Heart Of Darkness Essays (964 words) - Fictional Cyborgs

Heart Of Darkness One of the most memorable moments for many students will occur when they see Star Wars: The Phantom Menace, the first part of a prequel trilogy to the beloved Star Wars trilogy. The original three films Star Wars: A New Hope, The Empire Strikes Back, and Return of the Jedi have embedded themselves in our current culture. The Force, composer John William's famous soundtrack, and lines such as Luke, I am your father(which is never said in any of the movies) have become common in present day culture. But, the Star Wars trilogy also contains a deeper theme that is not unique to the current time period. In George Lucas's Star Wars Trilogy as well in Joseph Conrad's Heart of Darkness, the contrast between good and evil is conveyed through the optical, symbolic differences of black and white. The planet Hoth from The Empire Strikes Back and the Congo in Heart of Darkness are very symbolically similar. The Rebel Alliance has a base on the ice planet of Hoth. The Rebel Alliance stands for goo d as do the snow and ice that cover Hoth; hence, a society of good stationed on a good planet. But, the Galactic Empire, or pure evil, soon attacks and overtakes Hoth. This situation on Hoth is similar to the white assimilationist techniques used in the dark, African Congo. The white man, evil, attempts to assimilate the Congo, or goodness. Thus, both Hoth and the Congo and their assimilations, however successful, typify the conquests of evil over good. The clothing of Luke Skywalker across the whole Star Wars Trilogy and of Marlow across his trek into the jungle symbolize man's journey of self-realization. In the very beginning of Star Wars, Luke wears a robe of white. For practical purposes the robe should be white because then it will reflect the most sunlight away on the planet of Tatooine; but the white color of the robe also stands for Luke's pure goodness at that point in time. But as time progresses, namely in the latter portion of The Empire Strikes Back and The Return of t he Jedi, Luke begins to wear the garb of a Jedi-a black tunic and matching pants. These dark outfits symbolize the fact that Luke contains an element of evil within him that he can never destroy, namely that he is the son of Anakin Skywalker-the man who would become Darth Vader. In Heart of Darkness, once Marlow realizes that he was produced by an evil white society he throws away his dark, blood stained shoe. Casting off this dark article of clothing symbolizes Marlow's rejection of evil society. A change in the personalities of these two characters can be seen through the change in their clothing The characters of Darth Vader and Kurtz both symbolically represent the hidden good or evil in a person that is primarily evil or good. Darth Vader is evil. No doubt can be had that this is true; not only does he wear an black, mechanical suit which looks menacing, but he also has no qualms about killing other people, even his own family. However, a shred of decency does remain within Dar th Vader as is seen in The Return of the Jedi. As Emperor Palpatine is destroying Luke Skywalker, Darth Vader attacks the emperor in order to save his son. Once the emperor, Darth Vader tells Luke to take off his black mask to reveal a pure, white face although this means his certain death. At this point, Darth Vader has reverted back into Anakin Skywalker and has revealed to his son that he really had good inside of him before he died. In Heart of Darkness, Kurtz is similar to Darth Vader. Kurtz's life has turned to evil. He exploits a group of people, similar to what the Empire does to its inhabitants. Not until the very end, when Marlow and the audience meet Kurtz and his ghostly white face doe Kurtz repent crying out, The horror! The horror!(p.123) These two men who had lived similar lives of naivet?, correspondingly end their lives with attempts to redeem themselves by realizing the folly of their former ways and make final, feeble tries at repenting. The

English 101 for Your Future Impossible is Nothing When You Ace Writing

English 101 for Your Future Impossible is Nothing When You Ace Writing English 101 course is inevitable, and it is better to get the most out of it, then to try ignoring its value and procrastinating with writing tasks. Ability to write concise, interesting and adequate regarding the audience papers is priceless in the modern world, and English 101 is a great place to start. Course Mission English 101 aims to make student understand all basics related to writing in English: content, grammar, research, references and even making reviews and adopting texts to the specific audiences. Curriculum Fundamentals English 101 syllabus might vary from college to college, but the basics stay the same. Reading and Researching Books. There will be several literary works during the course, which you will be obligated to read and analyze. The selection of books is mostly based on the combination of classic and literature close to the major field of study. Thus, if your major is history, the book choice for the course will reflect it. Online databases. Though the course covers writing, one of the basic principles of it is to teach students to express their thoughts based on the related materials. To write a strong and interesting paper and to give your story a solid basis, you will have to dig into the various online data storages. Specialized sources. Newspapers, magazines, Facebook pages anything related to your major field of study will come in handy. Some professors give even give a list of public figures, bloggers, groups and pages you have to subscribe to and follow. It will both give you new, up-to-date information and an insight on how successful people and projects express themselves. Analysis It may be hard to believe, but making an analysis and putting the outcomes into writing is the valuable part of the English 101 curriculum. If you pay attention to the assessment rubric for this course, you will find out that it is almost impossible to score more than C without backing up your essay with an in-depth analysis of some data or your personal experience. English 101 teaches you not just to express thoughts and describe facts or events, but to make the most out of them and dig deep. Writing The last but not the least on this list is the writing itself. You will have to produce more than 20 pages of material as the result of the semester and it will take the following forms: Reflective essays. The most famous task of the English 101 course. To score in it, don’t just describe your experience but show how it affected you. In-class writing exercises. Pay extra attention to them, as the final test or final writing task is often based on the. Blog entries. Even if you a techie, an ability to write simple, correct and engaging won’t harm your future, so don’t pull a lazy-bone with this task. Peer reviews. You will have to learn how to assess your classmates’ writings. You will make comments on grammar, style, conclusions and outcomes, the strength of topics, etc. Stay positive and polite, be constructive and never forget to mention what you liked about the paper. 5 Rules for Dealing with English 101 Course without a Flinch Even if you misstep some basic principles when writing one or two papers, it won’t be a big deal. But you should follow these rules to complete your English 101 course without getting into trouble. 1. Practice Makes Perfect If you were not an avid reader in high school, now it is time to immerse yourself in reading some of the classical literature you have always shunned. Also, create English essay 101 outlines and proceed to draft English 101 sample essays based on your experience that mirror the tone of the books you have read. This practice will serve you well for the tasks ahead. 2. Immerse Yourself into English Culture Attend college plays and programs developed by the creative art department. It is free and gives you an opportunity to make fun and useful connections, not only ace your perception of English classics. 3. Use Online Resources Intensely The world is a global village and this means your professor, as well as other reputable educationists, have online materials that extensively cover English 101. Many of these materials include English 101 essay samples and English 101 essay topics which can serve as directions or guidelines for your work. 4. Avoid Plagiarism like the Plague In literary circles, plagiarism is viewed as intellectual theft and should be avoided at all costs. This does not mean you shouldn’t be inspired by the essays or literary works of others. Therefore if you see a story that you like and would want your English 101 final exam essay to be as good as, note and follow the structure used and dont forget about such fine touches as idioms, metaphors and robust data background. 5. Always Ask Questions Generally, educators view students who ask questions as serious individuals who are dedicated to learning more about a subject matter. Well-crafted questions will endear you to your teacher. On the other hand, you can clarify any confusions you may have by simply lifting a finger. Consider English 101 course as a course for which many people would pay significant sums of money nowadays, but they don’t go to college already or yet. People pay hundreds if not thousands of dollars for writing courses which might help them to develop their blogs, write books or just find a better job. Invest yourself, and spoon off cream onwards. Additionally, you can get professional help with writing an essay from English 101 experts at our website.

Paraphrasing Essay Example | Topics and Well Written Essays - 250 words - 26

Paraphrasing - Essay Example Additionally, the experiment will use Wheatstone bridge networks and two resistors, the photo-call and the potentiometer. This experiment seeks to offer lab experience with USB-1208FS DAQ in resistor network analysis. To achieve this, the experiment will rely on Wheatstone bridge networks and two resistors, the photo-call and the potentiometer. Consequently, the DAQ, photo-call, resistors, and the potentiometer construct two circuits that apply in this experiment. A resistor connected in series with Oscilloscope and a photo-resistor defines the initial circuit. In this circuit, users measures voltage using the Oscilloscope and disregard the DAQ and the laptop. A Wheatstone bridge circuit consisting of a photo-resistor and a potentiometer defines the second circuit. The DAQ measures voltage in this circuit. The experiment achieves its purpose by using a photo-resistor and a potentiometer to construct the circuit and using DAQ to measure

Organisational Change management Essay Example | Topics and Well Written Essays - 500 words

Organisational Change management - Essay Example changing into the new Strategic Direction are based on the fact that the Suffolk County Council requires radical changes that will reduce their costs. Currently, it has become too slow, complex, overelaborate, risk adverse, serves the regulator more than the customer, and too expensive considering the impeding financial crisis. This program will reshape the Council’ way of thinking and provide radical solutions to the financial problems affecting the council. It will also make the council leaner, smaller, cheaper, more creative, and more innovative by developing more commercial skills which will enable the council to understand its costs better so as to reduce them. The budget gap of the council is expected to rise to  £153 million by 2013. Attempts to reduce the staffing costs the budget gap by laying off promises no solution to the budget gap as it will save only  £55m out of the  £153m from the lost 400 jobs. Furthermore, the council has no capacity of running a big r edundancy programme for its staff. The program is focused on challenging spending and reducing costs so that the  £153m budget gap will not be realized. The program addresses the  £153m budget gap by reducing the demand for their services. This will entail addressing the root cause of social problems and solving them and also building social capital to strengthen communities to be able to solve their own problems. This proposal will include the description of the current situation; this section will address the current issues facing the Suffolk County Council and why changes should be implemented. Next will be the goals of the proposal; based on the assessment of the problems facing the Suffolk County Council, this section will provide the New Strategic Direction and the solution it offers to the council. This section will be followed by proposed Methodology; this section will address a step by step process of implementing the New Strategic Direction until its goals are realized. Time and cost

Erickson's Timeline Essay Example | Topics and Well Written Essays - 500 words

Erickson's Timeline - Essay Example isolation† in comparison to my mother’s â€Å"generativity vs. stagnation† stage. To start with, there are eight stages of life from infancy to late adulthood in Erikson’s psychosocial development theory, where, on each stage is a basic personality conflict faced by an individual. Among these stages, I am 24 years old and belongs to the early adulthood stage (19 to 40 years old) confronted with the opposing conflict between â€Å"intimacy vs. isolation†. Capps (2008, p. 105) emphasized that â€Å"intimacy† in Erikson’s theory connotes that which is private, personal, and close, while â€Å"isolation† connotes separateness experienced in relationships that are personal and close, and not being alone or separate from public. Capps (2008, p. 105) also noted Erikson’s emphasis on having a reasonable sense of identity in order to establish real intimacy with another person; a youth who is not sure of his or her identity tends t o be shy in interpersonal intimacy, whereas, one who is sure of himself seeks it in the form of friendship, combat, leadership, love, and inspiration. In relation to how I interpret â€Å"intimacy vs.

Mentoring Is Where A Mentor Engages His Mentees To Learn Nursing Essay

Mentoring Is Where A Mentor Engages His Mentees To Learn Nursing Essay Executive Summary Throughout the study, the practical importance of the subject has been bore in mind. Mentoring is where a mentor engages his mentees to learn and reach their development goals. The Mentoring program is also a framework where both parties in a relationship can be supported in clarifying their roles and their objectives. It also provides a framework for the mentee to develop and learn alongside an experienced peer. The ultimate objective of the mentoring sessions was to facilitate the mentees to achieve their development goals. The mentor has helped the mentees to do this by arranging different activities on a weekly basis. The aim of the activities was to challenge the mentees to finally use their own initiative and help them understand the steps they need to take when solving a difficult problem. The mentor made clear at the start of the mentoring session as to what he will do, to avoid any disappointments. This reflective essay reports the outcome of an eight week mentoring session carried out with first year engineering students. The aim for the mentor was to help their transition from secondary education to higher education. This essay outlines the process the mentor developed to understand his mentees and the action he put in place to facilitate and challenge their learning. The essay reflects on the positive and negative aspects of the sessions and evaluates if the mentoring sessions were a success or not. Acknowledgements I would like to express my appreciation of Dr Roger Clarke He maintained a continual interest in my work, providing advice when required. I have appreciated not only his advice but also his encouragement and confidence in me which has inevitably allowed me to peruse this work with a level of independence that I had not anticipated. I would also like to thank my mentees Umar and Sohail who enabled to gain experience as a mentor. Table of Contents Chapter 1 Introduction 1.1 Background Learning is essential in allowing individuals to be successful. This concerns both our personal and professional lives. The process of learning begins on the day we are born, and continues all the way through our entire life. Mentoring is observed to be one of the best methods to enhance individuals learning and development (Klasen 2007). The purpose of mentoring is to encourage and support the mentees to administer their own learning in a way that they can maximise their potential, improve their performance develop their skills and become able to accomplish their career aspirations. 1.2 The Need for Mentoring Whittaker and Cartwright, (2000) postulate that the use of mentoring and other development methods reflect a widespread recognition of the limitations of classroom-based teaching. Whittaker and Cartwright, (2000) suggest that the later can be ineffective in various ways, notably the transferral of knowledge and skills. The hypothesis by Whittaker and Cartwright, (2000) is also echoed by Ragins and Cotton, (2000) as from their own experience they believe that students can forget as much as thirty five percent of classroom-style learning before they leave the learning situation. Within a month, more than seventy percent of the learning can be forgotten and in the long term, little of the learning is either remembered, or transferred. In contrast to that, mentoring can be seen as an effective method of enhancing the development of individuals, precisely because it typically improves both learning retention as well as the transfer of the learned information to real life situations. 1.3 Objectives of the Mentoring Sessions The purpose of the mentoring sessions is to support and encourage the mentees to manage their own learning in order that they may maximise their potential, develop their skills, and improve their performance which consequently facilitates their transition from secondary education to higher education. In saying that, it cannot be overemphasised that the mentors task will be to merely assist the mentees in making these transitions, not to do the work for them! The mentor will enable his mentees to learn from their past successes and failures, and encourage them to engage in self-determined learning and to find their own solutions. Chapter 2 Mentoring Process 2.1 Three Stage Process The whole point of the mentoring process was to create a reflective environment in which the mentee can address issues of career and personal growth. The role of the programme is to support the mentoring process, and that in turn demands effective programme processes. The model adopted to facilitate the mentoring process is a three stage process applied to mentoring in Alred, Garvey and Smith (2010). The application of this process will give a shape to the mentoring sessions. The process is depicted in figure 1 below. Figure Three stage process model Alred et al (2010) The application of this process will enable the mentor to take a democratic approach rather than an autocratic. The reason for this approach is because the mentor does not want to dictate the agenda of the meeting, let alone the issues to be discussed. The main focus needs to be on his mentees: it is the mentees needs that ultimately determine the content and order of the meetings. The idea is that through appropriate exploration, new understanding is gained and then actions can be considered in relation to the understanding. The three stage process will also be viewed as a map of mentoring. A map that shows the mentor the way and facilitates the mentor of this report to plan a route. The process will become a valuable tool so that both the mentor and mentee understand what is happening. In short the process will allow the mentor to: Help the mentee to identify and raise their issues and other needs. Provide guidance so as to keep the meeting focused and productive. Enable them to become an independent, enthusiastic learner. 2.2 Exploration Understanding the mentees and their situation was vital because their problems can only be correctly identified, and a tailored personal development plan (PDP), detailing the mentees goals and objectives can be designed. As both the mentees were not clear about what aims they seek to achieve. Identifying these is of course, an ongoing process; however, the mentor through questioning prompted the mentees to evaluate their needs and objectives. What would you like to talk about in the mentoring session? What activities would you like to take place? What would you like to achieve in these session? What skills would you like to develop? What module in specific would you like extra help with? The answers to these questions which are depicted in figure 2, however, are not set in stone. To the contrary, the mentor realises that the relevance of the goals and objectives may change over time. This process was also supplemented through the use of one Myer-Briggs-Type indicator self-assessment questionnaires (See Appendix). It was imperative to allow the mentees the freedom to take responsibility for this process and put together their own PDP without the mentor pointing to needs and goals in an attempt to speed up the progress. This process was vital for the mentor as he wanted to send out consistent messages: after all, the learning relationship is supposed to centre on the mentees agenda, and from start to finish the mentee ought to be in control. PDP depicted in figure 2. A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS A3 PDP ANWERS 2.3 New Understanding Understanding his mentees was vital for the mentor to make the relationship work. As explained in Chapter 1, learning is the process of acquiring new knowledge, skills and understanding. However, the way people embark on this process varies greatly. According to Honey and Mumford, (1983), who have based their model on work by Kolb, (1984) there are four disparate types of learning styles: activist, reflector, theorist and pragmatist. For the mentor to be successful in developing his mentees, a learning styles questionnaire was completed by his mentees (See Appendix for LSQ). The results from the questionnaire facilitated the mentor in knowing his mentees learning styles and adjust their development efforts to these. Adapting to the mentees learning style will also allow the mentor to help his mentees to identify those learning opportunities from which they are likely to benefit from. This would be mainly such that they correspond to his mentees preferred style. For example, both the mentees were identified as pragmatists and should learn best in situations in which they can apply their learning to actual practice to see if they work. In respect to that the mentor encouraged the mentees to use the other learning styles, particularly the one least preferred; this is because according to Parsloe and Wray, (2000) the best learning occurs only when an individual passes through all four stages of the learning cycle. 2.4 Action Planning From the exploration stage of the mentoring process it became evident, as to what had attracted the mentees to the mentoring relationship. Their responses from the questionnaire and the identification of development needs listed in their PDP included the need to carry on informal mentoring in a formal manner and the desire to focus on the self and develop in a relationship with an experienced peer. The need to gain different perspectives, learning opportunities and the general enjoyment of mentoring were further noted. These comments reflect an Egocentric dimension of attraction to mentoring. For the mentor, he was attracted to mentoring in relation to the need and desire to pass on their experience (in and out of the academic environment) and to encourage and explore the potential of the mentee. Learning from their mentees were further reasons for relationship engagement. Both Egocentric and Altruistic comments reflected the mentors attraction to mentoring. In order to endeavour theses comments and the mentees individual PDPs the mentor came up with a list of activities. These were aligned with his mentees goals and will support their achievements. List of these activities planned by the mentor are catalogued in table 2. By creating different activities the mentor created a stepping-stone approach to achieving the mentees final goals; they were designed to move mentees gently forward, allowing them to make accomplishments as they go along. According to Kram, (1983) creating such short term successes is a good means by which to build the mentees self-confidence and motivation, inevitably facilitating their progress through the course and university life. WEEK ACTIVITY WEEK3 (1) Ice breaker (Jenga) (2) develop PDP (3) List activities that can fulfil PDP WEEK4 (1) Career workshop: Placement, CV, Gradcarcker, ICE and information how to contact Placement officer WEEK5 (1) Tutorial session: AutoCAD and engineering computation WEEK6 (1) Surveying exercise led by James Haigh WEEK7 (1) Presentation and report writing workshop WEEK8 (1) Talk with Mr J.Philby: has 30 years experience in industry. Both of his sons are engineers one working for MACE. Will give mentees chance to ask questions and gather information on the engineering industry WEEK9 (1) Fluids Laboratory tour: Will also show mentees different types of flow regimes i.e. Turbulent, laminar, transitional and hydraulic jump WEEK10 (1) Examination workshop: Provide technique on exam preparation Table 2 Week-by-week schedule of activities planned for the mentees 2.4.1 Mentoring Contract Once it was established what both parties intended to achieve from the mentoring sessions, an agreement on how best they can work together was established. A mentoring contract was created by the mentor to facilitate him in defining the ground rules for the relationship, and assist him in keeping the mentoring relationship on track; each party now clearly knows what their individual responsibilities and roles will be. The key purpose of the contract was to avoid any future disappointments and to gain commitment from the mentees and mentor. A further aim was to clearly communicate what was expected from each person within the relationship. Table 2.1 details characteristics of the mentoring contract by the two mentees and the mentor. Chapter 3 Outcomes of Mentoring 3.1 What has worked Week three, exploration and planning: Key benefits for the mentee included having the opportunity to review their development objectively in a supportive environment, addressing work-life balance issues, developing their own PDP and developing to the requirements of further higher education. In contrast, personal outcomes included developing a sense of perspective and gaining confidence. Week four, careers workshop: Highly successful and was valued by both mentees. Gaining insight into the Civil Engineering industry and recognising the main differences between a contracting engineer and a consulting engineer. The discussion also allowed the mentees to re-confirm that engineering is an excellent profession with endless opportunities. Week five, AutoCAD and engineering computation tutorial: Again both mentees worked very well both individually and as a group. They supported each other well and have been able to bring considerable knowledge to the sessions. They have retained their enthusiasm and are keen to carry on attending the mentoring sessions Mentors work: The mentor reports learning with his mentees, developing and expanding his management styles and developing mentoring skills, as important professional benefits resulting from the mentoring experience. Furthermore, understanding different approaches to learning, achieving high levels of self-development and developing awareness the mentees were additional benefits. Personal benefits included becoming friends, enjoying the exchange and developing a new awareness of academic issues and the way to resolve them. 3.2 What has not worked so well Week six surveying exercise: Both mentees showed little interest in the surveying exercise. The reason for this cannot be understood as it was an activity that they were looking forward to the previous week. There was no sense of awkwardness between the two mentees as they both supported each other in setting up the surveying equipment. Week seven-to-ten: There was no mentees to mentor, understandably as their workload increases they had to prioritise their time. However, for the mentor he reports frustration with the mentees development, time demands and mentees own poor priority structure. Furthermore the mentor reports being exasperated at the fact that after spending time creating a mentoring contract that both the mentor and his mentees can adhere to the mentees have not taken the initiative to respond to the mentors email and give him an explanation to the reason for their absence, knowing very well the mentor has arranged an activity that they agreed to. Mentees work: The main problems for the mentees included time and workload demands, low preparation time, the amount of effort required for constructive engagement, slow personal development and poor goal establishment. 3.3 Measurement Categories After week 6 the interest the mentees were showing seemed to have become obsolete. There was no attendance in the following weeks and there was no reason given through the various contact mediums we established. In terms of what to assess, the simple answer was to revisit the original proposal for mentoring and pull out the objectives for the programme to establish the reason the mentoring experience has not gone the way as was planned. 3.3.1 Mentoring organisation: To maximise the time and productivity of both parties, the meeting works best when it is organised. The mentor wanted this regimented style because chaos and a lack of focus can decrease the mentees desires to meet with the mentor and further decrease their abilities to effectively work with him. Having an organised flow for the meetings also gave the mentor the opportunity to be flexible. As on some occasions the mentees raised unexpected issues however, it was easier to adjust the conversation when everyone was following a track. Was this style to regimented, agreeing to a mentoring contract of what is expected by each mentee too disciplined? To be honest you will never know. According to Murray and Owen, (1991) mentoring is successful when the mentor has an organised plan which allows both the mentor and mentee to understand what is going to happen and when. This also removes the possibility of any disappointments from the mentoring sessions. 3.3.2 Learning Styles: Through the LSQ it was understood that the mentees preferred learning style was a pragmatic approach rather than an activist theorist or reflector. Knowing this the mentor arranged an activity like the surveying exercise in week 6. Could it now be argued that he is to blame for the absence and lack of interest shown by the mentees? Well the mentors answer to that is no. The mentor new very well the preferred learning style of his mentees however, he wanted his mentees to use the other three learning styles, particularly the one least preferred; this was because the best learning occurs only when an individual passes through all four stages of the learning cycle. So for example the surveying exercise would have suited an activist as the exercise created a situation in which they were simply confronted with a new task without preparation. 3.3.3 The relationship: As mentioned earlier chapter the purpose of the mentor was that the mentees take control of what they want to happen. This was vital for the mentor as he wanted to send out consistent messages: after all, the learning relationship is supposed to centre on the mentees agenda, and from start to finish the mentee ought to be in control. The way the mentor understood it was that the aspects of informal mentoring involve efforts to facilitate mentees do for themselves. The emphasis was on mentees being able to solve problems, make decisions, and set plans at their own levels of responsibility-versus being dependant on the mentor for the answers. The mentoring approach adopted followed the old adage Give a man a fish, and the man will eat for a day. Teach a man to fish, and he will eat for a lifetime. So taking this approach the mentor made the mentees to put together their own PDP. This gave the mentees the freedom to take the responsibility for this process. So was this the wrong approach, should the mentor have taken responsibility and treated the mentees like children? Well my role was to facilitate their transition and guide them through their 1st year, not to do the work for them. The mentor was there as an experienced guide. Obviously he gave insight into his own experiences and went through the problems they were having but wanted his mentees to take the initiative and responsibility. 3.3.4 Mentor behaviour, Telling: Even if it was comfortable for the mentees to be told what to do without having to think and decide, personally too much direction defeats the aim of mentoring. For example the mentees required the mentor to help them solve mathematic tutorial questions. The mentor developed his own problem and solved it to show the mentees the technique they need to apply. If the mentor was too autocratic the mentees growth towards self-reliance is not supported. Furthermore, if the mentor pushed his own agenda and did not actually focus on the needs, of his mentees then this renders the mentoring process worthless. Was this again the correct procedure or should the mentor have solved the problem the mentees were having? Not sure here really. The mentor saw this as an opportunity to use his mentees learning style to solve the problem. Apply the problem to a different situation from which the mentees can see the technique, procedure and relevance. Were these the reasons as why the mentees disengaged from the mentoring sessions? Was the mentor to disciplined and strict? Was he following a mentoring process too much that he was not able to see he was alienating his mentees? Should he just have told them what to do and give them the answers to the problems they were having? To be totally honest the mentor does not know. The mentor was acting like a mentor and trying to guide his mentees to take responsibility, thats the aim of higher education, the mentoring was just a process that would facilitate and lighten up this transition. 3.4 The Re-appearance of the Mentees Wait a minute what have we here. In week 11 and 12 both mentees arranged more than 1 meeting time in the two weeks. In total the amount of hours spent with the mentees within the last two weeks was more than the entire 10 week schedule that we had planned. So what was the reason that both of them re-developed contact, even though the mentor sent weekly emails outlining the schedule of the session just to see no show and no interest in returning a quick email for apologies? The reason for the contact was that they both were struggling with coursework for engineering computation and visualisation. Both of which were very challenging compared to when the mentor had read them. The mentor had no problem in helping the mentees through this challenge. It was more interesting as there were things that the mentor got to learn in the process. Engineering computation: As the coursework is all based on Matlab the mentees were having difficulty in understanding how to programme Matlab to do various tasks. The mentor himself a novice outlined he would be of no help as he himself is new to the software. However, the sessions were interesting as both the mentor and mentees learnt how to programme the software by helping each other. The same with visualisation the introduction of digital mapping and civil 3D is totally different to what we have done. The mentor applied all the knowledge he had of the programmes to assist the mentees. Here the mentor forgot about the mentoring models and processes and just showed them how to go about doing it and at the same time learning himself. The sessions seemed more rewarding and both mentees were fully engaged in the process of learning and helping each other. 4.0 Final Conclusion So in the end was this mentoring?, the mentor agrees that the first three sessions were in the essence of mentoring however, in weeks eleven and twelve the mentor mentee relationship became very different. The mentor believed the point of mentoring was to develop a mentee to accomplish their goals and facilitate the mentee into developing skills that they outlined in their PDP. If general help when a person is stuck on tasks is mentoring then the mentor has been mentoring for years. Showing his fellow colleagues how to solve problems is that classified as mentoring or developing a colleague through like a graduate scheme where the mentor analyses the mentee in order to see their progress and enable them to progress higher in the company or to see if they are ready to take professional exams? I personally think it is the later. However, with that said the experience has been invaluable and will help the mentor in his future endeavours. 5.0 References Alred, G. and Garvey, B. (2010) Mentoring pocketbook. 3rd Edition, Management pocketbooks Ltd Honey, P. and Mumford, A. (1983). Using your learning styles. Peter Honey Publications Kolb, D. (1984). Experiential Learning. 1st Edition, Prentice Hall Kram, K. (1983). Phases of mentoring relationships. Acad. Man. J., 26 pp 608-25 Klasen, N. and Clutterbuck, D. (2007) Implementing mentoring schemes. 2nd Edition, Elsevier Ltd Murray, M and Owen, M. (1991) How to facilitate an effective mentoring programme. 1st Edition, Jossey Bass Ltd Parsloe, E and Wray, M. (2000). Coaching and mentoring-Practical methods to improve learning. Korgan Page 1st Edition Ragins, B. R. and Cotton, J. L. (2000) Marginal mentoring: the effects of type of mentor, quality of relationship, and program design on work and career attitudes. Acad. Man J., 43, pp 1177-94 Whittaker, M. and Cartwright, A. (2000) The mentoring manual, Gover Publishing Ltd

Affirmatvie Action :: essays research papers

The History of Diversity in America Known as the  ¡Ã‚ §Melting Pot ¡Ã‚ ¨, America is a country with a more diverse population than any other. But America also has a long, painful past of discrimination that has been based on sex, race, color, disability, religion, sexual orientation and various other characteristics that stray from the average white American citizen. Through the years, government has played a major role in trying to correct the past wrongs due to discrimination by enacting legislation and adding amendments to the Constitution. The primary purpose of these measures is to enforce non-discriminating employment practices and to encourage, and sometimes force, companies to increase their representation of women and minority group members in the workplace. This move toward equal opportunity has come about through numerous measures enacted throughout our history. A few of those policies, such as  ¡Ã‚ §Affirmative Action ¡Ã‚ ¨, contain very controversial issues that many employers hope to see changed, or done away wi! th all together. For the present time, however, the trend continues in most every state and is enforced by law. The effects of diversity on our nation can be traced back to the civil war period. This period of upheaval is a perfect example of the struggle many Americans went through to free black slaves. The blacks were made slaves in the states for a number of reasons. The blacks were a representation of difference, therefore the whites viewed them as being unequal. We also seem to fear that which is different, so we try to keep them down. The blacks represented such a small percentage of the population that it was easy for the white slave owners to control them. The diversity issue among the blacks and whites created a civil war within our nation that pitted friends and family against one another, and our whole nation was in turmoil. Many lives were lost fighting for the freedom of the slaves. On September 22, 1862, President Abraham Lincoln abolished slavery and declared all slaves free by issuing the Emancipation Proclamation (the thirteenth amendment to our constitution).(! Sandburg, 17) An excerpt from the proclamation follows:  ¡Ã‚ § . . . That on the first day of January, in the year of our Lord one thousand eight hundred and sixty three, all persons held as slaves within any state or designated part of a state, the people whereof shall then be in rebellion against the United States, shall be then, thenceforward, and forever, free; .

Food Fair Essay

The food industries are considered as one of the most important Arabic & Foreign Industries in the world. Over the years, these industries have developed in various degrees technologically and economically and have over the last 5 decades incorporated many international changes. Their productions have had spread throughout the Arab world and internationally. The products of these industries have grown as well as the raw materials used in the production process, leading to a diverse development in the food industries. The Basic Workings of a Food Fair: Before we can begin planning a fair, we must envision a general idea about the event so that our planning can be organized, efficient, and effective. Because such a wide variety of activities can be part of a fair and because a fair can emphasize any number of topics related to anything, it’s important to think about the kind of fair you want to hold before you jump in and begin sending out media alerts. Her we decided to do a food fair on the fair grounds near the Damascus airport high way which will take place in the following: Days from 06/06/2008 > 09/06/2008. From 5 o’clock until 11 o’clock Determining the features of a food fair: Once our organization decides to hold a food fair, you should begin planning by determining the kind of event you want to hold. The central considerations are the following: †¢Location †¢Time of year †¢Length †¢Purpose †¢Activities Location: A food fair can be held indoors or outdoors, and there are advantages and disadvantages to both. Outdoors, the enjoyment of attendees is affected by the weather, be it precipitation or temperature. The event itself may also be affected, so we will need a convenient rain site if we decide to hold our event outside. Furthermore, our organization’s displays as well as the displays of vendors, booths, or demonstrations will need to be securely anchored in case of wind and protected from rain if the event is rain or shine. Holding the fair indoors virtually frees us from weather concerns (barring bad weather that would prevent people from attending the event), but attendance may be limited by the size of the building and the availability of parking or other access at the event. Access to indoor facilities may also require the payment of fees, whereas parks and other public areas are often available for free if we give advance notice. An indoor venue may provide ready access to electricity, water, and restrooms, which may not be as convenient in some outdoor locations (but which we may need to provide for an event that focuses on food). An outdoor event may more readily attract the attention of passers-by and may draw curious people who just happen to see the banners or an assembly of people. In many cases, the location of the event may be dictated by the purpose and activities of the fair Time of year: A food fair can be held during any season of the year, but spring, summer, and fall offer the best opportunities for a good turnout. Spring is often a good choice because the event could coincide with the Earth Day (April 20). Summer is a good choice as well because of warm weather and because many fruits and vegetables are in season. People often have more free time during the summer, too, because of the long days. Autumn often offers the best weather, and the focus on the harvest also creates a nice context for festivals that focus on food. Length: food fairs can be held for any amount of time ranging from an afternoon to a weekend to a three-day or a week-long event. When determining the length of time and day(s) of the week we hold our food fair, bearing in mind the following: Availability of volunteers and other resources A fair held on a weekday or that extends beyond the weekend may create conflicts with the work schedules of many willing volunteers. Similarly, our organization may have limited resources (including brochures, handouts, merchandise, and money), which restrict the length of the event. Conflicts with community observances Although holidays usually guarantee days off for volunteers and attendees, they may be less-than-ideal times to hold a food fair given the frequency of community events that may be held on those days. We want our event to be one of only several events to ensure media coverage and full participation by the community. Availability of vendors In small communities, vendors who become involved as sellers at a food fair may be able to spare staff for an afternoon, day-long, or weekend event but will need to limit their participation if the fair lasts too long. Similarly, they may have a limited amount of merchandise to sell or may be limited by suppliers in other ways that would affect how long they can participate. If we choose to have vendors and plan to hand out information or make merchandise of our own available, we will want a wide variety of materials that can meet the demands of attendees. Better to have a shorter event that lives up to its billing than to have a longer event in which there is a steady decline in vendors and information available for interested individuals. Purpose: Food fairs do have a built-in focus: the event is a celebration of the Food lifestyle, and the focus is on food. For some fairs, education about Healthy Food through food sampling, cooking demonstrations, nutrition booths and lectures, may be the purpose of the event. For other events, however, education about human health through food-related activities may be the focus. The purpose of our event will shape the kind of fair we ultimately want to hold and the kinds of activities we want to include in the event. A food fair can also have a general purpose and include elements of many different aspects. We can combine booths, varied displays, and vendors to create a fair that addresses many interests. A quick survey of the many food fairs that are already taking place in the World reveals that there is no prescription for a successful food fair. But having a purpose in mind will assist us in determining the activities for the fair and prevent us from becoming overwhelmed by the sheer variety of activities that can be part of a food fair. Activities: Preliminary thoughts about the type of fair we want to have should include consideration of the kinds of activities we will include to attract the public to our event. The range of activities that are appropriate for a food fair is limited only by imagination. Cooking demonstrations cooking demonstrations are a great addition or centerpiece to a food fair. The demonstration could show attendees how to create quick meals or how to use popular Herbal ingredients. The demonstrations could focus on themes, such as main courses, holiday meals, or desserts, or we could create a series of demonstrations that take place throughout the day. A local chef or cookbook author might be interested in putting together such a demonstration. We might also try to book a well-known chef or cookbook author to attract people to our fair. We will need to plan ahead for a cooking demonstration. WE may need to prepare ingredients ahead of time, especially if the site lacks access to running water. We should find out whether our site will have access to electricity and ask about other methods of cooking that may be allowed (for example, gas grill or open flame) before we make other plans for the demonstration. Speakers A well-known local or national vegetarian advocate will attract many people to a food fair because many people will come specifically to hear the speaker or purchase his or her book. Having a speaker highlight the food fair is also a good way to kick off or complete an event. Another option is to have a panel of speakers discussing specific issues or taking questions from the audience. Speakers usually charge a fee for speaking, and there may be other details (for example, travel and accommodations) that factor into whether we have a speaker at our food fair. A speaker will need a sound system, and we will need to organize the fair so that a crowd can gather in one place to see and hear the speaker. If an event involves vendors, exhibits, and booths that are going to continue operation during the speaker, we’ll likely need a separate adjacent area for a speaker. An event with a set itinerary, or an event that is held in a large building with access to different rooms or partitioned areas, however, will not pose this problem. We want to provide the speaker with an opportunity to address a crowd of listeners, so if we plan more than one speaker, we should arrange the food fair and its schedule to highlight each speaker and try to ensure that there will be an appropriately sized audience for each. If we are uncertain whether each speaker will get a crowd of participants, we should organize the speakers into a panel instead, and highlight that as the center point of the fair. Music Music can be a focal point or a backdrop during a food fair. Fairs and music seem to go hand in hand: the presence of singing or instrumentalists adds a festive touch to a food fair and alerts passersby that the fair is taking place. Exhibits Free-standing, self-explanatory exhibits or staffed booths can provide a variety of information for fair attendees. These booths may offer free samples or free information. A variety of booths widens the appeal of the food fair, and exhibits can include: †¢Conserved food products. †¢Oil and ghee produces. †¢Canned and conserved products. †¢Dairy and cheese products. †¢Meat products. †¢Sugar, sweets, biscuits, and chocolate products. †¢Ice cream products. †¢Coffee – Tea – Herbs. †¢Poultry and fish products. †¢Mineral, carbonated water and juice products. †¢Vegetable and fruit products. †¢Pasta and cereal products. †¢Production lines. †¢Packing and packaging machines and related materials. †¢Raw materials for food. †¢Cooling and freezing equipment. †¢National Arab and international supervisory boards and companies. Once well established, a food fair may even attract national or international makers of foods we will certainly want to set up an exhibit that features our own organization, with information about meetings, plenty of handouts and literature, and a sign-up sheet for our organization’s mailing list. Creating a marketing plan: Once we have a general idea about the kind of fair we want to have, we need to create a marketing plan by taking an inventory of the skills and resources we have within our group and our community. This assessment gives us a starting point for assigning organizational tasks and generating publicity for the fair. We have to be sure to consider media, organizations, and businesses in our country as well as in other countries and cities. Media: Local radio and television stations, newspapers, and other publications will be key for generating publicity for our event. We should plan on creating public service announcements, placing advertisements, and arranging interviews not only to provide details about the event but also to generate interest about the fair. We might also consider contacting and placing ads in larger publications in order to advertise in the countries and cities that are around us because we want our fair to be local and world wide. We have to be sure to note the deadlines for submission of public service announcements and advertisements in relation to our fair to ensure that our efforts are timely. Community resources: Our advertisement is going to be mostly for investors, industrialists, merchants, business men and officials. Through intensive campaigns by mail, e-mail or through the internet. Including direct phone calls with the people that are interested in this kind of fairs and the official and concerned bodies that are Arab and foreign. At the same time we will be printing flyers for the fair which will help advertising for it. Also printing invitation cards for some governmental bodies like the prime minister or his deputy or the minister of industry, also for VIP business men and industrialists. Skills: Early on in the planning of our fair, it is helpful to find out what skills the members of our group or other participants have that can be put to use when organizing the fair. An artistic member might be interested in creating a logo, banners, and signage for the event and determining where to display them, or we could simply use a professional assistance from any graphic and advertising company. Creating a budget: Budgeting is one element of food fair brainstorming that we should think through fully before planning begins. We have to be sure to take an inventory of what our group already has (merchandise, literature, signs, for example) to avoid unnecessary budgeting and spending and to help us determine what we need to order. The following is a checklist of items that we may need to pay for to successfully organize and hold a food fair: †¢Advertisements. †¢Cooking demonstration expense. †¢Courier and flyer-posting expenses. †¢Demonstration supplies. †¢Lecture expense. †¢Merchandise expenses. †¢Office supplies. †¢Parking fees. †¢Permit fees. †¢Photocopies. †¢Portable toilets. †¢Postage. †¢Posters, flyers, and stickers. †¢Programs. †¢Printing. †¢Rentals (Equipment [tables, chairs, tents, tools, video or sound equipment, fire extinguishers, etc. ]; Space). †¢Trash removal/recycling fee. Creating an overview of planning details: Planning a food fair involves the coordination of many details and the combining of different elements to create a whole event. Failure to keep track of even one of these details or elements will leave holes in our planning and gaps at the event itself. Keeping track of details and creating a planning schedule that prompts us to take care of specific tasks. A general rule of thumb is that planning for a food fair should begin 8 to 10 months or even a year before the actual event. Food Fair Planning: Now that we have determined the purpose of our fair and the activities we want to include, we are ready to start booking a site, sponsors, vendors, and other participants. For our site we will be using the fair ground in Damascus at the airport high way in order to set a date for the exhibition and visiting hours. Now during the process of advertising for the fair we will be asked about many things from the exhibitors and they are either direct or through e-mail, of course our answers must be logical and convincing: Examples of our clients questions: 1. What are the things that this fair refers to? †¢Canned and conserved products. †¢Conserved food products. †¢Oil and ghee products. †¢Dairy and cheese products. †¢Meat products. †¢Sugar and sweets products. †¢Chocolate and biscuit. †¢Ice cream products. †¢Coffee – Tea – Herbs. †¢Poultry and fish products. †¢Mineral, carbonated water and juice products. †¢Vegetable and fruit products. †¢Pasta and cereal products. †¢Production lines. †¢Packing and packaging machines and related materials. †¢Raw materials for food. †¢Cooling and freezing equipment. †¢Banks, investment and finance institutions. †¢National, Arab, and international supervisory boards and companies. 2. What are the services that the fair will deliver for participating companies? †¢There will be a mobile center for business men which will offer (phone, fax, e-mail) services to help and aid them with their supplies. †¢There will be a set of meetings between the exhibitors by a special program so they can know each other. †¢There will be a media center for business men, representatives and delegates either form the press or the T. V and Arabic and Foreign news agencies. †¢Transportation will be provided for exhibitors and visitors concerning their requests and for a special fee for exhibitors. †¢We will offer all the fair’s accommodation and services. From setting booths and stands to every single need for the exhibitors which include: 1. Flight reservation and hotel accommodation. 2. Putting the name and address of the company in the fair guide. 3. Including the name of the company in the list of participants in the fair’s website. 4. Offering help and support in building the sections of the fair (special needs). 3. Where and when is the fair going to take place? It will be held on Damascus fair grounds: From 06/04/2008 > 09/04/2008 From 5 o’clock until 11 o’clock 5. What are the laws and regulations that the will be applied on the exhibitors? There are a set of rules and regulations exhibitors are required to do, and the most important rule is that for accepting a participant in the fair, rental of the stand and ending the contract. It also can contain information about the dimensions of the stand and other services. Also one of the important points that should be focused on when participating in an exhibition is cancellation, we mean by that if some company wanted to cancel its participation there will be an amount of money to be deducted from its payments and that amount is decreased whenever that cancelation was sooner. 6. Prices for participating? To know how much a square meter costs we have to know how much the fair would cost: 1st. from organizational aspect: -We have rented a hall that is 1000 square meters: 560 square meters for stands and booth and 460 square meters for passages. -The hall costs 1000,000 SYP after we agreed with the fair grounds and international markets company. -equipments costs: 1. Carpets: 600000 SYP. 2. Setting and preparing the stands: 400000 SYP. 3. Lighting: 250000 SYP. 4. Sound equipments: 200000 SYP. 5. Heating and A/C’s: 250000 SYP. -Employees for the fair: 200000 SYP. -Hiring Guards: 150000 SYP. -Decorations for our company: 300000 SYP. -The opening: 200000 SYP. 2nd. Managerial aspect: Media: 1. Magazines and news papers: 300000 SYP. 2. Radio and T. V: 115500 SYP. 3. Road Ads: 300000 SYP. Office work: -Mail-internet-fax-salaries-transportation-stationary: 300000 SYP. Printing costs (brochures, booklets, Fair Guide): 300000 SYP. Total = 4865500 SYP. Organization profit approximately 41% = 2014500 SYP. Final Total = 6880000 SYP. Now by dividing the Total on the part that the booths and stands are going to be which is 560 square meters = 12285 SYP. Now for the price in USD we divide on 50 SYP. It becomes: 245 USD per square meter. Studying the financial feasibility for this fair: We have decided a price for each type of stand we have (Stand with one side, Stand with two sides, stand with three sides and a stand with four sides): 1. Stand with one side including its corners they are 43 stands in total and each one is 8 square meters: 43X8X200=68800 USD 2. Stand with two sides which are 18 stand costs 300 USD each: 18X8X300=43200 USD 3. Stand with three sides which are 8 stands costs 350 USD each: 8X8X350=22400 USD 4. Stand with four sides (island stand) which are 1 stand costs 400 USD: 1X8X400= 3200 USD Total: 68800+43200+22400+3200=137600 USD. 137600X50=6880000 SYP. To the profit: 6880000-430000=2580000 could just transfer it to our bank account. 8. Is there any travel agent which we can trust on our reservations and transportation and any other services that we might need specially if there was VIP’s? We have decided at the beginning of our fair planning that there should be a travel and tourism agent which will do the following: Confirm hotel reservations, insure that there are transportations from the hotel to the airport and vice versus specially for VIP’s, do all the necessary shipping for the organization, making sure to do all the reception and farewell’s for the participators, booking restaurants, doing tours in the city, confirming travel tickets, making that there are guides during the tours and booking cars or buses. Our merchandise to offer: Space which has to be at least 8 square meters Including: switches, carpet for passage ways and inside the stand, lighting, a board with the company name, electricity, cleaning and guarding, a table, 2 chairs, 3 shelves, plastic name badges for managers or company owners, carton badges for exhibitors. Also we will include information about the company in the fair guide and CD in both languages Arabic and English. During the days of the fair: The organizing company should follow up with the exhibitors during the days of the fair through a sales man in the company because the follow up is a very important way in gaining the clients trust. And in order to know if the fair is a success or a failure we distribute a questionnaire showing how they benefited from the fair and if they are satisfied with the results. After that we collect the questionnaires to determine the points of strength and weaknesses to avoid in the next fair. After the fair: The follow-up: Its considered one of the most important process, and successful organizing for it Is one of the factors in a successful fair, so that the organizing company should not delay any check for the interviews that occurred in the fair because it’s the first step for building long term public relationships. At a fair clients are divided into categories and they are: -actual customers. -possible customers. -regular customers. -important customers. The follow-up consists of: -sending a thank you note for visiting. -sending the information that both sides have agreed on. -attending all the meetings and dates that have been discussed before. -studying the expenses as a hole. -studying the contracts that has taken place at the fair. -comparison between the basic plan and actual activity. -studying the answers about the survey.

Coursework Writing Help

Coursework Writing Help Coursework Writing Help Whether or not your lecturer sets an English courseworktopic, you will need to generate a context or background for it. However, this is not necessarily your starting point for coursework writing. But without knowing the context in which you want to set your coursework writing it is even harder to write the opening paragraph. You may delve into books and papers to set the coursework writing context, gather research data and look for government reports to build up a background picture. Sometimes, this is a matter of defining the limitations of your college coursework topic or defining the key terms. English college coursework needs to be set within certain understandable parameters and taking into account the previous coursework writing on the subject, if there is any. You will find it a good idea to compare conflicting views. You cannot make your points ignoring research or literature in the field if it is relevant. That is why data gathering is necessary for college coursework writi ng: The context may be discovered in the result of asking questions like these: Does the context have a history to it? Does the context contain a particular problem? Does the context, for example, concern a law, principle or policy? What is essential for the reader to understand my purpose? What reading do I need to do to build the context? If I'm looking for evidence to set the context, where can it be found? When does the background material become irrelevant? Who has expressed conflicting views? What issues might be included to set the context? One of the most frequently reported effects of reading and researching forwriting courseworkis the stage when students are totally confused by random and conflicting material they have read. They might be able to set the context for their further coursework writing, but where do they go from there? Do they write six major points down and expand on them while writing English coursework? Coursework Help Is it hard to write a religious coursework? The main source of difficulty in setting a context is that you are likely to describe the context rather than weave it in with your coursework introductory issues. Description written in the coursework can be dismally boring to read unless something of interest relieves the gloom. Interesting course works are written by writers working at .com. We are able to impress you with the depth of research and interesting information. Every coursework we deliver is custom written. It means that you receive custom essay written from scratch and in accordance to instruction. Read also: Term Papers for Sale Term Paper Writing Islamic Religion Term Paper Education Term Paper College Term Paper

Free Essays on The Case Of Agostino Steucco

Polishing The Papal Image In The Counter-Reformation: The Case of Agostino Steuco One of the results of the Pope’s persistence to keep a papal system intact was the branching off of Catholics into Protestants. In this article, there is an analysis of a writing by Agostino Steuco called The Two Books Against Lorenzo Valla Concerning the False Donation of Constantine, in this article it dissects the very relevance of a papal system in the Catholic church. It gives a plethora of â€Å"reasons† for why the system should remain intact. First, he states that Rome’s secular power and holdings were an integral part of the â€Å"spiritual welfare of people†. (Delph, 1992; 37) Second, the wealth of the Pope was fundamental for the church to function. Third, without the temporal power, the people would abandon their religion and begin to have an â€Å"anti-social behavior†. (Delph, 1992; 38) Fundamentally, from a humanistic understanding of human nature, Steuco believed that temporal authority of the papacy played a positive role in th e spiritual life. This article gives rise to many reasons that led to the split and formation of the Protestant religion. Steuco, with his humanistic approach defends the temporal power and processions of the papacy. He justifies this by making a point that secular power and holdings of the church played a part in the â€Å"spiritual welfare of people† (Delph, 1992; 37) He then correlates â€Å"rituals and visible signs of the sacred† (Delph, 1992; 37) necessary for worship. These socializing effects that the people enjoyed were only because of the temporal might of Rome. The argument that Steuco gave made it clear that the ornate nature of religion brought people to worship. Steuco makes a point when referring to the Old Testament as well as the New Testament in making the claim that God himself always appeared â€Å"†¦in forms that rendered him venerable and terrifying†. (Delph, 1992; 40) Steuco ... Free Essays on The Case Of Agostino Steucco Free Essays on The Case Of Agostino Steucco Polishing The Papal Image In The Counter-Reformation: The Case of Agostino Steuco One of the results of the Pope’s persistence to keep a papal system intact was the branching off of Catholics into Protestants. In this article, there is an analysis of a writing by Agostino Steuco called The Two Books Against Lorenzo Valla Concerning the False Donation of Constantine, in this article it dissects the very relevance of a papal system in the Catholic church. It gives a plethora of â€Å"reasons† for why the system should remain intact. First, he states that Rome’s secular power and holdings were an integral part of the â€Å"spiritual welfare of people†. (Delph, 1992; 37) Second, the wealth of the Pope was fundamental for the church to function. Third, without the temporal power, the people would abandon their religion and begin to have an â€Å"anti-social behavior†. (Delph, 1992; 38) Fundamentally, from a humanistic understanding of human nature, Steuco believed that temporal authority of the papacy played a positive role in th e spiritual life. This article gives rise to many reasons that led to the split and formation of the Protestant religion. Steuco, with his humanistic approach defends the temporal power and processions of the papacy. He justifies this by making a point that secular power and holdings of the church played a part in the â€Å"spiritual welfare of people† (Delph, 1992; 37) He then correlates â€Å"rituals and visible signs of the sacred† (Delph, 1992; 37) necessary for worship. These socializing effects that the people enjoyed were only because of the temporal might of Rome. The argument that Steuco gave made it clear that the ornate nature of religion brought people to worship. Steuco makes a point when referring to the Old Testament as well as the New Testament in making the claim that God himself always appeared â€Å"†¦in forms that rendered him venerable and terrifying†. (Delph, 1992; 40) Steuco ...

Lagaan Movie Review Example | Topics and Well Written Essays - 500 words

Lagaan - Movie Review Example Instead the villagers were told to deposit their lagaan as soon as possible. In a mocking mood, Captain Russell (played by Paul Blackthorne) threw a challenge to the farmers, that if they can defeat the British soldier's team in the game of cricket, they won't have to pay any lagaan. Bhuwan, the leading character played by the producer actor, Amir Khan, accepted the challenge. Initially, most of the villagers laughed at Bhuwan for accepting such a challenge, but gradually they saw in him a ray of hope and started preparing for a game - called 'cricket'. The film is interspersed with some musical dance sequences, the trademark of Indian movies in particular. Gauri, played by Gracy Singh is the female lead in the film. She is in love with Bhuwan, and keeps encouraging him during the preparation for the game of cricket. But, Elizabeth Russell, the better half of Captain Russell somehow develops a soft corner for the villagers and their issues and in the process finds herself attracted towards Bhuwan, which is of course not liked by Gauri. But, the storyline of the film is so strongly built around the main subject, that nowhere does it appear to leave the main course. Therefore such anecdotes only provide some refreshing changes while highlighting the humane side of the story. Captain Russell gets an earful from his bosses, for having allowed the villagers an esca

China vs. USA. The Quest for Global Supremacy Research Paper

China vs. USA. The Quest for Global Supremacy - Research Paper Example The Euro zone has become the lowest ranked commercial performers after severely affected regions in Africa. Although the United States has maintained its financial superiority, the stability of this particular region is not constant. With a fluctuating financial graph, the United States does not have control of the global commercial market. This leaves the top spot to upcoming commercial hubs. Asia and Middle East have countries with the fastest growing economies. With political instability making the Middle East a poor investment area, Asia remains the only region with the capability of claiming the throne in matters of commercial and financial success. One country that has significantly improved its commercial capabilities is the Republic of China. This paper will focus on the supremacy battles between the United States and China. The paper will also provide a perspective on which country has the highest probability of clinching the top spot in the long run. A perspective on the investment of both nations shows the difference between their strategies. In China investment opportunities are obtained from all nations across the globe. Regardless of their financial position China has invested in many countries in all continents. According to Swedroe, China has invested in 30 percent of all the countries in Africa (par, 4). This means that China looks to capitalize on the resources that Africa can bring to the global market. This maximization of the resources in Africa has raised the economy of China by around 10 percent (Lash, par 7). The situation is different when it comes to the United States. The United States bases its investment on the ability of the country to pay back in certain conditions. In most cases the United States strikes deal with state government instead of venturing into private investment. The private investment China undertakes enables the country to contract with other private companies who are in need of