Don’t Waste Your Life

Flute player, john. Don’t squander Your Life. Wheaton, Illinois: Cross Way Books:2003, Pgs 191. Since 1980, John Piper has been the minister for lecturing at Bethlehem Baptist Church in the core of Minneapolis. Motivation behind this Book and Summary The primary reason for which John Piper composed this book was to support Christians and non Christians to not squander their lives (1 Corinthians 6:19-20). John Piper needs all individuals to know the reason for which they were made and to live for it. Besides, John Piper reveals to us that we have a place with God; we don't have a place with ourselves since God got us at a price.It isn't about how to maintain a strategic distance from an injured life yet how to keep away from a squandered life. The Bible is perfectly clear: God made us for his wonder. Therefore says the Lord â€Å"Bring my children from a remote place and my little girls from the finishes of the earth, each and every individual who is called by name, whom I mad e for my glory† (Isaiah 43:6-7). Life is squandered when we don't live for the greatness of God. The Bible says that, you can part with all that you have and convey your body to be scorched and have not love (1 Corinthians: 13:3). In the event that you don’t go-to people to God for everlasting euphoria, you don’t love. You squander your live.The inverse of squandering life, is the living by a solitary God-magnifying, soul-fulfilling enthusiasm. The all around lived life must be God-lifting up and soul-fulfilling in light of the fact that that is the reason God made us (Isaiah 43:7; Psalm 90:14). Gracious, what number of lives are squandered by individuals who accept that the Christian live methods just maintaining a strategic distance from disagreeableness and accommodating family. Thus, there is no infidelity, no taking, no killing, no theft, no extortion, just heaps of difficult work during the day, and bunches of TV and recordings, and loads of fun stuff towar d the end of the week, woven around chapel (mostly).This is life front a great many individuals. Squandered life. We are made for increasingly, undeniably more If we want that there be no gloating aside from in the cross, at that point we should live approach the cross, for sure we should live on the cross (Gal 6:14). Bragging in the cross happens when you are on the cross (Gal 2:19-20). â€Å"I have been killed with Christ, it is no longer I who live yet Christ who lives in me. What's more, the life and now live in the tissue I live by confidence in the Son of God, who cherished me and gave himself for me. † Living amplify Christ is exorbitant. This isn't unexpected. He was crucified.He calls us to tail him. †If anybody will come after me, let him deny himself and take up his cross and follow me† (Mark 8:34). A real existence dedicated to making a big deal about Christ is exorbitant. On the off chance that our single, comprehensive energy is to make a big deal ab out Christ throughout everyday life and demise, and if the existence that amplifies him more than anything else is the life of expensive love, at that point life is hazard, and hazard is correct. To run from it is to squander your life. Significant Themes Some of the subjects examined in this book: flaunting just on the cross, the blasting focal point of the wonder God, preferred to lose your life over to squander it.John Piper introduced these subjects delightfully under enrapturing sub subjects in the book; every one of which heats up the heart and furthermore challenges not to squander their life. There is actually no story line from my perspective, yet that change the way that the topics have been treated through efficient musings. Assessment Don’t Waste Your Life to me is exemplary. I state so on the grounds that, when you read each page, you have a feeling that you are not satisfying hope, it like you are not doing as much as you should be doing.The book is so motivatin g to such an extent that it gives another test, and revives a withering enthusiasm. The book causes one to feel like one needs to rededicate his life to Christ and start once again. John Piper causes one to feel if another opportunity to brought into the world again truly so as to compensate for the squandered years, one would dither to get a handle on that opportunity. The book doesn't leave anybody unconcerned, regardless of whether devotees or unbelievers. The book tends to each general public and culture, that is, it applies across cultures.The logic in the presentation of part five that says: If our single widely inclusive energy is to make a big deal about Christ throughout everyday life and passing and if the existence that amplifies Him more than anything else is the life of expensive love, at that point chance is correct. To run from it is to squander your life. This logic appears to me to be the center of John’s thought in this book. The individuals who feel that Ch ristianity is walk in the park can get from this book with scriptural sponsorships that there likewise the parts of enduring in it. Application This book resembled a suggestion to me, from now, I realize that I should be responsible with regards to how I utilize or spend my time.I have come to understand that there are thing s one might be doing feeling that they are significant thinks in the side of God, just to acknowledge after that it was an all out exercise in futility. For instance, the various church programs that we have that don't promptly go-to people to Christ, rather, some even debilitate individuals from following Christ. I won't squander my life. I prescribe this book to all Christians paying little heed to their situations in Church. This book will be of help to non-Christians too.

The Impact of the Terrorist Attacks on New York City free essay sample

A top to bottom examination of the consequence of the September 11 assaults, after one year. This paper talks about the consequences for people groups practices and on the economy in New York City one year after the September 11, 2001 assaults. It recognizes the harm made on that heartbreaking day by taking a gander at different parts identified with the movement and the travel industry. It sets up which organizations, assuming any, have been totally destroyed, thusly demolishing the business. It assesses people groups conduct changes and whether they accept that day will affect a mind-blowing remainder lastly analyzes how business misfortune and stoppage has influenced the worldwide economy. List of chapters Presentation Writing Review Shopper Behavior and Risk Psychological oppression and Consumerism in the Melting Pot How has September 11 Impacted Americans Monetary Impact of fear mongering Standpoint for the New York Economy Method of reasoning for Study Approach Assessment of the Effects on Business Recapturing Consumer Confidence Inspecting Procedures Study Construction Part 4: Survey results Part 5: Analysis Part 6: Conclusion Part 7: Recommendations for Further Studies Book index Informative supplements Informative supplement I Survey of Consumer Patterns After The September 11 assaults on the World Trade Towers Informative supplement II Survey Results introduced Graphically Informative supplement III Store Owner Interviews

MIT Festival of Learning Lightning Round

MIT Festival of Learning Lightning Round The Festival of Learning is an annual event organized by the MIT Office of Digital Learning around the idea that we need to bring technology and pedagogy together for effective learning. I blogged an overview of the first Festival here. This post is the third of a series of three posts about this years Festival. It features summaries of six short talks by eminent faculty on the latest educational developments in MIT classrooms.  Read the first FoL post about Woodie Flowers Nerd Epistemology here (Prof. Flowers is the co-founder of the FIRST Robotics Competition and MIT Professor of Mechanical Engineering). Read about the FoL Expo, showcasing fascinating educational developments at MIT and beyond, here.   Note: this post was originally published on the MIT Office of Digital Learning blog here. This years Festival of Learning featured a Lightning Round of six eminent MIT faculty sharing their experiences leveraging and exploring new technologies toward the goal of innovating teaching and learning at MIT. What follows are summaries of each presentation. But first, short previews and links to videos of the talks: Anette “Peko” Hosoi  (Course 2 Mechanical Engineering) introduced the amazing NEET (New Engineering Educational Transformation) program for MIT undergraduates, which is a new venture to encourage students to learn about new machines, engage in different modes of thinking, and practice problem solving by completing real engineering projects, such as building a gut on a chip. Shigeru Miyagawa (Course 24 Linguistics Course 21G Global Studies and Languages) demonstrated his fascinating approach of studying Japanese history through visual materials and discussed the impact and process of creating an online course for  21G.027 Visualizing Japan in the Modern World. Ian Waitz (Vice Chancellor, Course 16 Aerospace Engineering) updated us on the Institute-wide efforts to reshape the first-year undergraduate experience at MIT, which include leading a for-credit project-based design course open to all students, 2.S991 Designing the First Year at MIT. Barton Zwiebach  (Course 8 Physics) talked about reshaping the undergraduate quantum mechanics course sequence using the latest online tools. Jeff Grossman  (Course 3 Materials Science and Engineering) shared his experience using take-home mini-experiments, or goodie bags, in 3.091 Introduction to Solid-State Chemistry, a Chemistry GIR (General Institute Requirement), as inspired by a 6-year olds birthday party. Thomas Kochan  (MIT Sloan School of Management) shared his favorite thing at MIT, which is 15.662 Shaping the Future of Work, a blended  online and on-campus course that allows Sloan MBAs to negotiate a new social contract for the workforce with workers from around the world. Anette “Peko” Hosoi NEET: the Answer to “Is Engineering Education Obsolete?” One and a half years ago, Anette “Peko” Hosoi, Ed Crawley, and Babi Mitraâ€"along with MIT faculty, students, alumni, employers, and consultantsâ€"began thinking about the future of engineering education. They were most inspired by words from Sugata Mitra’s TED Talk: the format of our education system lecture went obsolete with the invention of the printing press. Here’s an example of why that’s true at MIT. Below are two planes from different times in history. For the machine on the left, the shape is dictated by aerodynamics. It has a gas turbine engine and requires a pilot. The machine on the right is stealthyâ€"its shape dictated by electromagnetismâ€"and is the first autonomously driven and refueled Navy drone. Students in the undergraduate Aerospace Engineering program at MIT are only prepared to build one of those planes by the time they graduate, and it is not the most recently designed. This is unfortunately true for engineering students of all disciplines. So how do we prepare students to build new machines rather than the machines of the 1950s? This is the motivating question for the NEET (New Engineering Educational Transformation) program for MIT undergraduates. There are three main purposes behind the NEET curriculum: learning about new machines, engaging in different modes of thinking (e.g. collaborative, critical, leader etc), and practical problem solving (or Mens et Manus, MIT’s slogan). NEET students enroll in the program in their sophomore year and immediately get started on their first project, such as, for example, building a gut on a chipâ€"a living machine. Along with their group project work, students engage in increasingly complex humanistic arguments and explore classes across disciplines, building up a strong academic and critical thinking foundation for their capstone senior year NEET project. Along the way, students also get to engage with local experts in the industry and with facultyâ€"discussing career and research options, class recommendations, and major selection. Students will often UROP with some of the faculty as well. At the end of their journey, NEET students receive certificates for completing the program, along with their regular undergraduate degree. But even more importantly, they reap the advantages of having an informed choice of major, practical experience in their field of choice, and connections with leaders in that field. For more questions about NEET, visit neet.mit.edu. Shigeru Miyagawa Visualizing Japan: an online course jointly produced by Harvard University and MIT Years ago, Professors Shigeru Miyagawa and John Dower set out to study history by looking at visual materials. Their first case study was a well-known event in Japanese history: the arrival of U.S. Naval Commodore Matthew Perry in Japan in 1853 with the purpose of “opening up” Japan to the world. The two professors collected images from museums in the U.S. and Japan and found surprising, never-before-studied results. Consider for example the three images below. On the right is a photograph of Commodore Perry taken by a U.S. photographer, which exudes power and authority. On the left is a woodblock print from the Nagasaki Museum, a seemingly comical image. Upon closer examination, you can see that the image also actually reveals power and authority, but through a mistake by the artist! Commodore Perry’s eyes are blue, but they are blue in the wrong location, which shows that the artist had heard that westerners had blue eyes, but never actually saw Perry. Turns out, the Commodore made himself inaccessible during his Japan visit to project power and authority. As a result, the Japanese image is actually quite respectful, though the same is not true for a later image (below) of Perry, which was created after the United States’ real motivations for visiting Japan were revealed. So much about the two countries’ perceptions of the event through time can be gleanedgl from just three images! Consider also the contrast between the two images of U.S. ships going to Japan below. The image on the left, from the Chicago Historical Society, is a sombre depiction of “manifest destiny,” with U.S. ships going “from enlightenment into darkness.” On the right, the woodblock print from Japan depicts the same ship, but makes it look more demonic than enlightenedâ€"you can see that the artist understood Perry’s dark mission. Notice also how the American ship is traveling from left to right, while the Japanese is going from right to left. This has to do with the differences in the two countries’ writing systems, with the traditional Japanese system going from right to left, and the English system going the other way. Professors Miyagawa and Dower have now collected visual materials for 50 historical units. They have made agreements with over 200 museums and private collections from around the world to provide images for the project, many of which were previously inaccessible to the public. Thanks to the Visualising Japan project, you can now view and use thousands of relevant historical images, available through Creative Commons  online here. In 2014, Professor Miyagawa set out to create an online edX course  on Visualizing Japan, along with John Dower, Gennifer Weisenfeld of Duke, and Andy Gordon of Harvardâ€"four eminent scholars from three major institutions teaching together, all thanks to the online platform. Prof. Miyagawa also asked the prominent University of Tokyo sociologist Professor Yoshimi Shunya to do a sequel course, which resulted in two additional online courses on post-war Tokyo. Next steps for the edX resource now include setting up an AI system to allow online learners to ask questions about the course content and Japan in general. The prototype is now being implemented with the help of Boris Katz from CSAIL. Most surprising, however, has been the impact of the Visualizing Japan online platform  on residential MIT education. After teaching the course at MIT in its traditional format for many years, Professor Miyagawa installed the online content as primary educational material for the class in 2014, and the move has completely changed the way he teaches the class. In the traditional format, the instructor spoke for 80% of the class, and students for 20% (as timed by a student). Now the split is 50/50! And not just that, but the course attendance has been nearly a 100%, a testament to how much students appreciate the new flipped format. Ian Waitz Creating a Movement: an update on efforts to improve the first-year experience at MIT The most recent major structural change to the first-year MIT undergraduate experience happened in 1964â€"the year Dean Ian Waitz was born! Since then, the world has changed, but not for MIT freshmen. Now the Institute is finally taking steps to address student and faculty concerns in our changed society. In a broad effort, Dean Waitz and colleagues have interviewed multiple stakeholders on the first-year experience. Students, alumni, faculty, and industry leaders all contributed unique perspectives, with some emergent themes around student needs: more flexibility, ability for intellectual exploration (especially for choosing a major), improved advising, and desire to feel inspired by a topic or love of learning in general. These four ideals are currently poorly represented in the first yearâ€"most students take GIRs (General Institute Requirements), which often do not align with students’ interests and hinder exploration of their field of interest. Besides talking to stakeholders, Dean Waitz and his team are also taking steps to implement the ideas they hear. Although there is a variety of needs and no consensus on objectives, the Institute is committed to addressing the issues in some form. And now the project has been formalized into a semester-long course, 2.S991 Designing the First Year at MIT, open to members of the MIT community. 2.S991 is an educational journey that starts with students learning design and different approaches to education. Students then apply what they learned in the hopes of actual institutional change. It’s the kind of work that cannot happen in a simple faculty committee. And the MIT community has thoroughly embraced the challenge. The instructors had hoped for 20 students in the course, booked a classroom for 55, and are now anticipating close to a 100 participants! The high enrollment shows the students’ passion for leaving MIT a better place and their willingness to take on complex, interdisciplinary design challenges. The course has already begun, but Dean Waitz still invites interested members of the community to join! If you are a participant, mentor, subject matter expert, or just someone who has thoughts to share, you can engage with the class by going to this link: ovc.mit.edu/fye_course/. The more people are involved, the better outcomes we can expect for future MIT freshmen. Barton Zwiebach On-campus Experiments with Online Learning Using the Quantum Mechanics Sequence MIT is one of the few schools that offers three quantum mechanics courses at the undergraduate level. The first in the series is 8.04 Quantum Mechanics I, offered twice every year. 8.05 and 8.06, Quantum Mechanics II and III, respectively, are only offered once per year, which has caused enough student scheduling issues that the department decided to try something new to address the concern. Now, 8.05 will be offered twice a year: once in its original but enhanced form with new online tools, and the other time in the form of 8.051â€"a fully online blended learning course, which has just approved by the Committee on Curriculum to become a permanent staple in the department. 8.051 will be run simultaneously worldwide through edX, so instructors will get insight into the class performance of many different populations. So how is 8.051 (previously 8.S05) different from its traditional counterpart? The blended version keeps recitations and paper exams, but adopts online tools for lecture and homework. Lecture videos are enhanced with checkpoint exercises, and problem sets are computer-graded to provide instant feedback. Automatic grading is not only helpful to students, but is a great tool for instructors trying to improve the courseâ€"they get data on the performance of students in the online course from across the world! From that, the instructors can judge the difficulty and effectiveness of each exercise, as well as see how the probability of getting the answer right increases along with the ability of each student. Online computer-graded exercises aren’t the only benefit of the blended format of 8.051. Students appreciate the flexibility in their lecture viewing scheduleâ€"many report watching videos in bed, often multiple times to better understand the concepts. They also appreciate the ability to prepare for recitation better with the checkpoint exercises, which also come with immediate feedback. Students have also praised the flexibility of the online toolsâ€"the software will now recognize the correct answer to the problem even when written in multiple different ways. Students also report drawbacks to the online tools. For example, the automatic grader does not provide much feedback on incorrect solutions, nor does it provide partial credit. These tools are still in development. The instructors of the Quantum Mechanics sequence are still working on optimizing the 8.051 Quantum Mechanics II experience, as well as working on making 8.041, the online blended version of 8.04 Quantum Mechanics I, a permanent part of the Course 8 Physics curriculum. Work on the online version of 8.06 Quantum Mechanics III will be completed in spring 2019, at which point the whole quantum mechanics series project will be reevaluated for an even better undergraduate experience. Prof Zwiebachs work was helped by Saif Rayyan and Jolyon Bloomfield. Jeff Grossman Goodie Bags in 3.091: Hands-on chemistry learning through take-home mini-experiments What’s more important in introductory chemistry: lecture or lab? The answer is, of course, both. Unfortunately, regular labs are infeasible in a large class like 3.091 Introduction to Solid State Chemistry, which satisfies the Chemistry GIR (General Institute Requirement). So how can the lecture be complemented without trips to the lab? How can students be encouraged to keep exploring and thinking about the material? The answer for Prof. Grossman was in “goodie bags”â€"hands-on mini-experiments for students to try at home, to “touch and feel” the chemistry learned in lecture. The unexpected inspiration for this learning aid came after Prof. Grossman attended a birthday party with his 6-year old daughter, where she received her own cheap candy and toy bag. What if the goodie bags contained basic chemistry materials instead? The goodie bags are now a popular staple of 3.091, which Prof. Grossman took over in 2015. One of the bags, for example, is “discovering metals,” which allows people to experience differentiating elements in the manner of early chemistsâ€"by smashing, burning, breaking, and mixing materials. The bag includes some simple supplies: vinegar, a ruler, and a set of metal strips, which the students are asked to distinguish. Sometimes, the students even continue the process of exploration beyond the given set of stripsâ€"Prof. Grossman has seen pictures of students dropping vinegar on various metal items in the Infinite Corridor. Another popular goodie bag explores electronic transitions using the Bohr model. It lets the students go beyond the theoretical model and actually see the transitions: when they happen and when they don’t. The bag includes a spectrometer and various LEDs. It also includes a problem sheet, which is part of the week’s homework.   After three iterations of Prof. Grossman’s 3.091, goodie bags are starting to come up in student course evaluations as reasons they chose the course over other Chemistry GIR options. The mini-experiments have now been closely integrated with lecture. For example, students were asked to bring their spectrometers into class after completing the electronic transitions assignment for a quiz. During the quiz, they were asked to observe a different source of light, learning why fluorescent lights are horrible. The exercise accomplished the job of complementing lecture with lab at low cost and effort, and gave students a better understanding of how the Bohr model shows up in real life. Thomas Kochan Blending online and campus courses: 15.662x Shaping the Future of Work 15.662 Managing Sustainable Businesses for People Profits Thomas Kochan’s favorite thing at MIT is the blended online course 15.662x Shaping the Future of Work. This course is a way for MIT MBA students to learn about the next generation of the workforce from the workforce itself. Here’s how it works: MBA students take the course on campus, concurrently with students online on edX, who are workers with a median age of 32 (and the maximum age of 83), so the MBAs get the opportunity to engage with and learn from the workforce directly. Professor Kochan is highly invested in the project, even though he receives no credit for it at the MIT Sloan School. So why does 15.662x exist? The course is important today especially because of current societal pressures, such as income inequality, social tensions around immigration, concerns about globalization, and worries over technological advances. The course is important because the old social contract in the workforce is not working anymore, and we need to renegotiate it for a better world. As you can see in the graph below, workers’ wages have been growing disproportionately slowly compared to the level of inflation, creating the giant wage gap we see in the United States today. The online course is aimed at getting MBA students to think about what they can do to shape the future. At the core of the course is the idea of choice, for both business leaders and their employees. 15.662x brings the two sides together to build a new social contract for the workers (online students) and future leaders (Sloan MBAs). The contract is the major assignment the whole class leads up toâ€"it is the combination of weeks of research, negotiation, and discussion. Some students even go past the class to continue research and pen op-eds about their experience. And those who cannot take the class can experience its condensed version at the week-long Sloan Innovation Period. 15.662x is a rich way of linking on-campus work with the outside workforce. Thee online course is a tool for engagement, and it is working. Professor Kochan’s favorite student course evaluation stated, “They don’t think the way we do!”â€"the key point of the course. It is now more important than ever to consider such workplace issues as insurance coverage, technological development, communication tools, and harassment and discrimination. Professor Kochan invites everyone to join the online course starting March 20 on edX: https://www.edx.org/course/shaping-the-future-of-work. Post Tagged #3.091 Introduction to Solid-State Chemistry #GIRs #MIT Festival of Learning #MIT Office of Digital Learning

The Effects Of Fetal Alcohol Syndrome On Infants - 3388 Words

Professor Sandmire Bio 440 30 April 2015 The Effects of Fetal Alcohol Syndrome on Infants Abstract Fetal alcohol syndrome is caused when women during their pregnancy drink alcohol and cause developmental problems that can affect the fetus and infant for the rest of his or her life. Fetal alcohol syndrome can cause facial abnormalities, mental retardation, and a significant decrease in overall growth of the fetus.1 There are numerous studies about prevalence of fetal alcohol syndrome, and its effects on physical, neurological, and socioemotional functions of children. Many studies highlight that the risk of fetal alcohol increases by the amount of alcohol a woman drinks during her pregnancy. Many studies also support the idea that the more alcohol that is consumed during pregnancy, the greater the severity of the associated abnormalities that are found in the child. Because there is no cure for fetal alcohol syndrome, researchers have tried to achieve successful prevention plans by studying several options that could be implemented. The work that has been done to try and help child ren who have fetal alcohol syndrome is extensive but allows for further research.2 Introduction Fetal alcohol syndrome (FAS) is a disorder that develops in a child when a woman drinks alcohol during a pregnancy.2 It is usually characterized by many abnormalities like deficient growth, cognitive dysfunction that usually causes behavioral and mental issues, and a very specific set of facialShow MoreRelatedThe Effects Of Fetal Alcohol Syndrome On The Children850 Words   |  4 Pagescare for their infant inside and outside of the womb. The nurse will need to educate parents on lifestyle changes that will promote optimal health in their infant. 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The drug use of a pregnant woman has aRead MoreFetal Alcohol Syndrome Essay1522 Words   |  7 PagesFetal Alcohol Syndrome (FAS) is a disorder that can happen to children whose mothers drank sufficient amounts of alcohol sometime throughout their pregnancy. Fetal Alcohol Syndrome is a condition classified in a group called Fetal Alcohol Spectrum Disorders, and is the most known and severe of the group. FAS, depending on the factors such as location, population and race studied is considered one of the leading known causes of mental retardation and birth defects, with 0.2 – 1.5 out of every 1Read MoreIn Today’S Society Healthcare Is Changing Rapidly, Mainly1099 Words   |  5 Pagesthat should be addressed is Fetal Alcohol Syndrome (FAS). The valuable information found within so many resources allows for better prevention of FAS, patient centered care, and quality of care for not only the mother, but for the fetus as well. 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Fetal AlcoholRead MoreThe Effects Of Air Pollution On Reproductive Health1376 Words   |  6 PagesAny agent that disrupts embryo development or fetal development is known as Teratogens. Teratogens can stop the pregnancy outright, or in cases of full term pregnancies, cause birth defects to the child. Some categories of teratogens are environmental and subjective teratogens. Environmental teratogens relate to environmental factors that cause birth defects or termination of a pregnancy. Subjective teratogens are substances in which the mother consumes that cause defects to the child or also terminationRead MoreHumanity Has Always Yielded To The Pressure Of Different1128 Words   |  5 Pagesdamage obtained was the next step. It seems that only now, when the number of the diseases caused by different substances has reached its peak, people have finally understood that the best â€Å"Cure† is the prevention of any forms of substance abuse. 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The Causation And Consumer Reaction At A Fox News...

In the news this August a Fox News reporter, Cody Derespina, described the causation and consumer reaction to â€Å"Target Going Gender Neutral in Some Sections†. After receiving some complaints from customers the retailer felt the need to address the amount of gendered language in the children sections and the colors being used to categorize certain toys. For example, one mother sent a tweet to Target with a picture of a sign saying â€Å"Building Sets† and below it reading â€Å"Girls’ Building Sets†. She stated that Target should not be being doing this and her tweet went viral with around 3,000 retweets. Target responded saying that â€Å"We’ve made sure to share this with the right teams for further review†. The article stressed there is another side to this argument where some consumers believed that Target should not being changing these gendered practices because this is how consumers have always been accustomed to shopping. â€Å"Le ading up to that moment there’s been a broader conversation about gender and signs and using gender indicators, especially as it relates to kids,† Target spokesperson Molly Snyder told Fox News (Derespina 2015). This debate over gendering toys and other objects at Target brings attention to the cultural scripts used in American culture that aid in the creation of gender segregation and discrimination, and shed light on what many feminists are striving for in new identity politics. Chad Goldberg (2015) further explains the socialization of gender by stating that

The Apprenticeship of Duddy Kravitz Free Essays

John McPherson, which resulted in his wife getting out of bed and unfortunately causing her death. The next day at school, Mr. John McPherson shows up under the influence of alcohol, completely drunk and starts to insult the Jews and making extremely racist comments. We will write a custom essay sample on The Apprenticeship of Duddy Kravitz or any similar topic only for you Order Now This is Just a small example of Anti-Semitism during Duddys childhood. Another idea I found important in the text was selfishness as well as ambition and greed. Even though Duddy was making more money than a 17 year old should, he always wanted more. Nothing was more important to him than making money. When he heard that the last piece of land in Lac St. Pierre was up for sale, he took all the money he had, but still came up short. Duddy decides to forge a cheque from Virgil’s chequebook. Virgil was a man who Duddy met in New York and helped him make money illegally by smuggling pinball machines. After Virgil and Yvette found out about what Duddy had done to them, they never spoke to him again. Discuss the author’s style. Describe 2 iterary elements the author uses successfully and give a clear example of each. The author used a few techniques to deepen our understanding of the story. One of the techniques was using a teenager as the main character of the novel. I think this showed us the ambition of the young man because all teenagers want to make money and dream about becoming rich one day, but it’s not all 17 year olds that want it as bad as Duddy Kravitz. Another technique used by the author was making the main character a Jew. As we all know, Jews have a reputation for wanting money so ad and I think that the fact that Duddy is Jewish makes the whole story about a young man chasing money more meaningful. Did you enjoy the book? Why or why not? I enjoyed this novel a lot and recommend it to everyone living in Montreal and who likes a story that may have many things in common with their own personal lives. I think it is an important part of Montreal history in our generation. I also think it’s good for Jewish people to read this novel because we also see how racism has stronger racism against Jews was in the 1940s How to cite The Apprenticeship of Duddy Kravitz, Papers

Quality Management Theory and Practice

Question: Discuss about the Quality Management Theory and Practice. Answer: Introduction Organizations over the centuries have been shaped and reshaped, and a lot has been written about how to make organizations competent and effectual. Management theories concerns proper management practices and strategies. These theories started emerging in the early twentieth century and have evolved through ages to present the modern management theories. The objectives of forming these theories are to present with a stable direction in understanding the experiences and determine relevancy. They also assist in communicating efficiently and learning about the world (Huarng Ribeiro-Soriano, 2014). Evolution and Evaluation Organizations and management are results of the ancient times and societies. Management theory is the evolution of peoples relationship struggles throughout history and from that, one can understand how to steer the future of formal organizations. Frederick W. Taylors Scientific Management: Frederick Taylor proposed scientific management as a process that employs the scientific method principles to management functions to determine the best ways to execute tasks and share the benefits. He opined that removal of unnecessary responsibilities from the job roles of employees would provide productive outcomes (Witzel Warner, 2015). His philosophy was based on four principles: Development of a proper scientific method for management of task execution Scientific selection of employees to determine who is best for what Scientific education and advancement of employees Cooperation and collaboration among management and labor force (Shafritz, Ott Jang, 2015). McDonalds can be taken as an example of an organization that effectively employs scientific management in its production department. In all branches of McDonalds, uniformity could be seen in their food preparation, maintenance, staff appraisals and other operational functions. Due to its ability to serve effectively standard food and services all across the world, McDonalds has been able to become one of the biggest restaurant chains. McDonalds business operations include a reward and promotion system for employees who meet goals and are recognized by management for their contribution. McDonalds very own Hamburger University is the perfect example for supporting staff trainings in organizations. At that University employees are provided with management training, operations advancement knowledge, equipment handling training and communication skills development courses. At McDonalds, every employee perform their individual job, what they are best at, and the system is uniform in all ou tlets to ensure high quality level everywhere. Uniformity can be seen in their equipments, ingredients and even customer interaction. However, the workers also fear that layoffs might happen due to exhaustion of available tasks because of improved work execution. In addition, sometimes employees feel the pressure of overload. Abraham Maslows Hierarchy of Human Needs: Abraham Maslow proposed the human needs theories with the aim of capturing human behavior complexity adequately. He believed human actions and reactions exist in the direction of goal achievement. His Hierarchy of Needs is a representative hierarchical pyramid of five stages. The idea is to satisfy lower level needs prior to higher-level ones. He argued that motivation for humans comes from these five fundamental needs (Maslow, 2013). The different levels of the pyramid are as follows: Self actualization consisting of integrity, ingenuity, autonomy, problem solving and so on Esteem consisting of poise, self-respect, attainment, admiration, perks and so on Belongingness consisting of affection, friendship, familiarity, cooperativeness and so on Safety consisting of environmental security, service, assets, welfare, property and so on Physiological consisting of air, water, food, sleep, physical intimacy, stability and so on (Kremer Hammond, 2013) Tesco is a good example of an organization that follows the hierarchy needs and motivational theory of Maslow. They aim to motivate their employees and pays attention to their safety and hygiene. They encourage timely communication, delegate responsibilities and involve staffs in decision-making. There are separate forums for staff for discussions and practices rewards and recognition system. The staff has the authority to influence the menus, and has the freedom to make choices that can help improve the productivity of their organization. It also provides opportunities to its employees to contribute to their employment and take interest to improve it. Reviews display abilities and achievement of every employee, enabling identification of potential. Tesco is benefitted by assurance of better customer service along with advancing career progression for its employees. William Demings Total Quality Management: Demings is credited with the popularization of the total quality management concept, a concept that deals with implementation of total quality management and is an assortment of management practices that are used by organizations to improve their quality and productivity. It consists of 14 points on management philosophy that organizations follow for quality transformation (Gimenez-Espin, Jimnez-Jimnez Martnez-Costa, 2013). They are as follows: Create a constant reason towards improvement of merchandise and offerings Adopt the brand new philosophy Stop relying on inspections for first-class Use a single provider for any individual object for rate minimization Enhance consistently and ceaselessly in every approach Use training on the job Implement leadership Do away with worry Damage down barriers between departments Get rid of unclear slogans, exhortation and objectives Get rid of management by objectives Cast off limitations to satisfaction of workmanship Put in force schooling and self-development applications Make "transformation" all people's purpose (Luburi?, 2014) Toyota Motors is known worldwide for directly addressing Total Quality Management (TQM) and has received many prestigious awards for quality management. Toyota prioritizes customers while following the concept of TQM, facilitating involvement and contribution of all employees of the organization. They have implemented systems to back and motivate employees into making significant contributions towards the development of the organization (Mitra, 2016). They have a separate quality control group that ensures society-based projects and environmental initiatives, calling it kaizen. All these practices in Toyotas production department have ensured superior quality products and services for the company, along with improvement in all departments, both individual and service. They strive always to remove waste, over production and encourage employee participation. Their bureaucratic system helps employees contribute ideas for improvements, especially long-term ones. Conclusion Management theories are carried out to aid expand organizational productivity and service first-class. Now not many managers use a novel theory or thought when implementing systems within the workplace: They most likely use a combo of a quantity of theories, depending on the office, reason and body of workers. Nevertheless, the aim of all the organization remains the same develop and enhance productivity. References Gimenez-Espin, J. A., Jimnez-Jimnez, D., Martnez-Costa, M. (2013). Organizational culture for total quality management.Total Quality Management Business Excellence,24(5-6), 678-692. Huarng, K. H., Ribeiro-Soriano, D. E. (2014). Developmental management: Theories, methods, and applications in entrepreneurship, innovation, and sensemaking.Journal of Business Research,67(5), 657-662. Kremer, W. K., Hammond, C. (2013). Abraham Maslow and the pyramid that beguiled business.BBC news magazine. Luburi?, R. (2014). Total quality management as a paradigm of business success.Journal of Central Banking Theory and Practice,3(1), 59-80. Maslow, A. H. (2013).A theory of human motivation. Start Publishing LLC. Mitra, A. (2016).Fundamentals of quality control and improvement. John Wiley Sons. Shafritz, J. M., Ott, J. S., Jang, Y. S. (2015).Classics of organization theory. Cengage Learning. Witzel, M., Warner, M. (2015). Taylorism revisited: Culture, management theory and paradigm-shift.Cambridge Judge Business SchoolWorking paper number 01/2015.

Forrest Gump Plot Summary Essay Example

Forrest Gump Plot Summary Paper Plot Summary Forrest Gump is the story of an incredibly kind and gentle person who is also what some people might call mildly retarded. Its true that he is not too smart, but he is very fortunate, because he has a mother and friend who love him dearly. Forrest is born and raised in rural Alabama, in the Southern United States. He grows up with his mother, who rents out rooms in the family house to people traveling through the area. Despite his lack of sophistication, and the fact that he was raised far from any major cities, Forrest manages to become personally involved in most of the critical events that take place in American History from the late 1950s until the early 1980s. This includes the Vietnam War, the Watergate Scandal, the Civil Rights and Anti-Vietnam War protest movements, and the Computer Revolution. Forrest even meets three American Presidents as well as Elvis Presley and John Lennon. In a way, this movie is a look at a period of American history through the eyes of a gentle soul who lacks cynicism, but simply accepts things for what they are. Ultimately, it is about the relationships that Forrest develops through his life. With his mother, who will do anything for him, with his two best friends from his days in the army, Bubba and Lieutenant Dan, and most of all, with Jenny, his true childhood sweetheart. Jenny experiences the changes in American culture from a totally different perspective than Forrest, eventually joining the various protest movements and subcultures of the 1960s and 70s. We will write a custom essay sample on Forrest Gump Plot Summary specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Forrest Gump Plot Summary specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Forrest Gump Plot Summary specifically for you FOR ONLY $16.38 $13.9/page Hire Writer But in the end, she is faithful to her childhood friend, whose sincerity, kindness and loyalty she would find in no other person. A special note on language usage: Since much of the movie is narrated by Forrest, you should be careful to not internalize the ungrammatical aspects of his personal way of speaking. Aside from the obvious use of double-negatives, Forrest also tends to conjugate the past tense of to be incorrectly, saying we was instead of we were. www. eslnotes. com/movies/html/forrest-gump. html

Free Essays on The Puritan Dilemma

In The Puritan Dilemma we discover Edmund S. Morgan’s views of what Puritanism is and how John Winthrop dealt with the dilemma of being a puritan. Morgan describes that â€Å"Puritanism required that a man devote his life to seeking salvation but told him he was helpless to do anything but evil. Puritanism required that he rest his whole hope in Christ but taught him that Christ would utterly reject him unless before he was born God had foreordained his salvation. Puritanism required that man refrain from sin but told him he would sin anyhow. Puritanism required that he reform the world in he image of God’s holy kingdom but taught him that evil of the world was incurable and inevitable. Puritanism required that he work to the best of his ability at whatever task was set before him and partake of good things that God had filled the world with, but told him he must enjoy his work and his pleasures only, as it were absentmindedly, with his attention fixed on God.â⠂¬  (Morgan p5.) ! Morgan continues to describes a puritan’s belief as â€Å"existing by virtue of a covenant with God, an agreement whereby they promised to abide by His laws, and He in turn agreed to treat them well† (p15.) John Winthrop caught the fever of Puritanism at college and for him the dilemma of living in the world without taking his mind off God was the hardest for him. Winthrop would have much rather been a monk or hermit, but that was not permitted Puritans must live in the world not leaving it. In Winthrop’s life he faces many dilemma’s which all have to do with the problem of living in the world without leaving it. The major dilemma’s are if Winthrop should leave England to go to the New World with the Massachusetts Bay Company and the problem of separatism and dissent in Massachusetts. Winthrop is first faced the problem of leaving England. Winthrop is offered to go to the New World with the Massachusetts Bay Company as a governor. Wint... Free Essays on The Puritan Dilemma Free Essays on The Puritan Dilemma In The Puritan Dilemma we discover Edmund S. Morgan’s views of what Puritanism is and how John Winthrop dealt with the dilemma of being a puritan. Morgan describes that â€Å"Puritanism required that a man devote his life to seeking salvation but told him he was helpless to do anything but evil. Puritanism required that he rest his whole hope in Christ but taught him that Christ would utterly reject him unless before he was born God had foreordained his salvation. Puritanism required that man refrain from sin but told him he would sin anyhow. Puritanism required that he reform the world in he image of God’s holy kingdom but taught him that evil of the world was incurable and inevitable. Puritanism required that he work to the best of his ability at whatever task was set before him and partake of good things that God had filled the world with, but told him he must enjoy his work and his pleasures only, as it were absentmindedly, with his attention fixed on God.â⠂¬  (Morgan p5.) ! Morgan continues to describes a puritan’s belief as â€Å"existing by virtue of a covenant with God, an agreement whereby they promised to abide by His laws, and He in turn agreed to treat them well† (p15.) John Winthrop caught the fever of Puritanism at college and for him the dilemma of living in the world without taking his mind off God was the hardest for him. Winthrop would have much rather been a monk or hermit, but that was not permitted Puritans must live in the world not leaving it. In Winthrop’s life he faces many dilemma’s which all have to do with the problem of living in the world without leaving it. The major dilemma’s are if Winthrop should leave England to go to the New World with the Massachusetts Bay Company and the problem of separatism and dissent in Massachusetts. Winthrop is first faced the problem of leaving England. Winthrop is offered to go to the New World with the Massachusetts Bay Company as a governor. Wint...

The Un-Tradiional Paper Essay Example | Topics and Well Written Essays - 1250 words

The Un-Tradiional Paper - Essay Example Now, in the age of internet and technology, different other sources are available for research. All those sources which in the past were only available in print form are now accessed online. The reliability of the data depends upon the reliability of the source which is disseminating that information. Academic credentials of the writer and publisher are very vital in this regard. Academia in general prefers those sources which are written by scholars and are published by renowned publishing institutes. Internet, though a source of abundant information is usually dubbed as unscholarly and unreliable due to the anonymity of authorship or doubt about the academic credentials of the author. Wikipedia, search engines, websites,forums and blogs are these days higly accessed channels for the information. But usually the teachers regard them as unscholary sources and do not encourage the mention of those as reference in research. The reason is that these articles are written by those persons who use their personal opinion which is sometimes bias. Another reason for unreliablility of these sources is that they do not give proper references for the material they use as information. Mostly we do not know that the data contained in that piece is writing is authentic or not. In the give research project, I have chosen five articles on â€Å" social media† from some unscholarly sources. I have not selected these article not from any selection, book, scholarly journal or academic website. I have chosen five sources from internet websites, blogs, forums, opinionated editorials and Wikipedia. After seledtion of the articles, I have tried to point out those aspects of these writings which exclude them from the category of authentic, reliable and scholarly sources. First source: Website article My first selected piece of writing is an article about social media on a website titled â€Å" Social Media Today†. The article is written by David Chang who is CEO of commun ity named â€Å" Share Bloc† and possess a sufficient knowledge about social media and business related to it. In the current article â€Å" Mobile is tweeting the world†, Chang has highlighted the economic prospects of using social media sites like twitter on mobiles. The article is unreliable and unscholarly as we do ot find information cited or quoted from traditionally accepted academic sources like books, journals or articles, rather the information given seems to be from the author’s own knowledge. The article no doubt is informative but is not research based. It is opinionated and we can not rule out some element of bias from it. The academic credentials of the author have not been given and we even are not sure whether this article has been written by David Chang. We do not know whether the name is real or somebody is using it as pseudonym. No intextt citation has been used and graph used in the article contain no reference. The author does not disclose his source of information. The method of retention of information on this site is also unknown. We do not know whether the source we are consulting will be available to us on the same location in future. Second source: News paper article on new generations civilized attitude at social media Though the editorial pretends to include the results of an online survey, yet the reliability of the article remains an issue. The referencing is not proper as usually no in

The Argument of Plato's Republic Essay Example | Topics and Well Written Essays - 500 words

The Argument of Plato's Republic - Essay Example Would he still choose to tell only the truth to a person in such a state? According to Socrates, therefore, saying the truth and retuning what one has received do not qualify to be justice. In that case, truth telling and giving back is not justice. Polemarchus, inheriting the argument from Cephalous went ahead to give his understanding of justice. According to Polemarchus, justice means giving favor to friends and mistreating enemies. That is, it is what renders good to friends when he is good and harms to enemies when he is bad. Socrates contradicts his description on the basis of what circumstances should the just man can benefit from friends and receive evil from enemies. According to him, Polemarchus refers to justice as a kind of stealing to benefit friends and harm enemies. It is just to wrong the unjust. Differentiating between friends and enemies becomes difficult, therefore. Many people who seem good in many cases are not. Socrates gives an example of one who is skilled to give a blow as the one most cautious to secure a guard from a blow. Polemarchus admits the argument saying he did not know what he meant. He still believes, though, that justice benefits friends and harm enemies. Thrasymachus then came into the conversation. According to him, the just is the advantage of the stronger. He points out various regimes of rule such as tyrants, democracy rules, and aristocracy. According to him, the ruling party sets the goals and laws. Justice, therefore, is the advantage obtained by the ruling party.

Reasons For The Economic Instability In The 1930s Politics Essay

Reasons For The Economic Instability In The 1930s Politics Essay Abstract: This paper examines the reasons for the instability in the world economy in 1930s. First, the main causes are listed and given brief overview of the explanations. The most detailed attention is paid to the Hegemonic Stability Theory, as I believe it provides one of the most comprehensive answers for all the issues of the specified period. I also directly quoted the vision of R.Keynes regarding some of those issues. In conclusion I tried to draw up a parallel with the current realities and point out main lessons from the history and their reflections of the events of 1930s. The reason why I chose this essay title is the fact that most of the issues of the specified period are not just still relevant, but they also directly reflect current realities. As the old Kazakh proverb says: Tamyry zhoktyn erteni bolmas (Those who have no rootes [do not treat heritage], have no future). Therefore, it is vital to study the origins of the world crisis of 1930s, as it is often referred to as one of the worst turmoil in the modern world history for its spread, length, and depth. The recent protracted crisis is often compared to it lately. As any river has lots of springs to start from, the instability of world economy of 1930s started from many fragmented issues and events. The most commonly accepted causes are: the end of the Pax Britannica epoch, the World War I and its consequences, the lack of hegemony from US, the collapse of the gold standard, the chaotic international economic relations in the Interwar period, crash of the liberal approach in economy, the switch to intensified technological advancement in production and etc. The list of the causes can go on and on, due to the variety of visions and approaches to the issue. There are as much explanations and theories as much causes as listed above and even more. In my opinion, the Theory of Hegemonic Stability (main theorists: C.Kindleberg, R.Gilpin, and S.Krasner) gives the most comprehensive answer for all the issues of the specified period. Under this theory the world order is secured in terms of stability only under a dominant rule of one leading state. Kindleberg directly states that the main reason of the interwar crisis was the lack of will from United States to replace the Great Britain as the hegemonic power. (Kindleberg, 1973). As it is directly stated in the core books on IPE, throughout the whole nineteenth century Great Britain possessed economic hegemony over the most of the world. According to Kindleberg, not until 1931 was it clear that Britain could not provide the leadership. (1973) Great Britains supremacy leadership was closely associated the openness of international trade and capital movements, with the beginning of globalization of the markets, the rise of first multinational corporations, and the general economic and political stability of that period. World War I resulted in the end of British hegemony and most of the conditions that it had promoted. Soon there was an increase of the protectionism all across the world and further uprise of regional blocs. Foundations of the global economy were eroded by the decline in capital mobility, which finally resulted in the growing economic instability and the depression. So, the overall situation was not so positive for the new hegemon. The cause of this tragic chain of events has often been laid at Americas doorstep. The United States was, at the end of World War I, the worlds strongest economic power. But it steadfastly refused to take on the leadership role that Britain could no longer play. This irresponsibility was most vividly exemplified in the minds of many people by the infamous Smoot-Hawley Tariff (1930), which raised the average tax on imports to the United States by about 40 percent. At the beginning of the depression, the United States shut its markets to foreign goods and thus helped propel the world economy into its worst swoon ever. The unwillingness of the United States to coordinate its monetary and currency policies with other countries merely exacerbated the situation. This isolationist posture on the part of the worlds economic hegemon had negative consequences for most other countries and the United States itself. (H.Milner, 1998) As stated above the chaotic economic relations that arose in that period contributed significantly to the destabilization of the world economy. As states Kerry A.Chase, international relations theorists attribute the collapse of the world economy into protectionism and rival trading blocs to global causes such as hegemonic decline, problems of collective action and free riding, or the macroeconomic disturbance of the Great Depression (Kerry A. Chase 2004). We find that the different currency blocs of the 1930s had very different implications for trade. Sterling area countries traded disproportionately among themselves and with the rest of the world. Gold bloc members, in contrast, did not trade disproportionately with one another or with the rest of the world, reflecting their indiscriminate use of tariffs and quotas to prop up increasingly overvalued currencies, which neutralized any stimulus derived from exchange rate stability. Countries applying exchange controls, despite stabilizing their exchange rates, traded less with one another than their economic characteristics would predict, due to the trade-inhibiting effects of those policies.(Kerry A. Chase 2004). Also, within the Interwar period happened a crash of former liberal approaches in economy. The economy proved to be incapable to regulate itself under a new circumstances and it finally led to government intervention and creation of new economic model under the theories of R.Keynes, or so called Keynesian revolution. He was among first researchers that stressed on principal difference of new order and incapability of prompt readjustment to it. As he stated in his Economic Possibilities for our Grandchildren (1930): We are suffering from the growing-pains of over-rapid changes, from the painfulness of readjustment between one economic period and another. The increase of technical efficiency has been taking place faster than we can deal with the problem of labour absorption; the improvement in the standard of life has been a little too quick; the banking and monetary system of the world has been preventing the rate of interest from falling as fast as equilibrium requires. (R.Keynes, 1 930).   The war debts and associated issues are also constantly mentioned in the literature. Yes, there were winners and there were losers. The contradictious reparation payment system resulted in strive for jusice, which further pre-set conditions for escalating into World War II. But were war debts really affecting the economy within the specified period? At the conclusion of World War I, war- related debts were about $12 billion, an amount greater than total U.S. private long-term foreign assets, and equivalent to perhaps 15% of U.S. national income. Every major western country owed some- thing to someone, but on net most of the war debts were owed to the United States by France, Great Britain and Italy; these four countries in turn, were to receive most of the payments by Germany on the reparations account. The largest single net creditor was the United States. The largest single net debtor was Germany. The heated and lengthy economic debate about war-related debts, conducted in the context of passionate moral and political disputes, produced two distinct strains of thought: one was the well-known discussion of transfer; the other, less adequately incorporated into the literature, held that the war-related debts critically disrupted the international financial system, possibly started the depression, and probably aggravated it. No simple, direct line can be drawn, however, from war-related debts to world economic activity: payments on war- related debt were made in the 1920s with no obvious adverse effect on economic activity; payments were cancelled in the 1930s with no obvious beneficial effect on economic activity. Accordingly, most accounts of the world depression center on elements other than war-related debts (H.Fleising), The failure of the gold standard was also one of the reasons for the world crisis of 1930s. Why? Natalia Chernyshoffa, states that gold had emerged as the dominant monetary regime of its time and as a robust nominal anchor. She goes further and states: The claim was made that it helped to promote international trade and investment, and the data now back it up. Small wonder, then, that after the violent disruptions of World War One the world anchored again to gold in the 1920s. Unfortunately, despite its past record for stability, the reconstituted gold standard failed; it is now generally thought to have exacerbated volatility and contributed substantially to the Great Depression (N.Chernysheva, 2009). In conclusion I would like to draw a parallel to nowadays. For the past ten years there were constant prophecies regarding the so-long expected decline of US hegemony and glorious emergence of China as a new world leader. Recent crisis made those claims sound louder, because China is the only country that maintained comparative stability and gradually started turning into the largest creditor. It actively acquires assets worldwide (mostly energy sources, but interested in finance investment as well), plays more dominant role in regional and more active role in international organizations. With some discrepancies, but nevertheless, we might see the New China just as the world saw New US at the beginning of XIX century. There are also non-stop debates regarding the final emergence of unified Europe, which might overshadow the current US and proposed Chinese dominance. And there is a smart combination of all propositions proclaiming the New Order by the triangular US-Europe-China dominance. The same way, back in 1970s there were precautions regarding the rapid rise of Arab OPEC-states backed up by rapid growth of oil prices. As there were precautions regarding the Japan, backed up by its miraculous economic achievements in 1980s. Now the whole fuss is about whether it be China or Europe that would step into US left vacuum So, the history teaches us a good lesson: that time passes and all of those propositions regarding the New Ruler of the World either prove in reality or die in dust on the book shelves. Another lesson that was learned well from the history is: that none of the Empires of the Past had repeated their successful fate twice. So, if US would decline sooner or later, and its place gets occupied by the New Hegemon, it is doubtful that US would rise again like Phoenix. And the final and the most relevant to this essay lessons are: a) that the throne never stays vacant for long b) the period between two rulers (hegemons) is characterised by instability, anarchy and chaos (the worst curse in Chinese is: I damn you, may you live in chaotic period) Therefore, I would conclude that it was natural for US to step forward and replace Great Britain as soon as it was no longer acting as a hegemon in world affairs. But, not willing to bear the full burden of the obligations of the new ruler US did not act like a real hegemon. It did not use all of its available muscles to stabilize the situation neither in Europe nor in other parts of the world, and in fact, it was not really interested in it. Therefore I would say that the bad hegemon is worse than no hegemon at all. At the end, going back to our days, I would say that regardless of who is going to be a lead nation in future or would US somehow recover soon, it is crucial for my country (Kazakhstan) and for the rest of the world to maintain positive political and economic relations with all of the candidates for the Hegemones throne as good as with the existing leader US (proverb The old lion can still roar is still actual). Hegemons rise and fall, crisis come and leave, but life goes on and we have to be flexible under any circumstances Economic Possibilities for our Grandchildren Source: Scanned from John Maynard Keynes, Essays in Persuasion, New York: W. W. Norton Co., 1963, pp. 358-373.   http://www.marxists.org/reference/subject/economics/keynes/1930/our-grandchildren.htm War-Related Debts and the Great Depression Author(s): Heywood Fleisig Source: The American Economic Review, Vol. 66, No. 2, Papers and Proceedings of the Eighty-eighth Annual Meeting of the American Economic Association (May, 1976), pp. 52-58 Published by: American Economic Association Stable URL: http://www.jstor.org/stable/181719 International Political Economy: Beyond Hegemonic Stability Author(s): Helen V. Milner Source: Foreign Policy, No. 110, Special Edition: Frontiers of Knowledge (Spring, 1998), pp. 112-123 Published by: Washingtonpost.Newsweek Interactive, LLC Stable URL: http://www.jstor.org/stable/1149280 Accessed: 16/11/2009 03:12 (Natalia Chernyshoff a, David S. Jacks b,c, Alan M. Taylor, Stuck on gold: Real exchange rate volatility and the rise and fall of the gold standard, 1875-1939, Journal of International Economics 77 (2009) 195-205)

Book Report on Little Women by Louisa May Alcott :: Louisa May Alcott, Little Women

In 1868, Louisa May Alcott wrote the book Little Women in "response to a publisher's request for a 'girl's book'". Louisa wrote this book by calling upon her own memories of her childhood and putting them down on paper. This is the story of four young girls, Meg, Jo, Beth, and Amy March, and how they endure all the trouble and hardships that come along during their lives. They are raised by their mother and by their father, and many interesting characters pop up along the way, such as Laurie, their good-natured next-door neighbor; Laurie later falls in love with Jo but ends up marrying Amy. In the beginning of the story they are all fairly young, the youngest being twelve years old, and their mother, whom they call Marmee, is left to guide them while their father is away fighting in the war. As they grow and mature, they learn many hard lessons about life. For instance, there was the time when Amy, the youngest, suffered her first punishment in school. She carries that anger, humility, and embarrassment with her for the rest of her life. There were also more serious lessons to be learned, like when one of the sisters, Beth, dies. By the end of the book, they really have turned from little women into real women. Jo was the second oldest of the four sisters. Her birth name was Josephine, but she always thought that it sounded too feminine, so she shortened it to Jo. Clearly, Jo was one of the main characters of the story because many of the events centered on her and the audience learned more about who she was. She was a tomboy at heart and hated all the prim and proper ways of the ladies in those days. Jo was very blunt in her speaking and always said exactly what was on her mind. However, most people felt right at ease speaking with her because she had a way of making them feel comfortable, despite her frankness. Jo was the one who first had enough courage to go over to the frightening house next door and talk with the Laurence Boy, whom they knew as Laurie after that, and became the best of friends with him. Despite that one good trait, Jo has an uncontrollable temper that can erupt at any time. This is quite evident one day when Amy burns one of Jo's most precious items-a book that she wrote stories in and had for years.

Economic exploitation in America Essay

As a historian, James Blaut became so popular because of his criticism with the idea of Eurocentrism. From the word itself, Eurocentrism promotes the idea that European civilizations are superior to others and they have a lot of advantages compared to other civilization in Asia and Africa. In his book entitled 1492: The Debate on Colonialism, Eurocentrism, and History, Blaut argued with some of the famous philosopher and authors who are known for their Eurocentric ideas. Blaut tried to weaken their arguments and show to this modern world that our idea that Europeans have superior culture is only a delusion. Why 1492? According to the author, that year is the start of cultural evolution in Europe that brought them so much success in terms of dominating the world. According to Blaut, Europe is not ahead of Asia and Africa in terms of development and even the precondition of development. Europe just take advantage of the situation which is opposite to the beliefs of the proponents of Eurocentric idea that it has something to do with their superior culture. The year just inaugurated a set of historical process the helped the Europeans to develop their economy. One good example is their triumph over feudalism which was later on replaced by capitalism. We can say that Blaut was able to give good arguments and strong evidences that disprove the arguments presented by famous Eurocentric author such as Karl Marx and strengthen his theory that Europe’s exploitation of America paves their way to world domination. His arguments are the following: (page 2) 1. â€Å"Europeans had no advantage over Africa and Asia prior to 1492. Indeed, we cannot say that European culture is superior to those of Africa and Asia for the later two regions has their own economic and cultural advantages. † As oppose to the idea of Eurocentric theory which says that their weak culture resulted to their weak civilization, African and Asian civilization has their own cultural strengths that helped their economy to flourish. 2. â€Å"Colonialism is inevitable, it will happen even if there is no capitalism in Europe. † It is oppose the Eurocentric idea that the success of capitalism in Europe is the reason for their colonial expansion in different parts of the world. It is a very Eurocentric idea because it implies that colonialism starts in Europe as capitalism birthed in that region. Blaut argues that even if capitalism didn’t develop in Europe, powerful countries will still colonize other regions of the world. The birth of colonialism is a destiny for human civilization and an inevitable product of the natural characteristic of human society. 3. â€Å"Economic exploitation in America in 16th and 17th century was vastly intensive. † It is the main reason and explanation why Europe dominates the world not the rise of capitalism in Europe. Thus, the transformation of European society is just a mere product of major historical events and Europe just grabbed the opportunity. It contrasts the Eurocentric idea that the superiority of European culture and the weakness of others is the cause of their cultural transformation. 4. â€Å"There was no transition from feudalism to capitalism, rather a sharp break, a historical unconformity between medieval Europe and the Europe of bourgeoisie revolution. † Blaut disprove the belief that Europe experienced a social transformation which they triumph over the medieval feudalism. The idea of this social transformation implies that Europe of capable of transforming its society which can be attributed to their cultural superiority. Blaut theory vs. Eurocentric diffusionism For a long time, Eurocentric diffusionism is the dominant belief of the Europeans as well as other historians. It implies that the diffusion of Europe’s superior culture has brought progress throughout the world and caused worldwide social revolution. Eurocentric diffusionism believes that there is no need to look at other cultures which are lesser than those of the Europeans. Instead, historian believes in tunnel history as a source of historical reasoning. â€Å"Historical reasoning thus looks back the tunnel of time for causes of important changes in their history†. ( Blaut, p. 8). Because they see themselves as superior, they use their own history to interpret their society and disregard the contribution of the lesser civilization. The only exemption to this kind of social reasoning is when those lesser civilization caused so much decivilizing change such as barbarian invasion, plagues, and heresies. This reflects how the Europeans see the outside world. The significance of the outside culture is based on their effect on the ethnocentric Europeans. Another doctrine which is part of Eurocentric diffusinism is the outward diffusion of European intellect and spirituality that brought social evolution to the outside world of Europe. Actually, we cannot separate European intellect from spirituality for European intellect was shaped by Christian faith. As written by Blaut: â€Å"Two centuries ago it was axiomatic that God and his church were the fountainhead of progress. A Christian God ofcourse will put ideas in the heads of Christians particularly those Christians who worship him the right way and he will lead his people toward civilization. Gradually this explicit doctrine became implicit and Christians Europeans were themselves seen as the source of innovative ideas and hence evolutionary change for reasons not usually grounded in faith. †

Alfred Jules Ayers Language, Truth and Logic, the Major...

In 1936 Alfred Jules Ayer published a book named, Language, Truth, and Logic. At the time of its publication, it was understood to be the major thesis of Logical Positivism (Macdonald). In order to understand the Verification Principle, one must first become somewhat familiar with Logical Positivism. Logical Positivism is a school of philosophic thought that combines empiricism, the idea that observational evidence is indispensable for knowledge of the world, with a version of rationalism incorporating mathematical and logico-linguistic constructs and deductions in epistemology, the study of knowledge (Log Pos). The Verification Principle states that a statement is cognitively meaningful if and only if it is either analytic or in†¦show more content†¦In the future I believe humans will return to the practice of having fewer divorces. According to the Verification Principle, Logical Positivists believe a large part of philosophy can not be judged as either true or false. Many statements concerning aesthetics, metaphysics, and theology have been rendered cognitively meaningless and cannot be proven logically, mathematically, nor by observation or experiment (Reilly). Woodstock was a great event for music lovers. Tonight the stars will cease to shine. Is there really life after death? A.J. Ayers and the Logical Positivists believed that cognitively meaningless statements had no truth in value, and that itself made it a waste of time to debate them. Karl Popper did not like the requirement that meaningful sentences be verifiable, stating the positivists’ criterion of verifiability was too strong a criterion for science, and proposed that they be replaced by a criterion of falsifiability (Karl Popper). Popper believed that falsifiability was a better criterion because it did not invite the philosophical problems inherent in verifying induction, and it allowed statements from the physical sciences which seemed scientific but which did not me et the verification criterion (Log Pos). Popper also argues that science should adopt a methodology based on falsifiability, because no number of experiments can ever prove a