The American National Government And Politics - 2098 Words

Caroline Araskog Dr. Melchiore Laucella American National Government and Politics 6/25/2015 The Life of the U.S. Constitution President Abraham Lincoln once proclaimed that, â€Å"no man is good enough to govern another man without the other’s consent.† Although Lincoln’s statement is targeted towards the practice of slavery, his wisdom can be applied to the thirteen colonies that yearned to be independent of the tyrant, King George III. The colonists sought to achieve their own democratically run government that provided a land for the people as opposed to Great Britain’s monarchical regime. The idyllic system of government the rebels envisioned called for a less powerful central government and enabled the people and states to have their own policy and say. That being said, the framer’s first attempt to create a less involved central government with the Articles of Confederation fell short in several respects. By looking at the historical background of the Framers, it is evident that the U.S. Constitution was the product of numerous hours of alterations and inputs tha t served to create a body of government that set the law for the people. The creation of the United States Constitution can be traced back to those individuals and historic events that spurred a necessary change in the specific role government should play in society. Historical study tends to myopically direct the credit of the United States Constitution to the Founding Fathers when in reality; there wereShow MoreRelatedThe Sense of Cooperation Between African Americans and Latinos in Politics1151 Words   |  5 Pagesmany decades now African-Americans and Latinos have had a major role in American politics. 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While Nixon rarelyRead MoreResolutions For Amending The Constitution On Election Of The President1263 Words   |  6 PagesResolutions for amending the Constitution on Election of the President, 1800. (Gilder Lehrman Collection) Nasty political mud-slinging. Campaign attacks and counterattacks. Personal insults. Outrageous newspaper invective. Dire predictions of warfare and national collapse. Innovative new forms of politicking capitalizing on a growing technology. As much as this seems to describe our present-day presidential contests, it actually describes an election more than two hundred years past. The presidential electionRead More Domestic Politics and Foreign Policy Essay1243 Words   |  5 PagesDomestic Politics and Foreign Policy Although the aspirations and goals of states are often motivated by external political pressures, analysis of recent foreign policy decisions demonstrates how internal political forces can play equally crucial roles in the pursuit and execution of these objectives. Thus, it would be invalid to claim that domestic politics and the nature of regimes play minor roles in either the goals a state pursues or the means it employs to reach them. By understandingRead MoreTides of Consent Paper1005 Words   |  5 PagesIn American politics, public opinion is mostly a latent force that typically has no important bearing on national decision making unless citizens become unusually attentive to politics. Many citizens are uninformed, which leads to inconsistent opinions. In Tides of Consent, there are many factors that shift public opinion. Some changes are fast and responsive, such as spikes in presidential approval, and some changes are slow, and occur in increments that may be overlooked. Pu blic opinion in AmericanRead MoreThe Study of Political Science Essay653 Words   |  3 Pagesto describe and explain the political process, politics, and the relationship among governments. As American citizens we should all be informed and be educated about all these above topics. We as citizens cannot be unconscious of our government as the government can make or break our lives. The general areas of study in political science include American government and politics, political theory, public administration, public law, comparative politics and international relations. Political scienceRead MoreEssay on American Political Parties1300 Words   |  6 Pagespopulace to the government. Therefore, it is important to understand political parties fully from every perspective of political systems so obtain their real importance in democracies. A political party is basically a group of citizens who converge as voters, activists, electoral candidates and office holders with a common party label and seek to elect party members into public offices. While modern political systems are complicated, the American system is more particularly so. The American system comprisesRead MorePolitical Influence Of The Tea Party Movement1176 Words   |  5 Pagesâ€Å"political actors†, â€Å"Political Party,† â€Å"Social Movement,† â€Å"Interest Group,† and â€Å"Group Organization,† which citizens in the United States can join and support in order to influence politics and government. These four important â€Å"political actors† have a long history and their ability to influence the politics and government can not be underestimated. Moreover, The Tea Party Movement is a political movement that began follow by the Barak Obama’s first presidential inauguration when his administrationRead MoreThe National Industrial Recovery Act1061 Words   |  5 PagesNational Industrial Recovery Act. Gale Encyclopedia of U.S. Economic History. Ed. Thomas Carson and Mary Bonk. Detroit: Gale, 1999. Student Resources in Context. Web. 16 Mar. 2016. Gale Encyclopedia of U.S Economic History over the past 17 years has been covering the story of the National Industrial Recovery Act. The Book National Industrial Recovery Act talks about President Franklin D. Roosevelt’s initial New Deal Programs, National Industrial Recovery Act was the centerpiece of his programsRead MoreThe Politics And Last National Security Essay1726 Words   |  7 Pagesscale. Countries, entities, factions, make, sell, and give things of destruction to others. This is a reality. The intent of this paper is to provide information that individuals can use to determine the necessity. The economics, the politics and last the National Security are the three main discussion points. History History of Arms Trade, Weapons Trade or the trade any of items necessary to protect, feed or conquer dates back to the dawn of time. Scholars note that arms trade or weapons trade

Toughts on the Capital Punishment - 1646 Words

Capital Punishment On June 1, 1985 Kathy Wilhoit was murdered. Greg Wilhot was left a single father to care for his four months old and fourteen months old. Nearly a year after Kathy was murdered Greg was accused, arrested and charged with the murder. The evidence to convict Greg of murder was a bite mark on Kathy’s body, that two dental â€Å"experts† matched with Gregs bite. This man was behind bars with two young daughters at home, so his parents decided to hire one of Oklahoma’s â€Å"best† defense attorneys. Unfortunately this attorney had taken to drinking and neglected his responsibilities as a lawyer. Greg Wilhoit was sentenced to death. In an article by Nancy Vollertsen, Gregs sister, she wrote a quote from Greg saying â€Å"At the sentencing, Wilhoit said, the judge told me I was to die by lethal injection. Then he said, But if that fails, well kill you by electrocution. If the power goes out, well hang you. If the rope breaks, well take you ou t back and shoot you. Needless to say after eight years in prison twelve new odontologists found that the bite mark could not be Greg’s. Unfortunately, these cases of finding innocent men guilty and are all too common. Luckily, Greg was exonerated before he received his incorrect punishment of death. (Vollersten) Though Greg was lucky, that is not always the case with capital punishment and innocent men are convicted and killed. Capital punishment it too subjective to mistakes and biases to be taken into consideration. As wellShow MoreRelatedReview QuestionsName two examples of capital890 Words   |  4 Pagesï » ¿Review Questions Name two examples of capital crimes. Two examples of a capital crime is remeditated murder, the murder of a police officer, sexual abuse of a minor and etc.. Name two examples of federal crimes. Two examples of a federal crime is bank fraud, white collar crimes, cyber crimes and etc.. Explain the difference between jails and prisons. According to the passaage, the difference between a jail and a prision; is that a jail is smaller and only holds who are awaiting a trial, do midemeanorsRead MoreEssay on Analysis of The House on Mango Street by Sandra Cisneros4759 Words   |  20 Pagesparents told them nor Esperanza dreamt of. Esperanza is not just dissatisfied with her home, but she is also ashamed of her appearance and of her name, which is always mispronunced, and sounds if the syllables were made of tin and if they were a punishment for the ears. Esperanza was named after her great-grandmother, who was forced to marry and sentenced to a life full of sadness. But Esperanza swears that she will not have the same destiny like her great-grandmother. Esperanza longs for a name that

Al-Fatihah Free Essays

It is named Al-Fatihah, the Opening – because it opens the Book and the recitation in prayer commences by it. It is also named Umm al-Qur’an, the Mother of the Qur’an, and Umm al-Kitab, the Mother of the Book because the meaning of the entire Qur’an is summarised therein. It is also named Sab’ulMathani, (the Seven Often Repeated Verses), Al-Hamd, (the Praise), Al-Shifa (The Cure) and ArRuqya, the Spiritual Cure. We will write a custom essay sample on Al-Fatihah or any similar topic only for you Order Now Its recitation is a condition for the effectiveness of the prayer. It is the Mecci Surah of the Holy Quran. It was initially the 5th chapter to be disclosed but after Furqan e Hameed was assembled together, it was put at the beginning. Al-Fatiha itself means â€Å"The Opening† as this chapter comes right at the start of the Holy Book and serves as a Gateway to read Quran Majeed further. It also has the honor of being the very first Surah that is made known completely. Although it consists of 7 Ayats only, but it still explains the Almighty’s reverence in a very comprehensive fashion and is a great means of asking Allah for keeping one on the right path.Virtues of Surah Fatiha There are many virtues associated with this Surah. Hazrat Abu Saeed al-Khudri narrates: â€Å"While on a journey we halted at a place. A girl came to us and said: â€Å"The chief of this tribe has been stung by a scorpion and our men are not present, is there anybody amongst you who can recite something upon him to treat him?† Then, one of our men went along with her although we did not think that he knew any such treatment. However, our friend went to the chief and recited something upon him and the chief was cured. Thereupon, the chief gave him thirty sheep and gave us all milk to drink. When he returned, we asked our friend: â€Å"Did you know anything to recite upon him to cure him?† He said: â€Å"No, I only recited Umm al-Kitab upon him.† We said that do not do anything until we reach Madinah and ask the Prophet regarding this (practice and reward whether the sheep were lawful or not for us). Upon reaching Madinah, we narrated this to the Prophet (PBUH), whereupon he remarked: â€Å"How did he come to know that Al-Fatiha can be used as a cure? (PBUH) Distribute your reward amongst yourselves and a lot a share for me as well†Theme of Surah Fatiha Allah has taught in this Surah to mankind to offer prayer to Him, who is the Lord of this universe before seeking guidance and Who alone can grant it. The reader should have a firm belief that the Creator of the universe is the source of all knowledge and the study of Quran can provide him guidance. Islam requires a man to commence everything with the name of Allah. By doing this he will keep himself away from evil and wrong deeds. Then there is prayer of Allah Who is Master, Owner, Sustainer, Provider, Guardian, Sovereign, Ruler, Administrator and Organizer. Then it is added that He is the Master of the Day of Judgment, thus, everyone is accountable for his deeds. Mankind is only worshiper of the Lord and for this reason, mankind is requesting for guidance in every walk of life. The guidance which make mankind favorable is required. The one who will be astray will suffer the wrath of Allah (SWT). Brief Tafseer of Surah FatihaIn the name of Allah The first ayah of Surah Fatiha is: In the name of Allah, the Beneficent, the Most Merciful. (Al-Fatiha: 1) This phrase is known as the bismillah. It is good to recite it before doing any action.The Meaning of the letter Baa The Baa in the Arabic language can have three different meanings: With – With / In the name of Allah Seeking help – Seeking help of the name of Allah Seeking blessing – Seeking blessing with the name of AllahThe Meaning of al-Rahman and al-RaheemBoth these names are derived from the same root letters: raa, haa, meem; which means to have mercy. They are thus similar in meaning and both are connected to Allah’s (SWT) Mercy. The fact that Allah (SWT) mentions two of His Names which have to do with Mercy, rather than Might and Power or so on, shows just how important this Attribute is.The difference between al-Rahman and al-Raheem is that al-Rahman refers to Allah’s (SWT) Mercy to all of creation. It is His Mercy which is extended to both believers and disbelievers; animals, and everything that exists. He says in the Qur’an:My Mercy encompasses all things. (Al-A’raf: 156)Al-Rahman therefore indicates the extreme vastness of Allah’s (SWT) Mercy. It is mentioned in a hadith that Allah (SWT) divided Mercy into 100 parts and sent down only one part to this dunya. It is from this one part of His Mercy that animals show mercy to their offspring (Sahih Muslim). Al-Raheem refers to Allah’s (SWT) Mercy which is specific for the believers. He says in the Qur’an:All Praise is due to AllahThe second ayah is: All praise be to Allah, the Lord of all the worlds. (Al-Fatiha: 2)The Meaning of Hamd and the Difference between Hamd and ShukrHamd means praise and thankfulness. The scholars differed as to the relation between the words hamd and shukr. Some said that they both have the same meaning. So, the meaning of hamd, in their view, is the same as shukr (gratitude). Hamd is something which must be done with love and reverence, but shukr does not need this. Shukr is done in response to a favour which is done to a person but hamd is done simply because the one being praised and thanked is worthy of that.The Meaning of ‘AalameenSome of the differing views about it are that it refers to: Everything which exists other than Allah ta’aalaa Mankind and the jinn Those things which have an intellect, and they are four: mankind, jinn, angels, and devils Those things which have soulsThe best view is the first one, the proof being ayah 23 and 24 of Surah Shu’ara. (23) Said Pharaoh, â€Å"And what is the Lord of the worlds?†(24) [Moses] said, â€Å"The Lord of the heavens and earth and that between them, if you should be convinced.The Beneficent, The Most MercifulThe third ayah is:The Beneficent, The Most Merciful. (Al-Fatiha: 3)There is repetition of these two names to emphasize the importance of the quality of mercy. Also, when something is repeated in the Qur’an, then you should look at the ayah before it and after it, to see how they are related. In this case, the previous ayah mentioned that Allah (SWT) is the Rabb of all the worlds. So, He repeating the words, al-Rahman al-Raheem after that, shows us that His being the Rabb – His taking of and sustaining and providing for us – is all part of His Mercy towards us. Master of the Day of RewardThe fourth ayah is:The Only Owner of the Day of Recompense. (Al-Fatiha: 3)The Meaning of MaalikThe first word of this ayah can be recited in two ways: either as â€Å"Maalik† (with a madd after the meem) or as â€Å"Malik† (without the madd). Maalik means master, and it refers to â€Å"milk† – the ownership of something. Malik means king, and it refers to â€Å"mulk† – the dominion of a person.God is the Lord of the Day when all generations of mankind gather together on order to render an account of their conduct, and when each person will be finally rewarded or punished for his deeds. The description of God as Lord of the Day of Judgement following the mention of his benevolence and compassion indicates that we ought to remember another aspect of God as well-namely, that He will judge us all, Hence, we ought not only to love Him for nourishing and sustaining us and for His compassion and mercy towards us, but also hold Him in awe because of His justice. You (Alone) We WorshipThe fifth ayah is:You (alone) we worship and You (alone) we ask for help. (Al-Fatiha: 5)At this point, there is a shift in the Surah from informing us about Allah (SWT) and praising Him, to addressing Him.†We worship† means we obey. Worship is obedience and self-abasement. It means to humble yourself before Allah (SWT) and to submit to His Will. The ayah affirms the Lordship of Allah.†Iyyaaka nasta’een† means we seek help and success. Usually, in most sentences the verb comes first and then the object; but in this ayah the object of the verb is mentioned first and then the verb to attach importance to it, to Allah (SWT). It also refers the status of the slave and his worship which is lower so it will come after mentioning the Lord, Allah (SWT).Guide us on the Straight PathThe sixth ayah is:Guide us on the Straight Path. (Al-Fatiha: 5)This ayah is a dua which we make to Allah (SWT). We ask Him to show us the Straight Path and to guide us on it, so that we will get His Guidance which draws us closer and nearer to Him. We need to struggle towards Allah (SWT) by doing good deeds and by staying away from all bad deeds which will distance us from Him. The Meaning of MustaqeemMustaqeem is derived from istaqaama, which means to be upright and correct. We already said that for a road to be a sirat it must be straight, so this adjective of mustaqeem again emphasizes the straight path. Another meaning of mustaqeem is to remain firm without tilting. For example, a tree that is firmly grounded when the wind blows it is not affected by it. So, the Straight Path is a path on which people are firmly grounded. The Path of Those†¦The seventh and final ayah is:The path of those you have blessed, not of those with anger on them, nor of those who are astray. (Al-Fatiha: 7)This ayah is for the people Allah has blessed and his guidance. This is explained by Allah (SWT) in another ayah where He says: Whosoever obeys Allah and the Messenger, they are with those whom Allah has favored, the Prophets, the sincere, the martyrs and the righteous, and these are the best company. (Al-Nisa’: 69)So, the favored and blessed people are the Prophets, the righteous, the martyrs and the pious. And who are the people with anger on them and those who are astray? This is explained by the Prophet. ‘Adi ibn Hatim (RA) asked him about those with anger on them and he replied that it refers to the Jews. He then asked him about those who are astray and he replied that it refers to the Christians. Impact of Surah Al-Fatiha on the life of a Muslim as servant of Allah.The recitation of Surat Al-Fatiha in every Salat cause us to reflect deeply on our relationship with Rabb Al-‘Alameen; it drive us to ensure that we are sincere to the meaning of the words we utter when we say You alone we worship, and in You alone we seek help. Reciting these words cause us to shape our lives according to His commands and prohibitions, in preparation for meeting the Owner/King of the Day of Judgement. And above all else, it informs us and reminds us that all praise belongs to Allah, the Lord of the worlds. The hamd or praise over, the Surah draws attention to the all-encompassing providence of God, His mercy, and His justice; and thus gives a comprehensive picture of divine attributes which operate to provide man with all that he needs to sustain and develop the humanity in him and prevent him from going down in the scale of life. How to cite Al-Fatihah, Papers

Romeo and Juliet Oral Commentary Essay Example For Students

Romeo and Juliet Oral Commentary Essay It is too like lightning, which doth cease be is the line that Juliet uses to describe love as she questions Romeos feelings towards her and is afraid that they will cease be. This passage is the latter part of Act 2, Scene 2 and describes the climax of Romeo and Juliets relationship since it is at this time they decide to marry. This passage is foreshadowed by the events at the Capulets feast and foreshadows the eventual marriage of the two lovers. It also foreshadows the deaths of the couple. This is shown by Juliets words All my fortunes at thy foot Ill lay/ and follow thee my lord throughout the world Upon discovery of Romeos suicide when she wakes up, Juliet follows Romeo by killing herself in hope that the two of them will be united in death. In this passage, a shift in Juliets character is revealed as her maturity is shown through her remarks about the abruptness of love, Shakespeares theme of loyalty to love is illustrated in this passage as the two lovers meet despite their families feud and finally this passage emphasizes the romantic tone of the play with the beautiful language that is used when Romeo and Juliet communicate. Dramatic Significance * Develops conflict () * This passage develops conflict because it foreshadows the marriage of the two lovers, as they arrange to wed the next morning. * In this scene, Romeo and Juliet make the choice to be together, after having discovered that they are kin to rival families. They are aware of the consequences they face, but choose to place love over all else. * Reveals character () * This scene reveals Juliet to be extremely devoted to Romeo. Throughout the passage, Juliet frequently remarks that she will always remain faithful to her true love, describing Romeo as the god of her idolatry, stating that she will worship him for the rest of her life. * This passage also illustrates a shift in Juliets character. In the beginning of the play, she was revealed to be naà ¯Ã‚ ¿Ã‚ ½ve, thinking that she could possibly come to love Paris merely by looking at him. However, as she falls in love with Romeo, Juliet experiences a rite of passage, which provides her with a more mature outlook on love. Love cannot be based purely on physical appearances, but must have passion as well, and it is, in fact, Juliet who delivers some of the plays most powerful and passionate lines, including My bounty is as boundless as the sea, my love as deep; the more I give to thee, the more I have, for both are infinite. * Develops themes () * A common theme in this passage is that of duality. The light and dark motifs throughout this passage create a sense of irony. Romeo and Juliets love is seen as a light in the surrounding darkness of hate. However, their declaration of love and the consummation of the marriage are done at night, while the feuding occurs in during the day. * Another theme in this passage is the struggle between loyalty to love and loyalty to family. The enmity between the families makes the love difficult for Romeo and Juliet and they must rebel against their families to be with each other, as Romeo ventures into the Capulet orchard to see his beloved. However, both lovers choose loyalty to love over their families, which is continually seen in the dialogue. * Lastly, the theme of love versus lust is also expressed through the actions of the two lovers. Their love is based on love at first sight, and the two agree to marriage even though they have known each other for only a couple of hours. One must wonder whether their actions are truly based on love, or rather lust. Love is always patient, but the lovers act rashly in a manner similar to lust. .u1a23832fbf2715e4918242fa45a1fd5e , .u1a23832fbf2715e4918242fa45a1fd5e .postImageUrl , .u1a23832fbf2715e4918242fa45a1fd5e .centered-text-area { min-height: 80px; position: relative; } .u1a23832fbf2715e4918242fa45a1fd5e , .u1a23832fbf2715e4918242fa45a1fd5e:hover , .u1a23832fbf2715e4918242fa45a1fd5e:visited , .u1a23832fbf2715e4918242fa45a1fd5e:active { border:0!important; } .u1a23832fbf2715e4918242fa45a1fd5e .clearfix:after { content: ""; display: table; clear: both; } .u1a23832fbf2715e4918242fa45a1fd5e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1a23832fbf2715e4918242fa45a1fd5e:active , .u1a23832fbf2715e4918242fa45a1fd5e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1a23832fbf2715e4918242fa45a1fd5e .centered-text-area { width: 100%; position: relative ; } .u1a23832fbf2715e4918242fa45a1fd5e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1a23832fbf2715e4918242fa45a1fd5e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1a23832fbf2715e4918242fa45a1fd5e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1a23832fbf2715e4918242fa45a1fd5e:hover .ctaButton { background-color: #34495E!important; } .u1a23832fbf2715e4918242fa45a1fd5e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1a23832fbf2715e4918242fa45a1fd5e .u1a23832fbf2715e4918242fa45a1fd5e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1a23832fbf2715e4918242fa45a1fd5e:after { content: ""; display: block; clear: both; } READ: Commentary on the short story Essay* Develops tone () * In the beginning of the passage, Juliet responds to Romeos affections with reluctance, refusing to admit her love for him. However, as the scene progresses, the tone shifts from indecision to lyrical, through the lines in which Juliet states I gave thee mine before thou didst request it; and yet I would it were to give again. She expresses her inner feelings for Romeo, which then creates a romantic tone, through the use of beautiful imagery. The passage also ends on an optimistic note, as the lovers prepare for their impending marriage. 3. Literary Significance * References to each other (I, you, me, names) * The references to each other further illustrate the deep bond between the lovers because they cannot make a sentence without referring to each other. * Swearing Parts (God, What shall I swear by?) * These parts refer to a higher power by which they swear. This emphasizes the conflict between fate vs. free will. * References to light and dark images (lightening, flowers opposites) * The references to images that are associated with light and dark, like lightening and the nature, emphasize the theme of duality. Love can be like the lightening, which is rash and quick, but also like nature, where it can blossom into a beautiful flower. * References to night (Good-night!) * This also calls attention to the theme of duality, as night is always mentioned in a positive way, like goodnight, or blessed night * Simile/comparison (My bounty as boundless.) * This is a comparison between Juliets love and the depth of the sea, with her saying that her love for Romeo knows no boundaries. * References to marriage (fortunes, my lord, rites, honourable love) * The references to love and marriage emphasize the theme of free will, as the lovers make the choice to engage in matrimony. * Theatrical devices (Nurse, calls within) * The dramatic devices in this passage add suspense to the scene, as they are frequently used to inform the audience that the Nurse is calling Juliet from within. This gives one the idea that Romeo may be discovered by her and the Capulets. 4. Conclusion () The balcony scene is one of Shakespeares most famous passages since it is when the two lovers plan their union and unknowingly, their own demise. Despite the knowledge about the feud between their families, Romeo and Juliet continue on their dangerous quest for love. The relationship reaches its climax when Juliet proposes to Romeo. This creates ironic tension because it contrasts with the common convention that the male must always propose to the female. This also contradicts Juliets hesitancy to reveal her feelings at the beginning of the passage. Romeo and Juliet is a play in which the two lovers are derived from hatred. The couple shows no concern of the hatred that surrounds them but instead; focus on their love for each other. It is through this youthful optimism that they overcome most boundaries in order to be together. However, considering the ending of this play, one must wonder which of the two is always triumphant, love or hate?

My Person free essay sample

Most fans of the show Grey’s Anatomy are familiar with the phrase, â€Å"You are my person.† Meredith Grey uses this phrase to describe her friendship with Christina Yang. When you call someone your person, you are describing them as the one human being you can’t live without, someone with whom you share an unbreakable bond, and the only person you can’t stay mad at. Your person is your partner in crime, your other half, and most importantly, your best friend. When describing myself as a child, the first words that come to mind are, â€Å"scared,† and, â€Å"insecure†. I found myself constantly searching for someone that I could call my person. I never had many friends growing up, nor did I have many throughout most of high school. I had a group of people I sat with at lunch, but that was as far as our relationships stretched. I was scared and insecure, even at the age of 17. We will write a custom essay sample on My Person or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I constantly ached for the sense of security that I assumed came with having a person. My junior year of high school, I felt as if I had people. My friends were always there for me, but they all had friends that came before me. This brought me back to that insecure and scared feeling I was trying my hardest to avoid. I kept searching, and when I least expected it, when I was sure I was meant to have no one, I found them. On the last day of spring break 2017, I met Alex Richards. At first glance, he was a tall, awkward boy whose arms were a little too long for the rest of his body. His laugh was reminiscent of a chipmunk, and if I’m honest, I thought he was a little too enthusiastic about everything. I quickly learned that while first impressions are important, you should still never assume anything until you truly get to know someone. Two days later, the day of SAT testing, I was in full panic mode. I was trying my best to hide my anxiety. I snapchatted Alex, just to say hi, and he asked me what was wrong. I remember being confused, this person, that I had met only two days before, was concerned? How did he know that I was upset, anyway? I expressed my concern for the test, and Alex said, â€Å"Well, from what I can tell, you’re pretty smart. Don’t freak yourself out!† I know it seems strange to remember such a small thing, but that was the moment that I realized that Alex is my person. What I didn’t expect to realize is that your person doesn’t bring you security or safety, but rather, they help you discover those things within yourself. Through Alex, I have learned things that I never thought I would know. I learned small, seemingly unimportant things. Things like: how it can be fun to just walk around for awhile, or how loud I can scream before anyone gives me a strange look, or how to eat 50 chicken nuggets in one sitting. Those seemingly small things taught me to live life for me, and to do things I think are fun, instead of conforming to what the people around me are doing. For years, I searched for my person. In a matter of days, Alex went from the tall, awkward, slightly annoying kid I met downtown, to my best friend. With his friendship, I went from insecure, scared, and sad, to confident, independent, and happy. Thank you Alex, for being my person.

Essay on Integrated MarketingEssay Writing Service

Essay on Integrated MarketingEssay Writing Service Essay on Integrated Marketing Essay on Integrated MarketingBranding plays an extremely important part in the contemporary business environment. At this point, it is worth mentioning the fact that the development of the branding strategy of the company influences consistently the competitive position of the company and its business development. In this regard, even the largest company needs the effective branding strategy to maintain its competitive position in the market (Breneman Taylor, 2007). On the other hand, there are many companies, who used to have popular brands in the past but currently they have lost the popularity of their brands. At first glance, such brands can be lost, but still brands, which used to be once popular, can revive. One of such brands is the United Airlines, which was the leading airline brand in the US but the company has not faced the full decline. Instead, the company faced the problem of the consistent deterioration of its brand image after 9/11 terror attacks and, at the moment, the company attempts to recover after the decade of the decline of its brand popularity. Today, the company still performs and holds a strong position in the US market but the company needs the revival of the brand because the improvement of the brand image can enhance consistently the position of the company in the world market.The United Airlines held the leading position in the US airline industry on the turn of the century. The brand of the company was recognized nationwide and internationally. The popularity of the brand provided the United Airlines with an opportunity to enhance its position in the market consistently because the high popularity of the brand attracted customers to the company and its services. The company used the full potential of the popularity of its brand expanding its business in the domestic market, taking a larger share of the US market, and in international markets, entering new markets and enhancing its position in existing ones.The United Airlines fa ced the considerable downturn in the popularity of the company’s brand after 9/11 terror attacks. The flight 93 of the United Airlines was hijacked and crashed that contributed to the formation of the negative brand image of the entire company. The terror attacks became the turning point in the history and development of the United Airlines. The incident caused the death of 44 people in an attempt of some of the passengers to regain the control over the aircraft, when terrorist had committed the hijack attempt. Naturally, customers have become concerned with safety issues, while using services of airline companies, while the United Airlines faced the problem of the consistent deterioration of its brand image because customers were anxious about their safety, while using services of the United Airlines. Unlike other airline brands, which have not suffered hijacking on 9/11, the United Airlines was associated with the risk of terror attacks. In such a way,The recovery of the br and image should include several key elements which can persuade customers in the reliability and safety of the United Airlines (Blanchard Bowles, 2003). The improvement of the brand image of the company and revival of the brand as one of the leading airline brand in the US should involve complex measures that should be directed not only on the enhancement of the safety and security of the brand but also on the development of a new brand image that will be attractive for the target customer group and mark the change or even the complete transformation of the United Airlines.One of the first and major steps the United Airlines should make to increase the popularity of its brand is the enhancement of the quality management. In this regard, the company should introduce the total quality management on the ground of which the new quality management policy of the company will be built up, while the enhancement of the quality management will lead to the improvement of the brand image amon g customers. The quality management is crucial for the contemporary branding strategy (Masterson Picton, 2004). At this point, it is worth mentioning the fact that the development of the branding strategy can help the company to enhance its marketing position, while the quality of products and services determines the perception of the brand by customers. Customers naturally look for companies that provide them with services and products of the high quality.The enhancement of the quality management will contribute to the higher customer satisfaction, while the higher customer satisfaction will steadily contribute to the growing popularity of the brand. The introduction of the total quality management can help the company to regain the popularity of its brand due to the high level of the customer satisfaction (Peters, 2007). At the same time, it is worth mentioning the fact that the quality management refers not only to the quality of products and services provided by the company but also to internal business processes and all operations within the company. In such a way, the company does not only improves the quality in relations with customers but also enhances its organisational performance that eventually leads to the formation of the positive brand image among customers because they feel that the company becomes a solid and responsible organisation. In light of the downturn in the brand popularity of the United Airlines because of the terror attacks, the growing awareness of customers in the reliability of the company is very important for the formation of the positive brand image. At this point, it is worth mentioning the fact that the customer satisfaction will not increase the popularity of the brand in a short-run. Instead, the recovery of the brand image based on the customer satisfaction and the high quality of services offered by the company will need time and efforts from the time of the company.Essay on Integrated Marketing   part 2

The strongest argument Essay Example | Topics and Well Written Essays - 1000 words

The strongest argument - Essay Example It shows that Lott has a stronger case, because he presents validated claims with relevant examples, statistics, and authority, though he has some weak assumptions, while Mitchard focuses too much on anecdotal evidence and one authority to support her claims. Lott presents stronger claims than Mitchard with pervasive use of statistics, logic, and ethos. Lott claims that carrying guns in school can deter violence, which happens outside schools already. First, he establishes the pervasiveness of gun-carrying laws through the historical trend that supports carrying guns: â€Å"In 1985, just eight states had right-to-carry laws...Today [2003], 35 states do.† Second, he uses more statistics to demonstrate that where there are guns, violence is lesser: â€Å"[studies give evidence] that on average, states that adopt right-to-carry laws experience a 60% drop in the rates at which the attacks occur, and a 78% drop in the rates at which people are killed or injured from such attacks.† These statistics are relevant, although the last one mentioned here is a bit outdated. Still, they offer information that having guns can deter violence. Lott also uses relevant authorities to support him. He says: â€Å"Annual surveys of crime victim s in the United States by the Justice Department show that when confronted by a criminal, people are safest if they have a gun.† This means that people feel they are safer, since they can protect themselves. This has no correlation though with lesser violence rates. Lott also conducted studies on gun violence. This gives him ethos on why and how guns can reduce and stop school violence. Lott also handles objections to his claims. He notes that one of the main sources of objections that people use comes from the media. The news alone shows many people dying because of guns, and even from law-abiding citizens who had sanity lapses and use their guns during intensely emotional events. Lott underscores that the â€Å"2 million times

Applied Linguistics and Communication Essay Example | Topics and Well Written Essays - 500 words

Applied Linguistics and Communication - Essay Example A different language is a different vision of life. Learning languages helps one to grow spiritually, allows him to understand other’s thoughts and helps him to promote peace. Thus, he develops an antagonistic felling against social and moral evils like racism, terrorism and discrimination. With the emergence of globalisation, importance of learning and understanding other languages has increased significantly. It provides a comparative analysis, through which one can compare the variations in different cultures, broadens vision and helps to understand the true motive of life. It also prevents misunderstandings which are evident because of linguistic barriers. Newer languages are a treat for the human mind because it increases the tendency to communicate and socialise. People who learn foreign languages demonstrate greater cognitive development in particular areas such as mental flexibility, creativity, and higher order thinking. Each region has a multiple, self- defined set o f languages which not only reflects the prevalent culture but also represents the traditions and in some places, the norms. By not understanding the language of a particular region, one is deprived of the knowledge and culture of that region which makes him intolerant and bias towards that region. In order to comprehend the mental approach of different people, it is essential to learn their language.

Trends and issues in the development of information technology for Essay

Trends and issues in the development of information technology for EBusiness - Essay Example The Web services model allows any user access through the use of XML tags for information exchange using the other three standards: SOAP, UDDI, and WSDL. The distinguishing feature of Web services technology is that it allows provider and consumers to not be tied in to a particular service set and truly minimizing the impact of change to switch service providers. Thus information system built on Web services allows companies to seamlessly integrate provider's functionality into their enterprise software applications, such as Supply Chain Management, Enterprise Resource Planning and others. Use of the Internet for expanding business of the company is a reality, so those who ignore the high technologies will lose the race for competitive advantage. On the other hand, those who have embraced the power of e-commerce solutions are innovators. According to Australian Bureau of Statistics, 83% of businesses used computers, 71% of businesses use Internet access, and 23% of businesses had web sites in June 2003. Proportion of businesses placing or receiving orders via the Internet or web was 25% in purchasing and 6% in selling in 2001-2002 and 28% in purchasing and 13% in selling in 2002-2003. Business income attributable to receiving orders via the Internet or web was 5% or more for 42% of companies in 2002-2003. At that time main business perceptions of the benefits for the business of receiving orders via the Internet or web were increased number of customers (28%) and faster business processes (53%). Main business perceptions of placing orders via the Internet or web were time saving (86%) and ability to track orders (20%). (Australian Bureau of Statistics, 2006, para.11-18) An important issue for development of information technologies for application in e-commerce is Internet penetration. UNCTAD Report (2006, p.4) finds that number of Internet users continues to grow in all regions, in particular in Africa, whereas the market is the most mature in the United States. Despite high growth in many developing countries, Internet penetration rates are still very low. For example, China, the second largest Internet market in the world after the United States, has a penetration rate of only 6.3 per 100 inhabitants. While the number of computers is increasing substantially in developing countries, particularly in some of the emerging markets, computer penetration remains very low. The Report reveals that enterprises' Internet use is high (up to 90%) in developed countries and among medium-sized and large enterprises in developing cou

Journey to the Centre of the Earth: Creative Writing

Journey to the Centre of the Earth: Creative Writing Thus the memorable session ended. This discussion had thrown me into a fever. I left my uncle’s study dazed; I felt there was not enough air to  breath in all the streets of Hamburg put together. So I decided to walk made to the banks of the Elbe. Was I really convinced of the truth or did I just bend under the rule of Professor Lidenbrock’s? However, I must confess that I did remember being convinced, although my enthusiasm was now beginning to fade  Ã¢â‚¬Å"This is all very absurd!’ I exclaimed. â€Å"No sensible man should ever entertain such a proposal. I must have had a bad dream.† I walked along the banks of the Elbe and working my way along the port I reached the Altona road where I saw Grà ¤uben walking gracefully back to Hamburg. â€Å"Grà ¤uben!† I shouted from a distance. â€Å"Axel!† she was rather surprised to see me there. She looked at me and noticed the distress and uneasy look on face. â€Å"What is the matter ?† she asked. And in a few seconds she was fully informed about the position of affairs. She listened attentively and remained silent for a few seconds. â€Å"Axel,† she said at last. â€Å"It’ll be a wonderful journey.† â€Å"Grà ¤uben, are you not going to stop me from going on such an  expedition?† â€Å"No, Axel, and I would have loved to go with but this poor girl will only be in your way† She was not afraid to join in herself and persuaded me  to take part in such an expedition! Night had fallen by the time we got home to Kà ¶nigstrasse. I expected  to find the house quiet, but I had forgotten about the professor’s impatience. I found him shouting and rushing round amongst a crowd of porters who were busy laoding boxes in the passage. â€Å" Axel, where have you been ?† he shouted. â€Å"Your boxes are not packed â€Å" â€Å"Are we really leaving?† I asked as I stood there motionless. â€Å"Of couse, we are!† â€Å"Day after tomorrow, crack of dawn.† I could hear no more and I took refuge in my little room. I could barely catch a wink that night and was called early the next morning. I decided not to open the door. But could resist the sweet voice saying of Grà ¤uben calling me . I came out and dragged Grà ¤uben  into the professor’s study. â€Å"Uncle, it is only the 16th of May and we have time until the end of June. What is the need to hurry?† I asked. â€Å"If we waited until 22 June, we would arrive too late to see the shadow of Scartaris playing along the crater of Snaefells! We have to get to Copenhagen as quickly as possible and try to find some means of transport there. Go and pack your trunk.† There was nothing more I could say. I went back up to my room. Grà ¤uben came with me. She immediately took charge, carefully packing  into a small suitcase the things needed for my journey. Finally the last strap had been tightened round the trunk. I went downstairs again. Throughout the day, more and more suppliers of scientific instruments,  firearms, and electrical apparatus arrived. Martha was in a terrible tizzy. Evening came. I was no longer aware of the passing of time. â€Å"See you tomorrow morning† said my uncle. â€Å"We will depart at six sharp.† I woke at five the next morning. My uncle was at table gobbling his breakfast. I couldn’t eat. At half past five, there was a rattling of wheels in the street. A large carriage arrived to take us to Altona station. It was soon piled up with our trunks. Meanwhile my uncle was solemnly putting the reins of the house in  Grà ¤uben’s hands. She kissed us goodbye. â€Å"Go, dear Axel.† You are leaving a fiancà ©e but you will come back to  a wife.† I held her briefly in my arms, then got into the carriage. She and  Martha waved us a last goodbye from the front door and the two horses, galloped off towards Altona. We had crossed the border into Holstein Province. Altona, a suburb of Hamburg, is the terminus of Kiel railway, which was to carry us to Belts. Soon the carriage pulled up in front of the station. My uncle’s  numerous packages and bulky trunks were offloaded and loaded into the luggage van. At seven o’clock, the steam-whistle blew, we were sitting opposite each other in our compartment and the locomotive moved off. We were off. We were alone in the carriage, but did not speak. My uncle checked his pockets and travelling-bag, I noticed that that not forgotten a single item needed for this project. Amongst other papers, there was a note addressed to the Danish consulate, signed by Mr Christiensen, who was the consul-general in Hamburg  and a good friend of the professor’s, this was to pave the way to an introduction to  the Governor of Iceland. I also noticed the famous document, which was carefully hidden away in a secret compartment of his portfolio. A little later the train reached Kiel, a stone’s throw from the sea and our luaggage was transferred on to the steamship. The streamer, Ellenora was not due to leave until after nightfall. We had nine hours to kill and so we set off to explore the town. At half past ten the smoke rose from the Ellenora into the sky and the steamer moved rapidly over the dark waters of the Great Belt. It was a dark night; there was a strong breeze and a the sea was very rough sea, we could see nothing except some occasional fires on shore and a lighthouse. At seven in the morning reached Korsor, a little town in the west coast of New Zealand. We were then transferred to another train. It took three hours to reach the capital of Denmark. My unclehadn’t shut his eyes all night. Finally we reached Copenhagen at Ten in the morning. We then took a cab to the Phoenix Hotel in Breda Gate. As soon as we reached the hotel, my uncle dragged me out of my room to go to the Museum of Northern Antiquities. He wanted to hand over the letter of recommendation to the director of this establishment, a friend of the Danish consul in Hamburg. The director had been informed that we were tourists bound for Iceland, and he did all he could to assist us. We visited the quays with the object of looking for a next ship to sail. A little Danish schooner, the Valkyrie, was due to sail for Reykjavik on 2 June. The captain, a Mr Bjarne, was on board. He told us to be on board by 7 a.m. on Tuesday. We then thanked Mr. Thomson for all his help and returned to the Phoenix. â€Å"Now let’s eat some breakfast and and then we can visit the town.† We first went to Kongens-nye-Torw, then we had a scrumptous breakfast at a french restaurant run by a French chef called Vincent. Then I took a childish pleasure in exploring the town, with my uncle. But he took notice of nothing ,not even the Royal Palace, nor the pretty seventeenth-century bridge across the canal in front of the museum. Except  when we arrived at the Vor Frelsers Kirke. There was not special about the church but its spire had attracted Professor’s attention. â€Å"Let us go up there,† he said. â€Å"But I may feel dizzy,† I said ‘All the more reason: we have to get used to it.’ I had no choice but to obey him. A caretaker who lived across the on the  street gave us the key, and our ascent began. My uncle went first, and I followed him slowly for I was sure to feel dizzy. At first everything went well. But after 150 spiral steps the air suddenly hit me in the face: we had arrived on the platform. This was where the open-air staircase began, protected only by a thin rail, the steps were now getting narrower, and seemed to up into infinity space. I started feeling dizzy. â€Å" I can’t do this,† I cried ‘Of course you can! You are not a coward? Start climbing!’ my uncle said in a very stern voice. The open air made my head turn. My legs began to give way. Soon I was crawling on my knees, then on my stomach. I closed my eyes and at last we reached the apex. â€Å"Open your eyes, Alex,† he shouted. â€Å"You need take a lesson in abysses† I opened my eyes. Above my head the clouds drifted past. I could see greenery on one side and the sparkling sea on the other side. My first lesson in dizziness lasted an hour. When at last I was allowed to come down and set foot again on the firm pavements of the streets, I was aching all over. â€Å"We shall do this again tomorrow,† said the Professor. And thus I was forced to undergo this anti-vertigo exercise for five days in succession! The day for our departure had arrived. The day before we left, Mr. Thomson visited us and gave us letters of recommendation for Count Trampe, the governor of Iceland, Mr Petursson, the bishop’s suffragan, and Mr Finsen, the mayor of Reykjavik. On 2nd at six in the evening we boarded the Valkyrie. And soon the schooner made full sail through the straits. â€Å"Is the wind favorable?† enquired my uncle. â€Å"Perfect,† replied Captain Bjarne. â€Å"How long will the journey take?† enquired my uncle. â€Å"Roughly about ten days, if we don’t have too many nor’wester passing the Faroes.’ The crossing did not involve any special incident.But my uncle was ill all thought the voyage. As a result, he was unable to converse with the Captian about the subject of Snaefell. He had to put off all his questions until he arrived, and spent all his time lying in the cabin. A few days later the  Valkyrie finally dropped its anchor in Faxa Bay, a little before Reykjavik.The professor finally came out of his cabin, a little weak, but still enthusiastic and with a gleam of satisfaction in his eye. As soon as the schooner was anchored, my uncle rushed out. But  before leaving the deck, he dragged me forward; pointing his finger at a distant mountain with two points on top, a double cone covered with perpetual snows. â€Å"Snaefell,† he shounted with joy and made a gesture indicating total secrecy, and then climbed down into the waiting boat. Soon we were treading the soil of Iceland itself. The first we met was the governor of the island, Baron Trampe himself. The professor presented the governor with the letters from Copenhagen and launched into a short conversation in Danish. My uncle also received a warm welcome from the mayor, Mr Finsen and Mr Fridriksson. Mr Fridriksson was a good natured gentleman who taught natural scienecs  at Reykjavik School. This humble scholar spoke only Icelandic and Latin and  was in fact the only person I could converse with during my entire stay in Iceland. He even offered us two rooms in his house to stay in. â€Å"Axel,† said my uncle, â€Å"there is no time to lose, I am going to the library to look for some manuscript of Saknussemm. â€Å"Okay, I will explore the town while you explore the library’† I said stepped out to roam the streets of Rejkiavik. After a good walk I returned to Mr Fridriksson’s house: my uncle was already there, together with his host at the dinner table. He devoured his portion voraciously. Mr Fridriksson asked him if he has any success at the library. â€Å"Your library is deserted and has nothing but a few tattered books† my uncle replied. If you will tell me what books you are looking for, perhaps I may be of some assistance to you. My uncle hesitated at first and then decided to speak. â€Å" Monsieur Fridrikssen, I wish to know if you have any works of of a certain Arne Saknussemm.† â€Å"Arne Saknussemm! Are you referring to that scholar of the sixteenth Century, the great alchemist,† asked Mr. Fridrikssen. â€Å"Yes, I am!â€Å" replied my uncle. â€Å"His works do not exist, in Iceland or anywhere else,† he cried. â€Å"What, why is that?† my uncle asked in astonishment. Arne Saknussemm was persecuted for heresy, and his works  were burned in 1573 by the hand of the executioner in Copenhagen.† â€Å"Yes, this explains everything,† said my uncle. â€Å" Now I understand why Saknussemm had to conceal the secret in an incomprehensible word-puzzle† â€Å"What secret?† asked Mr Fridriksson keenly My uncle stammered: â€Å"No, nothing.† Mr Fridriksson, was kind enough not to pursue the topic any more. â€Å"I hope that you will not leave our island without exploring its mineral riches?† he told my uncle. â€Å"There are many mountains, glaciers, volcanoes there are to be studied,  and explored! Look at that mountain on the horizon. It is called Snaefell.† â€Å"It is an unusual volcano, whose crater is rarely visited. It is extinct for the last five hundred years,† he continued. ‘Well!’ replied my uncle, frantically tapping his legs and trying really hard so as not to jump into the air. â€Å"I will begin my geological studies with this Snyfil. . . Feless. . . what is it called?† â€Å"Snaefell,† repeated Mr Fridriksson. My uncle was trying really hard to conceal his excitement. â€Å"Yes,’ said my uncle, we will try and climb this Snaefell, perhaps even try and study its crater!† â€Å"It seems a very good idea, Professor Lidenbrock, to begin with this  volcano. But you will have to go by land as we do not possess any small boat in Reykjavik.† â€Å"But I can offer you a guide, who is not only reliable and also very intelligent and speaks perfect Danish,† cried Mr. Fridriksson. â€Å"Very well then, can I meet him today?† asked my uncle. â€Å"I am afraid, he will only be here tomorrow.† â€Å"Tomorrow then,† my uncle replied with a sigh.

The ID3 Algorithm :: Classification Algorithms

The ID3 Algorithm Abstract This paper details the ID3 classification algorithm. Very simply, ID3 builds a decision tree from a fixed set of examples. The resulting tree is used to classify future samples. The example has several attributes and belongs to a class (like yes or no). The leaf nodes of the decision tree contain the class name whereas a non-leaf node is a decision node. The decision node is an attribute test with each branch (to another decision tree) being a possible value of the attribute. ID3 uses information gain to help it decide which attribute goes into a decision node. The advantage of learning a decision tree is that a program, rather than a knowledge engineer, elicits knowledge from an expert. Introduction J. Ross Quinlan originally developed ID3 at the University of Sydney. He first presented ID3 in 1975 in a book, Machine Learning, vol. 1, no. 1. ID3 is based off the Concept Learning System (CLS) algorithm. The basic CLS algorithm over a set of training instances C: Step 1: If all instances in C are positive, then create YES node and halt. If all instances in C are negative, create a NO node and halt. Otherwise select a feature, F with values v1, ..., vn and create a decision node. Step 2: Partition the training instances in C into subsets C1, C2, ..., Cn according to the values of V. Step 3: apply the algorithm recursively to each of the sets Ci. Note, the trainer (the expert) decides which feature to select. ID3 improves on CLS by adding a feature selection heuristic. ID3 searches through the attributes of the training instances and extracts the attribute that best separates the given examples. If the attribute perfectly classifies the training sets then ID3 stops; otherwise it recursively operates on the n (where n = number of possible values of an attribute) partitioned subsets to get their "best" attribute. The algorithm uses a greedy search, that is, it picks the best attribute and never looks back to reconsider earlier choices. Discussion ID3 is a nonincremental algorithm, meaning it derives its classes from a fixed set of training instances. An incremental algorithm revises the current concept definition, if necessary, with a new sample. The classes created by ID3 are inductive, that is, given a small set of training instances, the specific classes created by ID3 are expected to work for all future instances. The distribution of the unknowns must be the same as the test cases.

Importance Of Voting

Elections form the bedrock of the largest democracy in the world – India. Since Independence, as many as 15 Lok Sabhas have been formed through elections, the first one being held in 1951-52. The methodology of election is through universal adult suffrage, whereby every citizen of India over 18 years of age is an eligible voter in the eyes of the Constitution.The importance of elections in India—and for that matter, in any democracy—is as follows: Choice of leadership: Elections provide a way for the citizens of India to choose their leaders. They do so by casting their vote in favour of the candidate or party whose views appeal to them. This ensures that the will of the people is reflected in the elected candidates. Change of leadership: Elections in India are also a platform for the public to voice their resentment against a ruling party. By voting for other parties and helping elect a different government, citizens demonstrate that they possess ultimate author ity.Political participation: Elections open the door for new issues to be raised in public. If a citizen of India wishes to introduce reforms that are not the agenda of any of the parties, he or she is free to contest the elections either independently or by forming a new political party. Self-corrective system: Because elections are a regular exercise, occurring every five years in India, the ruling parties are kept in check and made to consider the demands of the public. This works as a self-corrective system whereby political parties review their performance and try to appease the voters. With a population of over 1.2 billion (according to the 2011 census) spread across 28 states and 7 union territories, India has a system of elections that is both daunting and praiseworthy.

Tracing the Journey of Madness in Jonathon Swifts Gullivers Travels essays

Tracing the Journey of Madness in Jonathon Swifts Gullivers Travels essays Jonathon Swift is notorious for his satire and nothing illustrates his ability to prove appoint than his novel, Gullivers Travels. In this novel, Gulliver experiences many things on his journeys and is driven to madness in the final segment of his adventure. Gullivers madness stems from the fact that he cannot accept himself for who he is Gulliver wants to be like the Houyhnhnms, a species that he considers to be perfect. Their rejection of him causes Gulliver to break down because he cannot and will not ever see himself as a Yahoo. The first step into madness begins with an inability to control events. Over the course of his stay with the Houyhnhnms, Gulliver is filled with pride and when he is exiled from Houyhnhnm-land, he is distraught. He descends further into madness because he cannot (and does not want to) think clearly. Finally, Gullivers madness is a result of pride. Gulliver refuses to accept the truth about his race because it means accepting the truth about hims elf. He would rather live a lie. Madness begins in small doses and unless it is tempered with rationality, it will reign. Gullivers final adventures illustrate this clearly. Gullivers madness occurs from a series of events of which he cannot control. His madness occurs slowly and only after his interaction with the Houyhnhnms and the Yahoos. In a sense, his madness is the result of his inability to accept and discern what he has encountered. He knows what is happening but he cannot make real sense of it other than wants he wants. Gullivers madness becomes evident when he begins to think of his own kind as less than acceptable. Spending time with the Houyhnhnms caused Gulliver to admire them far too much. He tells us that their opinions opened my eyes and enlarged my understanding, that I began to view the actions and passions of man in a very different light (250). He admires the...

Headline after the discovery of the bodies of Holly and Jessica, missing 10 year olds Essays

Headline after the discovery of the bodies of Holly and Jessica, missing 10 year olds Essays Headline after the discovery of the bodies of Holly and Jessica, missing 10 year olds Essay Headline after the discovery of the bodies of Holly and Jessica, missing 10 year olds Essay Essay Topic: Bishop the Fish The Year Of the Flood Wars, earthquakes, racial violence, terrorism crowd our newspapers. No news is good news and in our society this is often the case, as just about every evening the television news brings into our homes reports of senseless murders, great injustice and events that can only be described as evil. At some point in everybodys life they will be subjected to some form of suffering, however much we feel we are familiar of that pain it still shocks and scares us when we are confronted with it. By suffering we generally mean the pain and sorrow caused by sickness, physical handicap, mental handicap, death, poverty etc.Is God really there? If he is, does he care? And if he does, is he helpless to do anything? Why does a God of love permit suffering?The dictionary describes evil as, wickedness, a force doing something which is socially harmful or morally wrong. The word evil tends to denote the baser human emotions such as hatred, prejudice, greed, jealousy, rage etc. The bible teaches us that e vil is the opposite of good and right. It is a destructive force. It is important however to distinguish between two types of evil: natural evil and moral evil. While the two however can often be intertwined, moral evil tends to be the actions of free creatures (theft, rape, murder etc) whereas natural evil is the result of a natural event (earth quake, floods etc).Suffering and evil is unquestionably one of the greatest obstacles to Christian faith. John Stott said, the fact of suffering and evil undoubtedly causes the single greatest challenge to the Christian faith. Christianitys very symbol is that of Christ suffering and dying on the cross to save us. To a Christian there is no bigger test of faith than trying to accept the fact that the God who loves them permits them to suffer at times even in excruciating ways. Why does a God allow his creatures, and even his children to suffer? There is so much pain in the world it is hard to see how a fair, kind loving God would create a u niverse with the potential for so much suffering.Where was god when 6 million Jews were slaughtered in the holocaust, when Nazi prison guards threw babies and small children into gutters of boiling human fat rather than waste time gassing them, where was God when the remains of the slaughtered were scavenged- hair cut off to stuff pillows for their killers head rests, skin dried out to make lampshades and gold tooth fillings pulled out and turned into jewellery? Where was he when, in the Ukrainian town of Chernobyl, an explosion occurred that may yet cause up to 300000 deaths and the effects of which could take up to 200 years to remove? Where is he during famines and wars? These are just a few examples of extraordinary human suffering.Christians believe that God is omnipotent. This believe however would imply that, if correct, then he must not be loving enough to use his powers to cease evil and suffering. If God were good, He would wish to make His creatures perfectly happy, and i f God were almighty, He would be able to do what He wished. But the creatures are not happy. Therefore, God lacks either goodness, or power, or both C.S. Lewis People often find themselves rejecting the word of God due to suffering.The book of Genesis in the Bible describes to us that the first man (Adam) and the first woman (Eve), lived in the Garden of Eden, a world of happiness, without fear, shame or evil. It is obvious that God did not intent for there to be suffering in the world; it was not part of his created order. He did however give humans what many would describe his greatest gift, Free will. You may eat the fruit from any tree in the garden, but you must never eat from the tree which gives the knowledge of good and evil. If you eat from that tree then you will die! Genesis 2:16-18 As you can see, God lets man decide for himself whether he should obey him, and through giving him this decision, evil entered the world, there was no suffering in the world until humanity reb elled against God. It would be the view of the fundamentalist (literal belief of the bible) and the Old Testament writers that it was due to Adam and Eve that sin entered the world.Iranaeus was the Bishop of Lyons in Gaul and lived about 125-202. His view was that God created evil. He claims that God does indeed exist, yet explains him to be responsible for the occurrence of evil as he created us to be imperfect. He believes this however to be essential as evil is the only method of creating greater good. The earth is a place for the perfection of souls before their entry into blessedness. The trials of this world are like a refiners fire; they temper, strengthen and purify our natures to fit us to dwell with God.He suggests that the reason that we have such difficulties with suffering and evil is largely due to our imbalance between our concepts of good and evil. He felt that if our concepts were more balanced then we would have created the best possible world for soul making. He d oes, however, support Gods morals in that he believes that free will could not (and would not) exist without the perseverance of evil, as many evil occurrences are a result of people acting through their own free will and without. He therefore concludes that humanity is only partially responsible for suffering.John Hick who stresses the developmental nature of life, especially human life, has further developed the iranaean argument more recently. Believing that humans are not born perfect and that perfection comes at the end of the process. Virtue is not given, it has to be achieved.St. Augustine (354-430) would completely disagree with Iranaeus argument. He believed that God did not create evil but its occurrence just serves as a privation of good. He believed that all suffering was due to humanity who had abused Gods gift of free will. He believed that the creation of evil was largely due to the fall. The fall effected all of creation and the gap between man and God was eventually made to be so big that man began to depart from God and this is where the creation of evil arose. If God is good then he is neither the author of evil, nor its helpless victim. Rather, precisely because of His goodness He chooses to co-exist with evil for a time. Augustine eventually came to the conclusion that evil must be a result of soul deciding through human free will. Aristotle (384bc-322bc) supports Augustines view, believing himself that God could not be responsible for the existence of evil. God is an all powerful and good being, and man cannot ever be to his standard, no one will ever have the same moral values as God.This all would imply that human suffering must be a cause of our disobedience. This said, how can we justify innocent suffering, natural disasters. Events in which human interference has no obvious position?Natural disasters. We hear about them often, earthquakes, floods, famines, landslides, they can wipe out thousands of innocent lives. Starvation and its related diseases causes one person per second to die. 75% of them are infants and children under 5. The suffering caused by floods, hurricanes, earthquakes etc cannot largely be blamed on other people. However its sometimes due to the mistakes of others that natural disasters happen as natures laws are stretched to their limit. Natural disasters are often called acts of God. Again many Christians believe that natural disasters are caused by the fall, a consequence of the disruption of the perfection of Gods original creation.Natural disasters are a result of disorder in creation. However, if you take time to think of a recent natural disaster, such as the Earthquake in El Salvador (Feb 2002) a 6.6 magnitude earthquake resulted in at least 315 deaths and around 3,400 people being injured we cannot begin to believe that are loving god is responsible. Nature is often seen, as it is in the New Testament as natural in Gods eyes. Hanson and Hanson would agree with the sentiments that natu ral suffering is inexplicable. The basic theory to be learned is that nature is not moral and humanity is, therefore, as our world is continually changing however much we strive we will never achieve a perfect world as the natural laws will always follow their own course. God neither allows or forbids evil, it is just part of the way the world is, an event which humanity must put up with if they choice to live on this planet.Although most see suffering as something which is painful and not at all enjoyable, some would believe that there is a reason for it, that it is a privilege, that if you are submitted to great suffering and overcome it you are fulfilled in the eyes of God, you are fit to become a disciple. Christ himself undertook great suffering on the cross to save us and many Christians believe that the suffering they undergo themselves is closely linked with the pain suffered by Jesus, We share in many sufferings of Christ. In the same way, much comfort comes to us through C hrist. If we have troubles, it is for your comfort and salvation, and if we have comfort, you also have comfort. This helps you to accept patiently the same sufferings we have 2 Corinthians 1:5Suffering can also been seen as a test of faith. It is felt but those of the Christian faith that those who are subjected to suffering will eventually be brought closer to God. It has once been said that if we as Christians cannot bear the cross then we will not wear the crown. This is in connection with the above theory of suffering being a method of making oneself fit in the eyes of God to be a disciple. There are references in the bible to how suffering my be a test by God, for example in the Old testament Jesus tests Jobs loyalty to him by inflicting suffering upon him. Job overcomes this suffering and is therefore rewarded for the pain he had experienced. The Lord blessed the last part of Jobs life even more than the first part Job 42:12. God had established that Job would stay true to hi m, even through the greatest suffering.This story of Job you would think would go some way to proving that suffering is not a punishment, as with Job, it just brought him a deeper and more meaningful understanding of God. Still however it is often viewed as a punishment, a way for God to retaliate for humanitys sin. It is common belief, especially in the Old Testament, that evil was solely created for use to punish people who went against Gods wishes. A substantial amount of our suffering is due to our own personal sin, for example, if a person abuses drink and then drives a car recklessly and injures himself then their injuries are obviously partially due to their own personal sin. However what can be said when suffering is subjected to a person who has made no obvious sins in theirs life?When pious people suffer from sickness, bereavements etc the question is often raised, what did I do to deserve this? And when children suffer, such as the disappearance of missing 10 year olds Ho lly Wells and Jessica Chapman, who were later found dead in an area near their home, how can it be possible that their deaths were a punishment for there sin? The problem with coping with bereavement also is that people tend to think, why them and not me?Much of the suffering in the world is caused by others sins however. So much suffering is caused by murder, adultery, theft, sexual abuse, unloving parents, reckless or drunken driving, slander, unkindness or selfishness of one kind or another. It has been estimated that 95th percent of the worlds suffering can be accounted for in this way. As was told with the story of Job however, the bible disagrees with this opinion, the story of job recognises that the wicked often prosper and if we are to believe that the way in which we suffer is a direct mirror of the way in which we live our lives we would be much mistaken as this would be an unfair judgement of Jobs life. God shines on good and bad alike.One of the most important counter a rguments to that of suffering being a punishment is to remember that Jesus himself suffered. He led a perfect life, and yet he still suffered an excruciatingly painful death, Our suffering is not worthy of the name off suffering. When I consider my crosses, tribulations and temptations, I shame myself almost to death, thinking what they are in comparison to the sufferings of my blessed Saviour, Jesus Christ. Martin Luther King. God can be seen to work through suffering. Those who nailed Jesus o the cross did so for evil purposes, but God intended it for good. The cross stands ultimately as a victory because it holds the key to salvation. Christians are taught not to be afraid of suffering and death, and to turn to their faith as, let not your heart be troubled neither let it be afraid for I am with you always even into the end of the world John 14.Many are unsure as to where the suffering will end. Despite all our talk of the great injustice of human suffering many people are unwill ing for it to end, live is something to be enjoyed in many cases. However the spectrum is wide in that respect as some people are faced with great injustices whereas others lead mainly trouble free lives. Will those who deserve to suffer pay for there sins after death and those who suffer innocently in life rejoice? It is the view of the New Testament that those who have not received salvation will continue to suffer after death, have to endure eternal torment. The Roman Catholic Church, however, believes that when death becomes us we will enter a period of purgatory where we will pay for our sins, but eventually will be rewarded with a life with God.It is the feeling by many Christians that whatever suffering we have to endure on this earth will be fully compensated through the resurrection. That our, light and momentary troubles are achieving for us an eternal glory that far outweighs them all 2 Corinthians 4:17. This develops the test of faith theory even more strongly as it take s great religious faith to undergo suffering and still be aware that there will be a greater glory waiting. Gavin Reid, the bishop of Maidstone, tells of a boy who shattered his back falling down a flight of stairs at the age of one and consequentially spent the majority of his life in hospital, when asked the question, is that fair, he simply stated that God had all eternity to make it up to him. The New testament is full of promises of how wonderful heaven will be, so with this knowledge, our suffering should only be making us more fit for the reward that we shall receive.So, if we choose to accept that evil does indeed exist what is it, what form does it take? The New Testament gives the impression of God being at War with evil, or more specifically, a war between the Devil and God. This dualist view that is taken by many people and by religions such as the Zoroastrians of ancient Persia, in which states that the lord of light is locked in perpetual combat with the lord of darkne ss Other religions such as Christianity, Judaism and Islam remain monistic, in that they are of the opinion that the devil is one of Gods creatures, as the Lord created all. There is a very stereotypical view of the devil, which stems from medieval time. This paints the devil as being a humorous creature with read face; horns and pitchfork but the bible would present it very differently. He is referred to often as Satan, the Hebrew word for enemy.Some would say that one of the synopsis of our sin is our desire to be as God; and wanting all the answers. When looking at the situation with suffering and evil I feel it would be a some what naive and narrow minded view to take that, because of the great suffering endured by so many people that there cannot be a god. As this existence of God is unlikely to be proved and is purely based o n faith it would be wrong to strike of any of the points discussed in this essay as invalid to the situation, all or none may be of relevance.

Inheritance Lab Essay Example | Topics and Well Written Essays - 500 words

Inheritance Lab - Essay Example 2. Identify and record your possible genotypes based on your phenotypes. Genotypes are represented using two alleles. Identify the alleles using the letters indicated below (capital letter indicates dominant allele, lowercase indicates recessive allele): 3. Using your possible genotypes, identify and record all of the possible pairings of parental genotypes that could have led to your possible genotypes. Crosses are denoted in this form: FF x Ff and indicates the genotypes of both parents. You should list all of the possible crosses that could lead to your phenotype. Use the chart below to record the observations of your phenotypes and to record your inferences regarding your genotype and all of the possible crossings of parental genotypes that can account for your genotype. Phenotypes are expressed with a single letter related to the trait. Genotypes include both alleles and are, thus, expressed with two letters (one for each allele). Possible parental genotypes and crosses consist of two genotypes crossed. For instance, a freckled person will have a phenotype of F and possible genotypes of FF and Ff. One of the possible parental genotype and crosses is (FF x Ff). Be sure to list all possible parental genotypes in terms of possible crosses. Crosses are denoted in this form: FF x Ff and you should list all of the possible crosses that could lead to your phenotype. It was observed that the presence of a dominant gene in the genotype always led to the expression of the dominant trait, which is seen as the phenotype. In addition, the occurrence of a certain genotype could result from the crossing of several possible parental genotypes. This lab provided knowledge that recessive traits were denoted by small letters while dominant traits were denoted by capital letters. One component of my genotype came from each parent due to

The Case of Enron and Arthur Andersen Essay Example | Topics and Well Written Essays - 1500 words

The Case of Enron and Arthur Andersen - Essay Example The greed that was evident did not benefit any one party at all. When the company shares lost ground in trading, the Securities and Exchange Commission (SEC), the Texas State Board of Public Accountancy and the US congress were on hand to instigate reforms that had the aim of ensuring that occurrences like those at Enron could not occur again. Arthur Andersen, the auditor at Enron, could be said to have received what it deserved in terms of being forced out of the market place due to bankruptcy. Additionally, the audit firm became a template of negative audit firms. The US federal government crafted regulatory legislation that is being taken up by other countries to prevent such occurrences in the future. For example, Mexico adopted those regulations in 2006 popularly referred to as the Sarbanes-Oxley Act. Discussion Enron as a corporate entity was not guilty of any major crimes that were blatantly obvious. On the most part, the company was indicted for misleading the outside forces charged with consulting for it and also misrepresented its financial situation1. These misrepresentations and falsehoods cannot entirely be considered as crimes. On the contrary, fraud can be considered as a crime but the very act of proving a criminal intent to defraud is very difficult. On the other hand, Arthur Andersen was convicted of a repeated single crime which entailed the obstruction of justice. This was largely due to the destruction of Enron documents that the audit firm continuously did. The shredding of those documents, which the accounting firm was well aware could be used in an SEC investigation, was in itself a crime. The case of Enron led to a number of individuals that were charged with different tasks to be charged with serious crimes with some of them pleading guilty to some. Mostly, many pleaded guilty with conspiracy to mislead that they did by presenting unfair reports on the company finances. Both Enron and Andersen had total disregard for any ethical conduc t that was expected of them. There is no need for detailed presentation of the breaches in ethics as they were pretty blatant. This discussion is not focused on ethics despite the fact that legal ethics, financial analysis ethics and banking ethics were totally disregarded. Since the breach of ethics is not a crime, it is not pertinent to dwell on it. Enron is clearly in violation of the guidelines that are laid out in the Generally Accepted Accounting Principles (GAAP)2. There are three instances of the breach of GAAP that are notable in the conduct of Enron. The first is that the Special Purpose Entities? (SPEs) accounts were incorrect. The equity method of accounting was selectively utilized in the SPE accounting as well as the failure of consolidation and failure of the elimination of the impacts associated with the transactions carried among the entities. The second is that there was partial disclosure of accounts and the last is that the financial reporting was not fair. In do ing the above, Enron and Andersen can be thought of having viewed GAAP as being merely rules and not regulations. They also leaned towards the interpretation of GAAP in a more aggressive manner than normally envisaged. Additionally, they disregarded the fairness principle that is central to GAAP and in doing this, they ignored the fact that fairness is emphasized more that rules as well as accounting that focuses on the economic

The Master and the Disciple - Who is Who in the World of the Research Paper

The Master and the Disciple - Who is Who in the World of the Counterintelligence - Research Paper Example The two intelligence communities have been working in close cooperation with each other since the first timid steps of the FBI in counter-espionage, and are still working together, even closer than ever, due to a set of reasons their paths followed in many ways different directions, in the meaning of strategic goals, budgetary constraints with the ensuing structural features, staffing, and efficiency, with all the consequences that stemmed from it. And finally, the paper draws a conclusion that sharing common values and pursuing similar objectives, in particular after the decay of the British Empire, but what is more important, learning from each other’s failures and achievements, the US and the British concepts of intelligence and counterintelligence have quite logically and understandably converged. ‘Counterintelligence means information gathered and activities conducted to protect against espionage, other intelligence activities, sabotage, or assassinations conducted for or on behalf of foreign powers, organizations or persons, or international terrorist activities, but not including personnel, physical, document or communications security programs.’(Executive Order 12333 - United States intelligence activities, Part 3 General Provisions, art. 3.4 Definitions, retrieved on 14 April 2010 < http://www.cia.gov/about-cia/ eo12333.html>) Since the very dawn of the purposeful gathering of information about the plans, capabilities and intentions of foreign powers, it had become essential for a nation not only to keep the powers concerned unaware of that knowledge but also to preserve its own plans, capabilities, and intentions from being revealed. Besides the broad national interest, it’s the ever-growing necessity of effectively detecting and countering the possible threats and hostile activities, which makes any intelligence entity to produce a significant effort in order to safeguard its own operations.

Trustees of Indiana University Essay Example for Free

Trustees of Indiana University Essay Planning and building the landscape of education and the academic community is not an easy task or responsibility. There are various standards or guidelines that the academic institutions, its staff, teachers, communities, parents, and other stakeholders should adhere to in order to develop and provide educational programs and services that exceeds quality and excellence. At the heart of this imposing goal of education is the accomplishment of various research studies for the purpose of formulating, determining, and proving or debunking various theories, models, paradigms, frameworks, strategies, techniques, etc. that respond to various concerns for all the dimensions and aspects of education. For instance, several research studies conducted within the scope of the field of education were designed to address how Educational Philosophies are supposed to be drafted based on diverse viewpoints on learning and education, i. e. idealism, realism, existentialism, and so on. Moreover, theoretical perspectives that are being developed based on research studies and practical experiments lead to the development of various teaching strategies and techniques that address various problems from different angles of the learning situation. Under these pretexts, we realize why learning educational theories and models in different aspects of learning and education is important. The theories and models serve as a guide that helps government institutions, academic institutions, and teachers develop educational standards and guidelines, as well as specific programs, activities, learning content, and so on. In this way, the landscape of learning and education are well-planned and designed to accomplish, in the process, the genuine goals and objectives of education and the responsibilities of the academic institution, its staff, and the teachers, toward the nation, the government, the community, the parents, other stakeholders, and most importantly the learners. Developing an Understanding of Instructional Design One specific aspect or dimension of the teaching-learning process is Instructional Design. According to Jonassen, Tessmer, and Hannum (1999), Instructional Design may be considered initially as a process by which comprehensive information is obtained in order to determine how learning shall be best facilitated. The foundations of the Instructional Design shall be based on the nature of the learners, the features or characteristics of the learning environment, the availability of resources and information, the educational philosophy observed by the academic institution, the goals and objectives of education, rules and laws governing education, new trends or paradigms in education, and so on. These information shall be utilized to identify the processes, strategies, techniques, methods, materials, etc. that are to be used to facilitate learning and transmit knowledge to the learners. (Jonassen, Tessmer, Hannum, 1999) In order to develop sound, efficient, and appropriate practices in Instructional Design, various theories have been formulated to support the planning, implementation, and evaluation process. One of these theories includes the Instructional-Design Theory. The Instructional-Design Theory, according to Reigeluth (1983), is an outline that directs how learning shall be best facilitated. The Instructional-Design Theory constitutes three key concepts which help individuals, particularly teachers, as well as academic institutions, plan and design the content, the methods, strategies, techniques, etc. of instruction for the purpose of enhancing how learning takes place. In developing the landscape of education as the primary concern for the literature, several references, such as books, publications, and journals have been published over the years discussing the Instructional-Design Theory. However, not all information discussed in these references may be considered valid and reliable. Hence, reviewing references that shape the foundations of education, particularly in Instructional Design is important in order to obtain information that are relevant, appropriate, efficient, and advantageous for application to educational processes and operations. All about the Book Charles M. Reigeluth and Alison Carr-Chellman wrote the third volume of the â€Å"Instructional-Design Theories and Models† three-part series. The subtitle for this volume is â€Å"Building a Common Knowledge Base. † The main theme of the book still adheres to the concepts of the Instructional-Design Theory, however, in this third volume, there was much emphasis on solidifying the bases or foundations of Instructional Design founded on the vast scope of information on frameworks, models, paradigms, and so on, that build on how Instructional Design is viewed, planned, implemented and evaluated. Reigeluth and Carr-Chellman’s goals and objectives in coagulating the foundations of Instructional Design were realized through their discussion of the common knowledge or information shared by the variety of archetypes, standards, paradigms, etc. In addition, Reigeluth and Carr-Chellman may be highly regarded as reputable sources of information. Their experiences as members of the academe have made it possible for them to provide fitting contributions to the book. Reigeluth is a professor at Indiana University’s School of Education, Instructional Systems Technology Department. He has obtained a Ph. D. in Instructional Psychology at the Brigham Young University. (Indiana University, 2009) On the other hand, Carr-Chellman is also a professor at the Pennsylvania State University’s Department of Learning and Performance Systems. She has obtained a Ph. D. in Instructional Systems Technology (Indiana University) and a Master and Undergraduate Degree in Education (Syracuse University). (SAGE Publications, 2008) Central to the discussions and arguments in the book is the belief of the importance of establishing a common knowledge base that would fuse the bases and extract the essence of Instructional Design that will be the foundations of other models, theories, strategies, techniques, and planning or designing, implementation, and evaluation of Instructional Design as a process. This review primarily focuses on how Reigeluth and Carr-Chellman’s work is a great contribution to the field of education, particularly in shaping and developing the foundations of Instructional Design despite and even with the diverse changes to learning situations principally caused by concepts in constructivism. A SUMMARY OF THE BOOK The first unit of the book, â€Å"Frameworks for Understanding Instructional Theory,† provides generally common information, represented in specific contexts and structures, about the definition, dimensions, and mechanics of the Instructional Theory, the Instructional Design and Instruction, the philosophies that govern the process of instruction, and how instruction is being applied within various learning situations. This particular unit was developed in order to provide introductory information. It sets the stage for the succeeding discussions on the Instructional-Design Theories and Models by: (1) defining the features, conditions, conceptual framework, and delimitations of the Instructional-Design Theory, (2) discussing the importance of instruction and its role in facilitating learning and the transmission of knowledge, and (3) relating concepts and ideologies on the Instructional Theory and Instructional Design to practical situations that commonly occur within the setting of the teaching-learning process. The second unit of the book, â€Å"Theories of Different Approaches to Instruction,† constitutes five approaches to instruction with varied goals and expected outcomes. Each was written by different authors who contributed to complete the objectives of the book. The five approaches aforementioned are: (1) Direct Approach to Instruction which targets the fast and efficient transmission of knowledge through direct teacher-learner interaction, (2) Discussion Approach to Instruction which facilitates learning through discourse and interaction, (3) Experiential Approach to Instruction within learning environments that allow practical learning or the application of knowledge and skills, (4) Problem-Based Approach to Instruction wherein learning is facilitated by urging students to define problems and develop resolutions, and (5) Simulation Approach to Instruction which places the learners within an environment that represents reality. The third unit of the book, â€Å"Theories for Different Outcomes of Instruction,† addresses problems, challenges, and difficulties in the teaching-learning process as caused by diversity and the complexity of learning and the learners, which necessitates the realization of different outcomes from the learning process in order to promote holistic learning. These four theories, which seek to accomplish varied outcomes from the learners, include (1) Skill Development, (2) Understanding, (3) Affective Development, and (4) Integrated Learning. Apparently, these theories are responses to the need to diversify learning so as not to capitalize excessively on cognitive learning and instruction. These theories are based on the perspectives of holistic learning, which looks into other aspects of the person aside from his cognitive faculties. The fourth unit in the book, â€Å"Tools for Building a Common Knowledge Base,† tackles the practical aspect of developing a framework of Instructional Design, which is based on universal knowledge and information that withstands various changes and transformations in the landscape of education through time. There were various issues discussed in this particular chapter. The first issue has something to do with the conceptual framework of the Instructional Theory – that is the base knowledge or hypothesis for the theory, its goals and objectives, contributions to education, suggestions and recommendations, general points and ideas, and so on. Other issues constituted the design or process by which the academic institution is to undergo reformation. These designs or processes include the successful implementation of a Learner-Centered Education, the dimensions of learning and the Instructional Theory, how the Instructional Theory is to be applied to educational processes and operations appropriately considering the inception of the Information Age, and the necessity to apply common knowledge base to capture the genuine essence of Instructional Design as a process to facilitate the improvement of the educational landscape. ANALYSIS AND EVALUATION OF THE BOOK This book is the third installment in a three-volume set on Instructional-Design Theories and Models. The first volume of the book was set down by Reigeluth, the editor, with primary issues and concepts focused on narrating, defining, and describing the basic concepts that build on the theory of Instructional Design within the context of the existing landscape of education during that point in time. (Reigeluth, 1983) The second volume develops the major concepts and ideas in the first volume but with additions or contributions from paradigm shifts and newly discovered theories that seek to improve or enhance the framework of the Instructional Design Theory. (Reigeluth, 1999) Based on the concepts and ideas from the first and second volumes of the book, the fundamental features and contributions of the third volume are realized. The essence of this book lies in its undercurrent objectives of fusing the concepts and ideas from the first volume and the second volume in order to provide an improved source of information that builds on the core concepts of the Instructional Design Theory and the current trends integrated into the theory in order to develop or enhance its foundations as well as how it is applied with considerations on the modern issues and concepts. Reigeluth and Carr-Chellman have efficiently worked together in order to collate significant information that contributes to progressive knowledge of Instructional Design as a theory by focusing on how all the major and significant parts of the theory, whether traditional or modern, shall be put together to reconcile rational yet long-established theories with modern constructivist theories. We may consider the process of developing this book as gaining the best of both worlds – that is, the face of Instructional Design in the past and at present time – to provide a new paradigm of the Instructional Design theory that is deep-rooted on a secure and time-tested model but is also appropriate for current learning environments and situations. Under these pretexts, the contributions of this book to human knowledge was realized because it presented something new or innovative that is logical and sensible as well as practical. From the words of Reigeluth and Carr-Chellman (N. D. ), the maturity or development of knowledge in this particular context is only facilitated when theories are built on other theories. Reigeluth and Carr-Chellman’s vision in creating this book embodies innovation and development at the face of the necessity to continually improve one of the primary institutions in society that provides services in education. Delving into one of the many technical aspects of the book, Reigeluth and Carr-Chellman has also succeeded in providing a reputable or reliable and valid source of information based on the list of references used to complete this third volume. Reigeluth and Carr-Chellman were able to obtain information that was integrated into the book from the individuals who developed the various theories discussed in the second, third, and fourth chapters of the book. Gaining the original ideas and perspectives from the theorists themselves establishes its reliability and validity since information were obtained first hand. Moreover, Reigeluth and Carr-Chellman, as the editors of the book, have handpicked a variety of primary and secondary references to back-up their theses or main arguments in the book. This means that both editors made an effort to approach the matter impartially and evenhandedly. The book was consistently structured and organized from start to finish. It was topical in such a way that divisions were planned to categorize all similar ideas together, such that definitions were placed in the first unit, the theories for approaches in the second, and so on. In addition, the book was arranged chronologically in order to relay simple and singular information first before moving on to the complex ideas which have something to do with how the pioneers of education as a process are to synthesize information from the first units to develop a common knowledge base for the design and implementation of the Instructional Design Theory. Overall, the ideas were organized from general to specific and similar concepts or ideas were placed together in a single unit in order to prevent confusion on the part of the readers and to present a clear and concise conceptual structure. However, in the same way, the structure of the book solidified some of its flaws regarding how the main theme was covered and how the readers are expected to synthesize the information provided in order to come up with a common knowledge base to enhance the framework of current theories or models of Instructional Design. Mostly, Reigeluth and Carr-Chellman presented concepts and ideas on the approaches and expected outcomes of instruction. Although introducing new theories is relevant in the quest to develop or improve the structure of Instructional Design or theory, the arrangement of the ideas and the scope of the discussions do not sit well with the primary objectives of the book, let alone its subtitle that was supposed to define its content. I believe that Reigeluth and Carr-Chellman should have published two different books in order to secede the discussions in units two and three, and the fourth chapter, which genuinely captured the essence of the book. Furthermore, Reigeluth and Carr-Chellman should have given more thought on providing comprehensive and sufficient information on how individuals are to develop a common knowledge based on Instructional Design as a theory as it was the fundamental nature of the third volume of the three-part Instructional-Design book series. In terms of the content of the book, the number of sources, from books to journals, magazine articles, etc. that I have read over time has taught me that different types of information made available for readers are not meant to be technically and practically critiqued, but instead digested in order to determine whether they represent rational and exploitable ideas and concepts for the advancement of human knowledge and development of education. Reigeluth and Carr-Chellman decided to contribute something to the field of education by introducing this third volume of the Instructional-Design Theories and Model series and the time and effort placed to do so is entirely commendable. Moreover, the diversity of learning situations and the complexity of the various aspects of the teaching and learning process nowadays justifies the applicability or non-applicability of new theories, approaches, techniques, strategies, etc. being introduced to the academic institution. This means that some ideas presented would turn out to be effective in some learning situations and ineffective in some. The most important thing is to obtain the most important pieces of information that would be valid in all aspects and situations in order to establish a contingency plan that would prevent flaws and failures in education. This ideology represents what this book embodies as a bulk of knowledge. CONCLUSION By and large, the book is a significant piece of reference that contributes to the massive field of education, specifically in developing the foundations of Instructional Design as a response to the diverse changes in the learning situations and environments principally caused by concepts in constructivism. Although there were some flaws evident in the structure and organization of the book, it presents several pieces of information that meets the necessity for additional knowledge that expands Instructional Design. In addition, the book is an excellent reference for individuals who are exploring the variety of theories and models that build up Instructional Design. With the success of the book in fusing conventional ideas with contemporary ones in an attempt to solidify the generally accepted foundations of Instructional Design as a theory and reconcile it with innovative theories and models, the only inquiry that remains is what the future holds for Instructional Design in terms of how it is to be approached and how its current paradigm is to be modified. References Indiana University. (2009). Profile: Charles M. Reigeluth. Retrieved 14 Apr 2009, from The Trustees of Indiana University. Website: https://profile. educ. indiana. edu/Default. aspx? alias=profile. educ. indiana. edu/reigelut Jonassen, D. H. , Tessmer, M. , Hannum, W. H. (1999). Task Analysis Method for Instructional Design. Mahwah, NJ: Lawrence Erlbaum Associates. Reigeluth, C. M. (1983). Instructional-Design Theories and Models: An Overview of their Current Status, Vol. I. Mahwah, NJ: Lawrence Erlbaum Associates. Reigeluth, C. M. (1999). Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Vol. II. Mahwah, NJ: Lawrence Erlbaum Associates. Reigeluth, C. M. Carr-Chellman, A. A. (N. D). A Common Language and Knowledge Base for ID?. Retrieved 15 Apr 2009, from the University of Georgia. Website: http://it. coe. uga. edu/itforum/paper91/Paper91. html Reigeluth, C. M. Carr-Chellman, A. A. (2009) Instructional-Design Theories and Models: Building a Common Knowledge Base, Vol. III. NY, USA: Routledge. SAGE Publications. (2008). Alison. A. Carr-Chellman. Retrieved 14 Apr 2009, from SAGE Publications. Website: http://www. sagepub. com/authorDetails. nav? contribId=530086 University of North Carolina. (N. D. ). Book Reviews. Retrieved 14 Apr 2009, from Creative Commons Attribution-NonCommercial-NoDerivs 2. 5 License. Website: http://www. unc. edu/depts/wcweb/handouts/review. html