strong expertise in field that I wish to specialize. The past few decades have witnessed rapid advance in the area of virology and molecular biology. The objective of virology is to make life meaningful and to alleviate human and animal ailments caused by these dreadful pathogens . I am keen to be an integral part of this effort. For this, along with an in-depth knowledge of the subject, experience in cutting edge research and hands on experience in real time applications would be of prime importance . In today’s world, microbial sciences has attained such high status due its impact in the day to day life of humanity as a whole.. My interest in the role of microbes and viruses began from UG classes (1993-1999) wherein professors taught us... ...ape me to be a thinker and a learner. The world is literally becoming a global village where opportunities for learning are transcending physical boundaries. In a connected world, Indian knowledge workers are increasingly contributing to the global work force. International education will give me the training and the competence to meet global clients. I look forward to being an active contributing member of the student community at your University. After basic education, I have developed a strong urge to attain academic excellence and to engage in research in the field of virology. I strongly feel that an MS from a reputed university will help me achieve my goal. United States will offer me a very conducive atmosphere for research and development.t I am eagerly awaiting for admission from your esteemed university and embark for my future journey in this field. Essay -- It is noticed that science develops in splashes, each significantly advancing our understanding of the nature. The 19th century was the time of rapid development of microbiology. In the search for secrets of nature science has reached extremely high and low energies as well as large and small length scales. Still until recently we knew very little about one of the most complex aspects of life – microbes and infection. Now we are at the dawn of efflorescence in molecular biology, which provides an excellent basis for application into several areas of biology like cancer and virology . Revelations of molecular biology become extremely crucial, as they provide insights into the way molecules work. Having completed an inspiring five-year course in veterinary sciences,1993-1999 from college of veterinary and animal sciences ,and completing DVM, I would like to continue my pursuit of knowledge and do a dissertation in Virology. This would give me build the strong knowledge base that I desire and a strong expertise in field that I wish to specialize. The past few decades have witnessed rapid advance in the area of virology and molecular biology. The objective of virology is to make life meaningful and to alleviate human and animal ailments caused by these dreadful pathogens . I am keen to be an integral part of this effort. For this, along with an in-depth knowledge of the subject, experience in cutting edge research and hands on experience in real time applications would be of prime importance . In today’s world, microbial sciences has attained such high status due its impact in the day to day life of humanity as a whole.. My interest in the role of microbes and viruses began from UG classes (1993-1999) wherein professors taught us... ...ape me to be a thinker and a learner. The world is literally becoming a global village where opportunities for learning are transcending physical boundaries. In a connected world, Indian knowledge workers are increasingly contributing to the global work force. International education will give me the training and the competence to meet global clients. I look forward to being an active contributing member of the student community at your University. After basic education, I have developed a strong urge to attain academic excellence and to engage in research in the field of virology. I strongly feel that an MS from a reputed university will help me achieve my goal. United States will offer me a very conducive atmosphere for research and development.t I am eagerly awaiting for admission from your esteemed university and embark for my future journey in this field.

Current Generational Differences in Attitudes Toward the Role of Religion in America Essay

In the United States, its citizens are categorized by their date of birth into four commonly known generations. The individuals born anytime before 1946 are considered Pre-Boomers, individuals born between 1946 and 1964 are known as Boomers, individuals born between 1965 and 1976 are known as Generation X, and last but not least is Generation Y, which are individuals born anytime after 1977. The individuals categorized in each of these generations tend to share similar values and views on things such as religion, culture and politics. These segregated differences in views are also known as generational gaps. â€Å"A generation gap is commonly perceived to refer to differences between generations that cause conflict and complicate communication, creating a gap. † (Adcox, 2012) Research shows that there are many other differences between each generation in America, however the generational differences in attitudes toward religion tend to be very apparent. During this study of the generational differences in attitudes toward religion, the research center made three statements giving Americans the option to agree or completely agree with each one. The three statements included: â€Å"Prayer is an important part of my daily life, We will all be called before God at the Judgment Day to answer for our sins, and I never doubt the existence of God. † (Pew Research Center Publications, 2007) In past years, eight out of ten Americans agreed with these three statements and the agreement of these three statements between the generations rose dramatically during the 1990’s. Then , the majority of Americans believed that religion and personal beliefs were extremely important and a vast majority belonged to a religious affiliation. However, the percentage of generational agreement has started to fall within recent years as the new generations start to come about. During the years of 1987 through 2007, The Pew Research Center for the People and the Press also conducted a study in hopes of comparing the religious attitudes of each generation. The study showed that while the majority of Americans have remained religious throughout the years in both their practices and beliefs, the percentage of Americans that expressed strong religious beliefs have dwindled down drastically since the 1990’s. Not surprisingly, the percentage of individuals who chose not to be affiliated with any one religion has increased with each new generation, showing a decrease in religious commitment. The study showed that between the years 2006 and 2007, 19% of Generation Y, 14% of Generation X, 11% of Boomers, and 5% of Pre-Boomers were either atheist, agnostic, or had no religion. There have always been and will always be differences between each generation and their views on certain hot topics, such as religion. As new generations come about, I feel that the attitude towards religion in America will continue to decrease on a level of importance as well as the level of beliefs. The newer generations will of course outlast the older generations which will then in turn outlast their beliefs regarding religion and its importance. The newer generations will instill their values of religious importance on to the next generation and slowly, I believe religion may no longer be of any importance to the majority of Americans. References: Looking at the Generation Gap: Identifying Generational Differences and Their Causes. Adcox, Susan. (2012). Retrieved on July 5, 2012, from: About. com: http://grandparents. about. com/od/grandparentingtoday/a/GenerationGap. htm Trends in Attitudes Toward Religion and Social Issues: 1987-2007. Pew Research Center Publications. (2007). Retrieved on July 5, 2012, from: Pew Research Center: Numbers, Facts and Trends Shaping Your World: http://pewresearch. org/pubs/614/religion-social-issues

Analysis of the Communist Manifesto

Analysis of The Communist Manifesto Karl Marx and Freidrich Engles, The Communist Manifesto is an announcement of the aims of a communist organization. It has also functioned as an explanation of the ideas that form the foundation of communist and socialist philosophy. It begins with the view of history as a class struggle. With Karl Marx’s view of history class struggle, there are two classes in constant battle. First it was the master slave relationship, then follows peasant and nobility, on down to the bourgious and the proletarait.It was a struggle between the oppressed and the oppressor, the owner and the owned. One class exploited the other because their relationships were completely opposed. This would create a merchant class and a working class from the struggle between the peasant and the nobility. But Marx and Engles felt that at some point the working class would eliminate all the remaining classes. If there was only one class, there wouldn’t be a class strug gle. There would no longer be a need for money, religion, nation-states and governments.Marx and Engels actually believed that they had discovered a method that could be applied in a scientific manner to the businesses of the world. It has been well over 100 years since the publication of the Communist Manifesto and there are many arguments as to why this method has never taken place and many argue over what made the plan unsuccessful. It may be that some of the assumptions for example, the labor theory of value were mistaken. Or the problem with the Marxian ideas set in the manifesto might be that Marx misunderstood which class would ultimately incorporate all the others.He was under the impression that laborers must ultimately take over the means of production and in doing so terminating the capitalist system. What he could not understand was that the means of production would become less and less expensive all the time due to efficiencies in production such as technology. He coul dn’t predict the arrival of computers and tools that would greatly reduce the costs of labor. The Communist Manifesto ideas are worthy of study because there are economic and historical truths within it. The first section introduces the Marxian idea of history as a class struggle.Marx and Engels were the first to put forward the notion that the working class is exploited by the bourgeoisie. With a labor theory of value where the value of goods and services is based on the amount of labor that is put into them, all the surplus that goes to the capitalist as profits is in reality the â€Å"property† of the working class who created that wealth. The second section of the Communist Manifesto addresses the nature of the new working class which he calls the proletariat. He looks at its implications for the advancement of society, including the abolition of property and family.This section also stresses a kind of Ideal that can only be brought about by violence and conflict w ith the working class taking power from the bourgeoisie (the owners of the means of production). This conflict is anticipated also to bring about the end of nation-states and, ultimately, all forms of government, bring about a worker's paradise. Parts 3 and 4 of the Communist Manifesto are more cryptic and relate more with the politics of the age and topographical region in which the document was written in 1848.Section 3 discusses the various forms of socialism, feudal socialism, petty-bourgeios socialism, and â€Å"true† socialism. Part 4 goes on to show how these different groups inter-relate. Ultimately, Marx and Engles, wrote about communism, a society where classes were eliminated, people were seen as equals and work was distributed as such. The manifesto urged the proletarait to revolt, it expressed the wrong doings and downfalls of the â€Å"evil† bourgious and created a paradise for the working class and gave theories on change for the better. The document end s with a stirring shout, â€Å"Working men of all countries, unite! â€Å"

Ba Annual Report an Introduction Essay Example

Ba Annual Report an Introduction Essay Example Ba Annual Report an Introduction Essay Ba Annual Report an Introduction Essay An introduction to British Airways. â€Å"The UKs largest international scheduled airline, flying to over 300 destinations at convenient times, to the best located airports. † (Source: www. britishairways. com/cms/global/microsites/ba_reports/pdfs/BA_Report_2007_08. pdf) British Airways, an airline known to the nation as Britain’s largest scheduled airline. The Airline is based on the grounds of the world’s most popular international airport, London Heathrow. The ease of accessibility proves to be extremely beneficial to the business traveller working to tight schedules, and also meeting the needs of the leisure traveller, particularly those with younger children or travelling in large groups. The evidential experience and convenience of this airline are major attributes to its continued success since it first evolved in 1919. Since May 2005, the chief executive of the company is Willie Walsh, working alongside the chairman (Martin Broughton) and chief financial officer, (Keith Williams). British Airways fly world wide to more than 300 destinations and in 2007/08, it carried more than 33 million passengers. It has currently got 245 aircrafts in service, which most recently accounted to a revenue of ? 8. 7 billion. British Airways- an evaluation of the importance of an annual report. When selecting a company in which to invest shares, it is important to undertake the relevant research and be able to understand the companies accounting history. To include an analysis of the profit and loss account, balance sheet and cash flow statement. These are the key documents in which we can retrieve data and review a full breakdown of the company’s accounts. Within an organisation, these three items are often the key to failure or success. They are of huge importance and if used to their full advantage and monitored correctly a company can use the accounts to analyse which areas of their business need to be addressed and which areas can be maximised on. These accounts are useful in measuring performance history and future predictions. However sometimes by simply scanning through a list of accounts we are not receiving an accurate insight of the company’s true success. By merely monitoring these account listings it is very difficult to accurately compare past figures and also in comparing with other company’s. Therefore within larger companies in which shareholders are involved a system of ratio analysis is enforced. Ratios analysis enables us to interpret the company’s accounts, making it easy to closely study the performance of the company and compare it with that of another and of previous year’s performance. When comparing the same ratios of different financial periods, trends in company progression or failure will become apparent, allowing us to predict future performance. Ratios act as performance indicators, highlighting essential evidence to the potential investor.

6 Steps to Tailor Your Resume for Any Job Posting

6 Steps to Tailor Your Resume for Any Job Posting All of the job search advice these days stresses the need to tailor your resume to the job you are applying for, rather than blitzing out 50 generic ones. Trouble is, you’re not quite sure how to tailor your resume. Here are a few tips you can follow to make sure this process is a breeze, setting you up for success with whatever hiring manager gets your documents.1. Read carefully.First step is actually reading and comprehending the job posting and what it’s asking for in a candidate. Do yourself a favor and read it through with a highlighter. Mark all of the most important aspects, particularly anything that’s repeated or out of the ordinary- or that happens to match your particular skills. Knowing what the job entails is your top priority. Nothing else matters.2. Don’t bury the lead.Figure out what the most important or exciting match between your candidacy and the posting might be. What will really get the hiring manager’s attention? Maybe itâ₠¬â„¢s your current position, or a certification you recently achieved. Even if it isn’t your most recent accomplishment. Then make sure to feature that right up front- as in: the first section of your resume.3. Revamp your bullets.Be sure to take your major focus points out of later bullet points. But do also make sure to include some of the most relevant soft skills that would make you stand out as ideal for the job. Spin these bullet points to support your main focus and supplement your candidacy for that one job. 4. Cross check again and again.Now that you’ve done some work on your resume, go back to your highlighted job posting and make sure that anything you highlighted there appears verbatim somewhere on your resume- and preferably somewhere prominently featured.5. Add detail.Wherever possible, add numbers and details to help your skills (aka â€Å"Customer service skills†) shine out as something more tangible. (Aka â€Å"Boosted revenues by 10% and upped customer retention†).6. Pimp your cover letter.Don’t make the mistake of sending a perfectly tailored resume with a generic cover letter. Make sure you also spend some time tailoring your cover letter, in much the same way.Bottom line: Make sure both your resume and your cover letter pass the keyword test, including and/or featuring any and every keyword that appears in the job posting.

President Kennedy and Civil Rights Research Paper

President Kennedy and Civil Rights - Research Paper Example Author Shelly Sommer presents John F. Kennedy in his book, â€Å"John F Kennedy: His life and legacy† in many roles such as a boy, a young adolescent, a hero of wars, a husband, a great politician, and finally the youngest President of America. But the question should be raised that whether John F. Kennedy really cared about civil rights or it was just to defeat Nixon in office and be the President of America? The votes of African American people were as much important for him as the whites and so President Kennedy has to make his way to the office anyhow. When two African American students, Vivian Malone and James Hood decided to take admission in the University of Alabama in summers of 1963, President John F. Kennedy- a spirited and energetic leader of that time led the movement of Civil rights to let these students enter the university. He challenged the southern courts to take notice of the situation and take into consideration this issue to grant equal rights to African A mericans as well. On the evening of September 30, 1963, President delivered a speech in which he issued a declaration that Mississippi should abolish segregation and let African American students attend the college. ...   He asked for a federal legislature for the rights of African Americans and thus his words were transformed into actions after his death when the Civil Rights Act of 1964 was enacted. ( Blaustein, Albert P, and Robert L. Zangrando. Civil Rights and the American Negro: A Documentary History). Critics of Kennedy Supporting Civil Rights’ Some people, however, believed that John F. Kennedy was not much interested in civil rights; rather he was famous for Cold War issues and Cuban Missile Crisis. This belief was not pointless. Kennedy’s attitudes towards Civil Rights before the election campaign proved it to be true. He voted against the Civil Rights Act of 1957 by Eisenhower. Kennedy wanted to serve the Democrats in the elections of 1960s, and to do so he has to oppose the bill as Democrats were in the opposition to the bill at that time. Finally, Kennedy won the elections as leader of the Democratic Party in 1960 and defeated Nixon. This act of Kennedy proves that all h e did was his personal gains and he has no interests in the rights or equality of African Americans. Kennedy suddenly converted or changed his point of view when he was nominated as a candidate from Democratic Party for the Presidential Elections of 1960. He delivered speeches promising equal rights to African Americans and preserving their dignity and sovereignty. Historians are confused over this abrupt change in the attitude. Supporters of Kennedy see the antagonism toward the Civil Act of 1957 as a political necessity.