Unknown Citizen VS The enormous radio Essay Example

Unknown Citizen VS The enormous radio Essay The Unknown citizen by W.H. Auden and The enormous radio by John Cheever both share the same idea about society. Both the poem and the short story are hypocritical and show how individuals hide behind the shield of conformity. In the Unknown Citizen Auden describes the perfect man, yet in whos eyes does he meet perfection? Thefirst time I read the poem I interpreted it differently than I do now. Ifirst thought that the character was the ideal person who reached ultimate perfection yet as I read it a second time I realized I was wrong. In all of the lines that I thought were complimentary, as I reread them I found them very impersonal and vague. In line nine Auden says he wasnt odd in h is ways, In lines fourteen -fifteen he bought the paper everydayreactions were normal in every way, and also in line twenty-three he held proper opinions for this time of year. I read all of these as very general, like the speaker is rewarding him for being a perfect clone of what every one else is. The speaker in this poem is always referred to aswe therefor the speaker must be society. In the conclusion of the poem the speaker questions wether the man was happy and free and answers it himself by saying the question is absurd and if he was not okay, they would know. Yet Im sure everything was not perfect in this mans life, but they didnt know. I also interpreted the title differently, the unknown citizen this also contributed to my idea of this man being just like everyone else. Because he is unknown for his accomplishment because it is the norm, he did nothing more and nothing less than what was expected of him. He didnt get fired and noone complained about him yet the speaker doesnt go on to explain the important role he played. The speaker identifies the man as JS/07/m/378.

Angiosperms and Gymnosperms essays

Angiosperms and Gymnosperms essays Angiosperms are flowering plants. Angiosperms are the biggest group in the plant kingdom. They have true roots, stems, leaves and flowers. They also have seeds. The seeds are formed when an egg is fertilized by pollen in the ovary. The ovary is within the flower. The flower contains the male or female parts of the plant. Fruits are frequently produced from these ripened ovaries. Angiosperms are more highly evolved that the algae, mosses, fungi and ferns. Their advanced structures allow them to live on land. They have roots that hold the plant in place and take in needed minerals and water. They have leaves that are the major food makers for the plant. They have stems that hold the plants up and move the nutrients and water about the plant. Angiosperms are the primary food source for animals and provide oxygen for us to breathe. They provide lumber for buildings and other objects, fibers for clothes, are the basis for many drugs. Gymnosperms are a type of plant that reproduces by a seed that is not enclosed. They are not like the angiosperms that have seeds contained flowers. Many of these plants are cone-bearing plants. Gymnosperms are found throughout the world. They have roots and stems. Their leaves are in the form of needles in conifers. At the time of pollination, the pollen grains fall among the cone scales until they fall on to the ovules. As the cone grows up, it gets bigger and the seeds that are created by the male pollen and female parts are seen. Most conifers are always green and they do not shed their leaves as deciduous plants do but retain their needles for quite a while. When the needles fall off, they are quickly replaced. Other groups within the gymnosperms include the gingkos and cycads. ...

Strategic Hospitality Management Essay Example | Topics and Well Written Essays - 750 words

Strategic Hospitality Management - Essay Example The year 2007 saw a major restructuring for the Accor group with regard to its hotel businesses. The Sofitel group which was classified under the up-market luxury category repositioned itself as a hotel with a French touch. This could be because Sofitel's origins were in France. (Pouillat and Chabrot). The concept now is that each hotel in the chain will be unique in design and architecture that will be suited to the region where it is run. Two sister brands will be introduced in 2009 namely, Sofitel Legend and So by Sofitel. During the years 2006 Sofitel sold one French hotel and six hotels in the USA to streamline its operations and to improve cash flow. The US hotels were sold off for 370 million USD. In 2007 two more hotels in the US were sold for 225 million USD to a GEM Realty Capital of which Accor was a joint venture partner. (Press Release: Accor Announces Sale and Management Back of Sofitel Hotels in New York and Philadelphia). Earlier that year, thirty Accor properties in UK were sold off for 11 million Euros. "Financially, the transaction will enable Accor to reduce its adjusted net debt by '584 million, of which '172 million will be added to the Group's cash reserves. It will have no impact on EBITDA but will add '7 million to 2007 profit before tax." (Press Release: Accor Sells 30 Hotel Properties in the United Kingdom for '711 Million and Signs a Development Partnership with Land Securities, p.1). These are just examples of the selling spree set about by Accor to decrease its net debt and for its major restructuring strategies for the whole group including Sofitel. Human resources challenge: The major restructuring done at Sofitel has created some challenges in the human resources department. Because the hotel chain has reinvented itself under a French image, the staff will now have to be trained or hired accordingly to suit the tastes of lovers of French cuisine and style. As mentioned earlier the new image will result in each hotel having its unique style and architecture, depending on its location and will be blended with its French image. This will create challenges for employees because of the lack standardization and uniformity across its hotels. As a result the group has revamped its strategies to be brand specific. This will entail in creation of a diversified training program that will fit the needs of each of its hotels. The detailed human resources plan was presented to the Geneva based European Works Council as a part of discussion and approval. In order to support these changes at Sofitel and also other strategic changes in the groups the Accor group had started and training school for its employees called the Accor Academy. Apart from general and on the job training, the groups also have three certification programs for its employees. The first one is a skills certification process which it has just introduced and plans to expand worldwide by the year 2010. The success of any organization depends on its top and middle level leadership. With a long term vision in mind the group has started a program called the "GM Pass personalized career development program to train future hotel general managers." (Intensified Training Initiatives. 2007). The third initiative is a advanced training program for managers and future managers with high potential so that they can be developed further. They also have t he potential to become part of the top management of the company later. There have been two key area of challenge for Sofitel and

Classical Image of Education Essay Example | Topics and Well Written Essays - 1000 words

Classical Image of Education - Essay Example Though it defies description and is not easily defined, we know it when we see it as our imagination offers us a clue to its possibilities. Our classical image of education and its definition falls short of the true meaning when it is applied to a lifetime of learning. Typically, an education has been thought of as a specified period of time in which certain subjects are learned to a pre-determined level. Education is sometimes mistaken for the Bachelor's or Master's degree that indicates we have attended school, but it is not an education. Albert Einstein once said, "Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world". The spark that ignites our imagination is education. The subjects taught in pursuit of these goals give us information and provides us with a key to further learning, but this is not education. Learning to appreciate art, perform logical operations, or the history of rock and roll are interesting to know, but they do not qualify as education. All of these activities and endeavors are simply the tools required to begin to mine an education. Yet, listing all the tools and components involved in making an education would be of no more relevance than calling a list of ingredients a cake. The traditional view of 120 credits, electives, and compulsory courses fails to completely define education. Education is the creation of a task, concept, or belief that we find useful in our life and defines us as a human being. The formal learning that was required to obtain a degree becomes useful as we enter the workplace and begin to assimilate with the culture of our livelihood. Here we learn what is expected of us, what is needed to make progress on a task, and how to complete a workplace function. Logic and art may help us temper the new environment and give us a sense of deeper understanding of the world around us, but the education takes place when we learn to undertake a project and develop the confidence that gives us our self-identity. Information needs to be put to use and contribute to our sense of self-worth to be considered education. In essence, we define education by how education defines us and the way that we define ourselves. Education is part and parcel of the human spirit that drives us to imagine, create, inspire, innovate, and invent. We may have an intricate knowledge of calculus, but in its dormant state it adds nothing to our education. Education is an action word that demands that we act and react to the facts and information we gained from attending school. When we encounter a new situation that requires us to solve a problem we create a solution from the tools we gained from our classroom experience. The innovative experience that we create out of our limited knowledge is the true meaning of education. It is not simply the information or the knowledge that defines us. Education is the inspiration we receive when we put our knowledge into action. When we integrate several fields of knowledge, while we stretch to invent a new process or concept, we can then say that the experience was 'a real education'.

Unit 3 DB Acct310 Essay Example | Topics and Well Written Essays - 250 words

Unit 3 DB Acct310 - Essay Example rder costing system is mainly used in service industries including hospitals, movie studios, law firms and even repair shops as well as in cases where individual non-homogeneous goods are produced by an organization. When it comes to this type of system, record keeping and cost problems can be very complex to handle especially where different products and services are available, compared to when dealing with single products and services. Since the products available are different, the cost will relatively be different hence a cost record for each product. Therefore, job order costing needs a lot of effort and concentration as compared to process costing system. Process costing involves tracing and accumulation of direct costs, and the allocation of indirect costs of manufacturing processes (Hansen & Mowen, 2006). Process costing is much applicable when the products in question are naturally homogeneous. Costs are in this case assigned to products which are produced en mass as noted by Hansen and Mowen (2006). This method is mostly suitable for industries such as chemical manufacturing companies since the process flow is continuous. In this system a production report is prepared to summarize the totals and cost of units. In the case of a company that deals with chemicals, cement, electrical parts, textiles and pharmaceuticals products, process costing method is advisable. This is because their production process is continuous and order costing method may not be appropriate for this kind of companies. Job order costing is applicable in companies that manufacture many different products for example clothing factory and service industries (Hansen & Mowen, 2006). Each product has its own price hence this system is appropriate to use and follow. Records of each and every order and its cost are stored separately for easy understanding and follow up. Records in a process order costing system are much easier to follow and less complicated as compared to job order

Advantages of Learning Organization

Advantages of Learning Organization Due to impacts of the international financial crisis and the notable slowdown of the economy, Bank co has encountered more challenges. Accordingly, Bank co is transforming from an operational company to a sales-oriented one, in a bid to enhance their competitiveness. As the customer services centers are established and original branch institutes are shut down, the structure change influences 7 percent of the workforce. The board doesnt think a young management can handle the shift and further reforms; therefore, a great emphasis is put on staff learning approaches. As the staff capabilities are core resource to an organizations competitive advantage, all the management focuses on the planning and implementing of strategies. This essay not only elaborates Bank cos successful integration its HRM strategy with the overall business strategy, but also discusses the problems in the policy implementation. Some coherent solutions for these problems are also discussed in this essay. 2.0 Bank cos Objective as a Learning Organization 2.1 Definition of Learning Organization Peter (1990) proposed that any organizational thought a learning organization can be conducted by teams led by managers that facilitate a communication that values reflective thought, new patterns of thinking and a suspension of assumptions. In generally speaking, a learning organization has the following characteristics. First, the staff has a shared vision as their daily guideline and considers all organizational processes, functions, activities, and interactions with the overall environment as a member of the system. Second, each staff can air their own opinions to each other without fear of criticism or punishment. Third, staff sacrifices their personal self-interest and integrates department interest to cooperate to achieve the organizations shared vision. 2.2 Advantages of Learning Organization Brandt (2003) proposed that a learning organization is just like a school, a flexible and responsive organization should change in accord with changing circumstances. A learning organization has the following advantages. First, learning organization can promote continuous improvement. Whether project outcomes satisfy customers needs or not relies on how managers assess and narrow the gap between the two. Levine (2001) found that improve managers concentration span to organizational learning is a great potential to establish cooperation and continuous improvement that promote organizational performance. Second, learning organization can promote innovation. Although this statement is obviously true, but there is no quantitative study based on parallels between the characteristics of learning organization and the statement in literature that supports innovation and employee creativity can improve the performance of learning organization (Ramous and Steger, 2000). Third, learning organiz ation can foster community building. As learning community can break through stereotype routines and cultivate effective learning environment. Digenetic (1998) claimed that a learning community should be a mechanism for creating the learning organization. 2.3 Evaluation of Bank cos Objective With the financial crisis wreaking havoc on nations across all continents, the sense of living in a globalized age has become more acute. To cope with profound changes, Bank co made a strategic shift which focuses on four main units. First, human resource planning is long-term programs of Bank co. Due to the resignation of skilled and veteran managers, Bank co supports staff development by offering investment of  ¿Ã‚ ¡17 million. It allocates about 25,000 training days for the staff each year. The training and development (TD) department has finished the training programs for more than 5,600 managers until nowadays. And the training programs coherently focus on five units, such as, resourcing and development, HR quality, training design and delivery, equal opportunities and residential training. Second, training and development should be implemented to management staffs at all levels. Since a survey indicates that 60% employees considered that the training programs are just attending courses, the TD department decided to implement a wider range of flexible training methods, such as, self-directed learning, coaching, job rotation, secondments, etc. As a result, staff at all levels start to self-study in learning resource center without the reliance on training courses. Their hobbies and interests have been explored by a large margin. Thats to say, Bank co cultivates a learning atmosphere within the company, and ushers staff to take the responsibility of self-development. Third, employee relations are another focus of Bankco. The employee relations are cooperative instead of competitive, because staff at all levels share the same goal of the organization. It coincides with the policy of a harmonious society. It is an opportunity for staff to realize themselves, while it is a challenge for the managers who provide opportunities within which the staff can learn and develop. According to Maslows hierarchy of needs, self-actualization is the highest need on the pyramid of needs, self-actualization must produce an attraction and stimulant for staff to find themselves (Maslow, 2008). Fourth, personnel operation is important. As HR department had considerable power, Bank co established a belief that a learning organization would remain competitive and successful. The shift causes an unprecedented series of efforts and initiatives intended to learn from diverse source, because the line managers are responsible for ensuring that proper action will be good for individuals who keep a partnership with their mangers. During the establishment of learning organization, Bankco has achieved good financial performance as a reward. 2.4 The Achievement of Learning Shift The shift from being operational to becoming sales oriented has brought significant changes in the performance of Bank co. First, as a learning organization, Bankco retains knowledge workers. Bank cos shift causes some of middle-aged managers to leave, when the company is in desperate need of talent to rebuild itself. Therefore, the management had to give top priority to learning programs to cultivate talent as fast as possible. Second, the learning center collects public recording which is unobtrusive and useful in the execution of decision-making and work process. The data on management and information about staff behaviors to certain jobs are useful for researches to analyze Bank cos operation and set down the appropriate management policies. As learning is applied to innovate or modify individual dispositions, processes, policies, and procedures, the staff can further develop their interests and hobbies, Bankco can improve its management experience as well. 5.0 Conclusion In our uncertain world, the only thing that appears to be certain is that social computer-base communication technologies are rapidly becoming online hot spots and changing the way we communicate and information. It is convenient to express social relationships on the IM and blog through links and comments. But we should take advantage of these technologies and overcome their challenges. The best approach is to develop good habits to use computer-based communication technologies, even the link is from friends, they need verify to friends again.

Modern Industrial Economy :: essays research papers

The Modern Industrial Economy   Ã‚  Ã‚  Ã‚  Ã‚  Before the beginning of the eighteenth century, Europe was in dire need of a transformation. One that would change their style of life, not only for the well being of the countries, but for the people as well. This transformation could mean the development of nations into world powers. This need was fulfilled by one word, industrialization. Perhaps the biggest change in history was the Industrial Revolution of the 18th century. This was not only carrying economic changes, but social changes as well. This extensive mechanization from home manufacturing to large-scale factory production was without doubt, the largest conversion for labor fabrication.   Ã‚  Ã‚  Ã‚  Ã‚  Let’s take a look at some necessities for a country to industrialize. First of all, raw materials would be needed in whatever industry you would want to develop. Without a source of power or materials, the product would not be able to be produced at a large factory. Surplus of food is another necessity for industrialization. Without this extensive food supply, laborers would not be fed properly which could result in catastrophic losses. Another major element in the development of industry is entrepreneurs. Since Britain had a sizable middle-class with entrepreneur ideas, they seemed to fit more and more into this equation. Labor Force is also a large contributor to this cause. With an ability of laborers to leave their homes and go into factories, people started realizing the positive effects of big business. One distinct feature that was possessed by Britain was wealth. At the time, Great Britain was one of the wealthiest nations and could afford to dump l arge sums of money into buildings and export. Finally, one of the last things that were needed that could limit all the other elements is the possession of a government that was open to new ideas. If people in a nation could not get their government to back the ideas, they would have nothing. It was up to the entrepreneurs to convince the government officials that money could be made and power could be established.   Ã‚  Ã‚  Ã‚  Ã‚  But why did Britain industrialize first? In the beginning of the 18th century, these qualities were not that noticeable. Actually, the Netherlands and France were just as wealthy at the time, had equally skilled populations, and had just as powerful of an empire. The French government truly was seen as more quick to respond, especially in the area of transportation and communication.

Justification By Faith

The subject of â€Å"Justification by Faith† is an argument, proposed by the Apostle Paul in Romans 1:17 where he starts by introducing God’s revelation to humankind concerning unrighteousness: That this was a God-given revelation in the beginning and throughout man’s history (faith to faith) within the â€Å"Gentile’s law of nature and the Jews law of Moses. However, Paul further exclaims, â€Å"that neither of them could be justified by their obedience to the respective laws under which they were, but that they both stood in need of the righteousness of God.† [1] As Paul is strictly a preacher of the Gospel of salvation through Christ Jesus, there is no doubt he had to find another style of presenting the Good News to factions in opposition to one another.His method of preaching in Romans catches the undivided attention of both the Jew and the Gentile Christian. Justification in the sight of God comes by faith in Christ Jesus alone, by which we c an also avoid the wrath of God that is consequential to the ungodliness and unrighteousness of men. Certain cults, like the Jehovah’s Witnesses seek gratification by including their works to implement salvation and only adhere to particular scripture verses to defend their position.They twist the interpretation of James 2:18, 20, and 26 by ignoring Ephesians 2:8-9, which is contrary to the analogy of faith and does not agree with the biblical map. Works are only what we offer out of thanks for the sacrifice Christ made for us but they search for every excuse and alternative possible and refuse abandon their false doctrine, which is a matter of their own â€Å"free choice†. In actuality, there is no â€Å"free choice† because not accepting Christ Jesus as our personal savior accounts as a sin, in the eyes of God. (John 5:26-29)â€Å"Justification† and â€Å"Faith† DefinedSince we are speaking of â€Å"Justification by Faith†, this is where it is appropriate to throw in the explanation of the two words, â€Å"justification† and â€Å"faith†.Let Us Define â€Å"Justification†According to Verlyn D. Verbrugge’s New International Dictionary of New Testament Theology†, the Greek word â€Å"justification† (dikaiÃ… sis), defines a vindication or an acquittal (p. 147), a dismissal of criminal charges. We can best explain â€Å"justification† by encountering someone having a traffic citation for speeding and that either he gets the infraction dismissed or he pays the fine. The driver may appear in court to dispute the citation but if found guilty the punishment for these charges remain impending. He is no longer guilty if the charges are dropped and they will be forgotten. If the fine remains and is not paid, penalty charges will be added and compounded until the driver pays the full amount incurred, is arrested, or is jailed and serves time as payment; or serves time and still pay s for the infraction.At this point, his license to drive can be suspended or revoked. The driver is no longer considered criminal once the fine is paid but this is where sin and the traffic citation divide. We cannot pay for our sin, our infractions against heaven. Our depravity is a spiritual matter that cannot be handled by physical means. Only a divine spiritual source can take care of both our spiritual, physical needs simultaneously, and that comes through blood sacrifice only. Christ Jesus, â€Å" In whom we have redemption through his blood, the forgiveness of sins, according to the riches of his grace;† (Eph. 1:7)Definition of â€Å"Faith†Now â€Å"faith† (πΠ¯ÃÆ'tÃŽ ¹Ãâ€š), as defined by Verbrugge, offers another method of having that traffic ticket expunged. It â€Å"denotes the trust that someone may place in other people or in the gods, credibility, and credit in business, guarantees, or something entrusted† (p. 462). Again, in this cas e it is Christ Jesus, because he paid every debt of man’s criminal activity. So here, we put our trust (â€Å"faith†) in Jesus to pay the penalty for our crime much like a father might pull out his credit card to pay for his child’s driving infringement; least the child ends up in jail for reoccurring and additional fees applied to that summons.What, or Who, is God’s RighteousnessIn Romans 1:17 we encounter the phrase â€Å"the righteousness of God†. This phrase does not necessarily refer to God’s uprightness, holiness, or purity, or His faithfulness in keeping His promises, nor the justice He will serve at the judgment but the means by which He provides salvation for humankind. Therefore, â€Å"the righteousness of God† refers to Christ Jesus for he obediently fulfilled all the prophecies of the Old Testament, which began in Genesis 3:15, and faithfully accomplished the Father’s promises.â€Å"And I will put enmity between yo u and the woman, and between your offspring and hers; he will crush your head, and you will strike his heel.† NIV Our faith in Christ Jesus, as our personal savior, justifies us in the sight of the Father because we testify to the pure, holy, and righteous blood that he shed to save us from sin, hell, the grave and eternal death. Here â€Å"the righteousness of God† and â€Å"the revelation of the wrath of God† compare to having a significant relationship.The Apostle Paul is actually teaching us that without receiving Christ and becoming a â€Å"son of God† (John 1:12) we remain criminals to the heavenly government of God and â€Å"the wrath of God†, which is eternal separation from the Father becomes the reward (in this case, punishment) for our unrighteousness. We cannot save ourselves and anything we claim good enough to make us free from sin and afford us â€Å"safe passage† into heaven is far and wide from what God sees as righteous (Isa iah 64:6). Besides, if man could provide his own salvation, there would not have been a need for Jesus to give his life at Calvary and his doing so would have been in vain. (Acts 4:12)Paul’s Theological TeachingsIn Romans 6:23, Paul teaches, â€Å"the wages of sin is death; but the gift of God is eternal life through Jesus Christ our Lord† which means our salvation is a perfect salvation and could only be provided by God in the flesh (Emmanuel – God with us). We are saved from the stain of Adam’s disobedience in the garden, the murderous character of our tainted blood, the captivity of the enemy of God (Satan) and from eternal death, which is a result of all that  encompasses our sinful nature.All of this describes â€Å"the righteousness of God† but Paul goes one-step further when he turns to â€Å"the revelation of the wrath of God† in 1:18-32. In verse 19 Paul explains how the knowledge of right and wrong is revealed to man when he stat es, â€Å"Because that which may be known of God is manifest in them; for God hath shewed it unto them.† The knowledge of right and wrong, good and evil, righteousness and wickedness is made manifest within the heart of man even though â€Å"the imagination of man's heart is evil from his youth† (Genesis 8:21). The Spirit of God in man (that is the remnant spirit of God in man) plants this innate knowledge, of good and evil, and no matter how we cut it, this is proof that God created man, for this is His trademark, benchmark or ISBN.By the knowledge of good and evil in man, the homosexual knows his or her lifestyle is an â€Å"abomination† (Leviticus 18:22; 20:13; Deuteronomy 22:5; 1 Corinthians 6:9) to God as well as the reason why the thief escapes being caught. (Exodus 20:15; Leviticus 19:11; Jeremiah 2:26) From this point, we can understand how both â€Å"the righteousness of God† and â€Å"the revelation of the wrath of God† are related to one another. Jesus Christ is God’s righteousness and provides the only payment to expunge our criminality against heaven. God has created in man (revealed in man) the inborn knowledge of the difference between sin and righteousness.Paul Refutes Jewish IdeologyPaul was a Pharisee within Judaism and understood all the ins-and-outs of their doctrine, which became a plus for Christians of his day and has become a major advantage for us today because it leads to the defense of Christianity against Judaism, as well as, other belief systems. In Judaism, â€Å"justification by faith† was national pride and was a form of idolatry because they idolized the fact they were Jews. They further believed that the sect with the most righteous form of living (by keeping the law), of all the Jewish communities (Scribes, Pharisees, Essenes, etc.), would enter into heaven. In this, they believed the gentile would not qualify for salvation, seeing the Jews were the only chosen nation of God an d possessed the Laws of God. They, the Jews, did not extend the blessing to other nations and held them as cursed of God, the products of eternal damnation. [2]However,  Paul refutes this ideology in Romans 10:1-13, bringing into reason â€Å"Since they did not know the righteousness of God and sought to establish their own, they did not submit to God's righteousness. Christ is the culmination of the law so that there may be righteousness for everyone who believes.† (Romans 10:3-4) Paul repeats this same doctrine to the Galatians, using different words: â€Å"Is the law then against the promises of God? God forbid: for if there had been a law given which could have given life, verily righteousness should have been by the law.† (Gal. 3:21) Reading deeper into these two statements, Paul is expressing that the attitude, of the Jews, was nothing more than legalistic prejudiced against other nationalities and cultures but Paul corrects this in the second sentence of Roman s 10:3-4, where he refers to the â€Å"culmination†.This â€Å"culmination† breaks down the barriers of selectivity and makes â€Å"faith† inclusive â€Å"for everyone who believes.† The use of the word â€Å"culmination† concludes that Christ has fulfilled every requirement needed to save humankind, which then makes everyone (Jew and Gentile, alike) with faith in Christ Jesus, an inclusive entity. â€Å"Justification by Faith† in Christ Jesus is â€Å"the only way, the only truth, and the only life. And No man comes to the Father but by him† (John 14:6) is what the Apostle Paul’s argument is all about. Paul leaves no doubt in the minds of Christians or the ungodly, unchurched peoples how salvation is attained. That it only comes through being â€Å"justified† through our â€Å"faith† in what Christ has done on the Cross of Calvary for all humankind.That he will return, looking to find a church without â€Å"spot or wrinkle† (Ephesians 5:27). â€Å"But without faith it is impossible to please him: for he that cometh to God must believe that he is, and that he is a rewarder of them that diligently seek him.† (Hebrews 11:6) We are â€Å"rewarded† the â€Å"justification† needed to become right in the sight of God. It is this writer’s opinion that Christ has already cleansed us of the â€Å"spot†, the sin we inherited from Adam’s disobedience when we accepted him as our personal savior but our â€Å"wrinkles†, our personal sins, still need ironing out. The final change will be â€Å"ironed out† on the day of rewards, the rapture because (as for now) we can only strive for the perfection but Christ will do the ultimate perfecting.God’s Wrath in Paul’s Concept of SalvationAccording to the â€Å"Evangelical Dictionary of Theology† by Baker House, there are six words to describe the emotions associated with God†™s wrath. â€Å"These terms, all of which express varied shades or degrees of wrath, anger, displeasure, or vexation, are the following: anph (to be angry); zaaph and derivatives (to be wroth, displeased, sad); hemah (indignation, anger, wrath); kaas (to be angry, wrathful, indignant, vexed, grieved); ebrah (rage, wrath); qasaph (to be displeased, angry, wroth); saneh (to hate). In the New Testament, there are more than twenty references to the anger, wrath, or vengeance (orge) of God and a few references to indignation and displeasure (achthos).† [3]Although there may appear to be varying degrees of God’s wrath, I must go along with Paul’s theology that â€Å"If you’ve committed one sin, you’ve committed them all.† Let us return to Romans 6:23, â€Å"For the wages of sin is death†¦Ã¢â‚¬  All sin leads to death and eternal condemnation. There is no leeway for what the secular world may deem, i.e., â€Å"a little white lie†; a lie is a lie and holds no degree of sensitivity in God’s righteousness. Nevertheless, salvation is explained by Paul in Romans 5:18, â€Å"Therefore as by the offence of one judgment came upon all men to condemnation; even so by the righteousness of one the free gift came upon all men unto justification of life.† That gift is Christ Jesus as the apostle previously proclaimed, â€Å"For by grace are ye saved through faith; and that not of yourselves: it is the gift of God: Not of works, lest any man should boast.† (Ephesians 2:8, 9)A Door with Two SidesDr. Elmer Towns, in his book â€Å"Core Christianity†, compares â€Å"conversion to a door with two sides.† â€Å"Human activity is on one side of the door, while God’s activity is on the other side.† When we convert to Christianity, we are pushing on the door to heaven and God, on the other side, regenerates us into new life. We are then born again and the world, God, sin, and ourselve s appear to us in a different and opposing light of understanding. [4] If we are â€Å"pushing on heaven’s door† then we have accepted Jesus because he states, â€Å"I am the door: by me if any man enter in, he shall be saved, and shall go in and out, and find pasture.† In the case of the  Apostle Paul, however, I interpret it as God opened the door and dragged him inside. His encounter with Jesus Christ made a life changing impact that not only altered Paul’s way of thinking and his mission but also rearranged the course of human and church history.He, Paul, admittedly states this in Romans 1:1, â€Å"Paul, a servant of Jesus Christ, called to be an apostle, separated unto the gospel of God†. He was definitely â€Å"called and separated†, made a â€Å"prisoner† (Ephesians 3:1; 4:1) of Christ Jesus in a fashion that no other apostle had experienced. The reason I have used the verb â€Å"had† is because there were only thirtee n apostles; the thirteenth being Paul, replacing the rebellious Judas. By biblical standards, an apostle is a person who was a Jew, had seen Jesus face-to-face, planted churches, and had authority over the church, in various regions. There are people today, using the title â€Å"apostle† unjustifiably because they do not fit all the requirements but may have an â€Å"apostolic anointing†. Therefore, if they are given a title, perhaps it should be â€Å"anointed one† and not â€Å"apostle†.Paul on FaithPaul has written many epistles, containing verses, about â€Å"faith†. â€Å"Now faith is the substance of things hoped for†¦Ã¢â‚¬  (Heb. 11:1); â€Å"But without faith it is impossible to please him:† (Heb. 11:6). These are just a few examples, outside of the letter to the Romans, in which Paul speaks on â€Å"justification†. â€Å"Is the law then against the promises of God? God forbid: for if there had been a law given which c ould have given life, verily righteousness should have been by the law.† (Gal. 3:21) This was also another argument against the Jews, concerning their belief in salvation by the law.ConclusionI praise God for giving us the Apostle Paul, for through him we have an in depth analysis of what â€Å"justification by faith† truly is, as long as we stick to verifying scripture with scripture and not take it upon ourselves to explain these things out of selfishness and ignorance. As I have tried to prove, there is no contention between Paul’s writings on faith and that of the Apostle James because James is not purporting that salvation comes by works. We must all come to the understanding that good deeds are what we do as a gesture of good will and appreciation for the blood sacrifice that Jesus Christ made to save us from sin, death, the grave and the eternal tortures of hell. The Apostle Paul also teaches, in 2 Timothy 4:3, that â€Å"†¦the time will come when th ey will not endure sound doctrine; but after their own lusts shall they heap to themselves teachers, having itching ears;†The time is here and now because we find these false doctrines just about everywhere we turn. Paul charges us to, â€Å"Preach the word; be instant in season, out of season; reprove, rebuke, exhort with all longsuffering and doctrine.† (2 Timothy 4:2) We must also consider that, â€Å"whosoever shall call upon the name of the Lord shall be saved. How then shall they call on him in whom they have not believed? and how shall they believe in him of whom they have not heard? and how shall they hear without a preacher? And how shall they preach, except they be sent? as it is written, How beautiful are the feet of them that preach the gospel of peace, and bring glad tidings of good things!† (Romans 10:13-15)Paul teaches, in this verse, that it is our obligation to correct those who have not received the true doctrine of Christ. This charge is an ext ension to the Great Commission. Just as well as there are those who have not the gospel, there are those that have not the true gospel. The apostle further warns, â€Å"Whosoever transgresseth, and abideth not in the doctrine of Christ, hath not God. He that abideth in the doctrine of Christ, he hath both the Father and the Son. If there come any unto you, and bring not this doctrine, receive him not into your house, neither bid him God speed: For he that biddeth him God speed is partaker of his evil deeds.† (2 John 1:9-11)

Theoretical Grammar Definition and Examples

Theoretical Grammar Definition and Examples Theoretical grammar is concerned with language in general rather than with an individual language, as is the study of essential components of any human language.  Transformational grammar  is one variety of theoretical grammar.   According to Antoinette Renouf and Andrew Kehoe: Theoretical grammar or syntax is concerned with making completely explicit the formalisms of grammar, and in providing scientific arguments or explanations in favour of one account of grammar rather than another, in terms of a general theory of human language. (Antoinette Renouf and Andrew Kehoe, The Changing Face of Corpus Linguistics.  Rodopi, 2003) Traditional Grammar vs. Theoretical Grammar What generative linguists mean by grammar should not be confused, in the first instance, with what ordinary persons or nonlinguists might refer to by that term: namely, a traditional or pedagogical grammar such as the kind used to teach language to children in grammar school. A pedagogical grammar typically provides paradigms of regular constructions, lists of prominent exceptions to these constructions (irregular verbs, etc.), and descriptive commentary at various levels of detail and generality about the form and meaning of expressions in a language (Chomsky 1986a: 6). By contrast, a theoretical grammar, in Chomskys framework, is a scientific theory: it seeks to provide a complete theoretical characterization of the speaker-hearers knowledge of her language, where this knowledge is interpreted to refer to a particular set of mental states and structures. The difference between a theoretical grammar and a pedagogical grammar is one important distinction to bear in mind in order to avoid confusion about how the term grammar operates in theoretical linguistics. A second, more fundamental distinction is between a theoretical grammar and a mental grammar. (John Mikhail, Elements of Moral Cognition: Rawls Linguistic Analogy and the Cognitive Science of Moral and Legal Judgment.  Cambridge Univ. Press, 2011)​ Descriptive Grammar vs. Theoretical Grammar A descriptive grammar (or reference grammar) catalogues the facts of a language, whereas a theoretical grammar uses some theory about the nature of language to explain why the language contains certain forms and not others. (Paul Baker, Andrew Hardie, and Tony McEnery, A Glossary of Corpus Linguistics. Edinburgh Univ. Press, 2006)​ Descriptive and Theoretical Linguistics The purpose of descriptive and theoretical linguistics is to further our understanding of language. This is done through a continual process of testing theoretical assumptions against data, and analyzing data in the light of those assumptions which previous analyses have confirmed to such a degree that they form a more or less integral whole that is accepted as the currently preferred theory. Between them, the mutually dependent fields of descriptive and theoretical linguistics provide accounts and explanations of how things seem to be in language, and a terminology for use in discussions. (O. Classe, Encyclopedia of Literary Translation Into English. Taylor Francis, 2000) It seems that in modern theoretical grammar the differences between morphological and syntactic constructions are beginning to show up, for example in the fact that, in the European languages at least, syntactic constructions tend to be right-branching while morphological constructions tend to be left-branching. (Pieter A. M. Seuren, Western Linguistics: An Historical Introduction. Blackwell, 1998) Also Known As: theoretical linguistics, speculative grammar

Illustrator Maurice Sendak Career Biography

Author/Illustrator Maurice Sendak Career Biography Who would have thought that Maurice Sendak would become one of the most influential, and controversial, creators of childrens books in the twentieth century? Maurice Sendak was born on June 10, 1928, in Brooklyn, New York and died on May 8, 2012. He was the youngest of three children, each born five years apart. His Jewish family had immigrated to the United States from Poland before World War I and were to lose many of their relatives to the Holocaust during World War II. His father was a wonderful storyteller, and Maurice grew up enjoying his fathers imaginative tales and gaining a lifelong appreciation for books. Sendaks early years were influenced by his sickliness, his hatred of school, and the war. From an early age, he knew he wanted to be an illustrator. While still attending high school, he became an illustrator for All-American Comics. Sendak subsequently worked as a window dresser for F.A.O. Schwartz, a well-known toy store in New York City. How did he then get involved in illustrating and writing and illustrating childrens books? Maurice Sendak, Author, and Illustrator of Childrens Books Sendak began to illustrate childrens books after meeting Ursula Nordstrom, a childrens book editor at Harper and Brothers. The first was The Wonderful Farm by Marcel Ayme, which was published in 1951 when Sendak was 23 years old. By the time he was 34, Sendak had written and illustrated seven books and illustrated 43 others. A Caldecott Medal and Controversy With the publication of Where the Wild Things Are in 1963 for which Sendak won the 1964 Caldecott Medal, Maurice Sendaks work earned both acclaim and controversy. Sendak addressed some of the complaints about the scary aspects of his book in his Caldecott Medal acceptance speech, saying: â€Å"Certainly, we want to protect our children from new and painful experiences that are beyond their emotional comprehension and that intensify anxiety; and to a point we can prevent premature exposure to such experiences. That is obvious. But what is just as obvious-and what is too often overlooked is the fact that from their earliest years children live on familiar terms with disrupting emotions, that fear and anxiety are an intrinsic part of their everyday lives, that they continually cope with frustration as best they can. And it is through fantasy that children achieve catharsis. It is the best means they have for taming Wild Things. As he went on to create other popular books and characters, there seemed to be two schools of thought. Some people felt that his stories were too dark and disturbing for children. The majority view was that Sendak, through his work, had pioneered a completely new way of writing and illustrating for, and about, children. Both Sendaks stories and some of his illustrations were subject to controversy. For example, the nude little boy in Sendaks picture book In the Night Kitchen was one of the reasons the book was 21st among the 100 most frequently challenged books of the 1990s and 24th among the 100 most frequently challenged books of the 2000s. Maurice Sendak’s Impact In his book, Angels and Wild Things: The Archetypal Poetics of Maurice Sendak, John Cech, Professor of English at the University of Florida and a past president of the Childrens Literature Association, wrote: Indeed, without Sendak, an enormous void would exist in contemporary American (and, for that matter, international) childrens books. One can only try to imagine what the landscape of childrens literature would be like without Sendaks fantasies and the characters and places visited in them. These fantasies essentially broke through the relatively unperturbed surfaces of postwar American childrens literature, sending his children - Rosie, Max, Mickey, Jennie, Ida - on journeys into regions of the psyche that childrens books had not dared visit before. That these journeys have been embraced by countless other childrens authors and their audiences since Sendaks seminal works is apparent when you look at the childrens books presently being published. Maurice Sendak Honored Starting with the first book he illustrated (The Wonderful Farm by Marcel Ayme) in 1951, Maurice Sendak illustrated or wrote and illustrated more than 90 books. The list of awards presented to him is too long to include in full. Sendak received the 1964 Randolph Caldecott Medal for Where the Wild Things Are and the Hans Christian Andersen International Medal in 1970 for his body of childrens books. He was the recipient of the American Book Award in 1982 for Outside Over There. In 1983, Maurice Sendak received the Laura Ingalls Wilder Award for his contributions to childrens literature. In 1996, Sendak was honored by the President of the United States with the National Medal of Arts. In 2003, Maurice Sendak and Austrian author Christine Noestlinger shared the first Astrid Lindgren Memorial Award for Literature. Sources Cech, John. Angels and Wild Things: The Archetypal Poetics of Maurice Sendak. Pennsylvania State Univ Press, 1996Lanes, Selma G. The Art of Maurice Sendak. Harry N. Abrams, Inc., 1980Sendak, Maurice. Caldecott Co.: Notes on Books Pictures. Farrar, Straus and Giroux, 1988.

Alternate Forms of Assessment for Special Population Research Paper

Alternate Forms of Assessment for Special Population - Research Paper Example Community provides what such students expect in real world. For instances a minor should be ready to be put in a normal school setting, the playground and home; on the other hand, an adult should be put in a grown-up setting like a bank, a store or an office. Gauging such a student’s skill in every perspective from educational to physical outdoor skills. Any skill that requires integration. For instance, assessing personal and social skills individually from independence and liability would create room for redundant effort, and potentially resulting in reinforced focus on isolated skills. The embracing of continuous keeping of records for such students at all stages. Such a method would result in more accurate and reliable progressive or retrogressive efforts on the part of the student. Those students with severe hurdles have a higher variability in their skills from those without disabilities or minute disabilities on a daily basis. As such, seasonal skills could only be visi ble with time. The institutions dealing with such students should include, as a mandatory measure, supports and adaptations, and train the students to use them. The school system should avail devices, trained personnel and any other necessary support to enable the learners to function as independently as possible. Such a recommendation has been proved worthy in practice in Kentucky in that it drives effective school and classroom practice (Kleinert, Kennedy, & Kearns, 1999). On a personal note, of the above suggestion, I would be of a higher degree of agreement with number (ii). In a situation whereby an individual is disadvantaged, there always is the possibility of his/her worth in other life sphere. Just like it is said that disability is not inability, it has been proven over time that individuals with physical or mental challenges could still have a great unexploited talent. For instance, in Olympics there is the Paralympics category. There also are the Special Olympics for phy sically and mentally challenged athletes. The Most Beneficial Recommendations Recommendation number (IV) would be much realistic and would bear much expected positive results without having to continuously strain for such results. It would be highly ignorant when there is a standard meant to be attained in terms of result over a given period. Only those individuals who possess a high degree of irresponsibility and inhumane nature would set a goal for a disabled individual and not provide an environment that would make such a goal either realistic or easily achievable for such an individual. Assessing Students with Cognitive Disabilities In as far as dealing with a challenged student is concerned, there should exist laid down and visible lucrative incentives in the society for them and this could be achieved only when they compete with the other not challenged individuals. It should not just be in sports but also intellectually. Disabled individuals who achieve such targets, for exam ple, a very lucrative and well paying job in the society, act as role models and inspirations to the others. Zatta's article on Alternate Assessment for Students with Significant Cognitive Disabilities :Implication for Educators, would be best to be termed as a much sought educational tool needed by any reformist wanting to transform the way the significantly cognitive disabled students are assessed and

Cause and Effect Essay Assignment Example | Topics and Well Written Essays - 750 words - 1

Cause and Effect Assignment - Essay Example This paper intends to discuss trust as the cause of development of self-esteem in children; and, the development of self-esteem, confidence and emotional competence as effects. The thesis statement of the paper is: When parents rely on trust as a major disciplinary measure, it results in the development of self-esteem and emotional competence in children. Parents who trust their children use many strategies that spare their need for using secret surveillance tools. Communication is the biggest technique. Keeping the channels of communication open awakens the sense of self-confidence and emotional competence in children. Nelson (qtd. in Rutherford 410) states that â€Å"elite parents today rely on constant communication and a set of shifting possibilities rather than either confinement or pre-established rules when dealing with their children.† Clear-set rules and no communication about flexibility in rules leads to mistrust. In an article, Parenting: The Case for Keeping Out, Nancy Gibbs talks about her relationship with her daughters. She discusses that she belongs to the generation of parents who are extra worrisome about their kids’ hygiene, food, and security, when the kids are exposing themselves over the internet without parents ever knowing it. This extra worry leads to lack of trust between the two generations. Although it is a very good thing to be concerned with kids’ activities, however it is of no use securing them under helmets, and making them stay wrapped up in hypoallergenic sheets all the while. The need for securing the children brings with it different gadgets that help parents make sure that they are protecting their children from danger. Nelson (qtd. in Rutherford 410) mentions that parents use automobile tracking devices, key stroke recorders and drug-testing kits to maintain surveillance upon their children. They use these techniques until their trust is broken. Moreover, There is a tool that â€Å"lets you sneak a few strands of hair