Strategic management of Tesco Essay Example | Topics and Well Written Essays - 4750 words

How to Write an Informative Essay - An Exercise For Teachers

How to Write an Informative Essay - An Exercise For TeachersYou have decided to write an informative essay. What next? Begin writing your paper, right? Of course you do!First of all, there is a logical sequence that goes through each paragraph. The first sentence is not the most important one in the entire essay. It doesn't tell anything. It just points out the focus of the entire essay. That's why it's important to start writing the essay in a logical way.Beginning sentences should only point out some information that can be found in the first paragraph. That way, the second sentence can directly answer the question or propose a solution to the problem.After that is the third paragraph. The information that you put in the second paragraph should already provide the information that is needed for the third paragraph. Besides, it will just be easier for you to carry it out if you already know what is happening in the second paragraph.The fourth paragraph can serve as a conclusion. Thi s is when you can offer your conclusion. It's all up to you as long as you have created a logical sequence that makes sense and is not misleading.Also, you have to think about the theme that you are going to use. The next paragraph has to be very specific and focused on that theme. If you want to write an informative essay about gardening, for example, you should use the topic 'garden'.If you want to write an essay about farming, you should use the topic 'farming'. However, it is important that you first focus on a single topic and write the essay from there.In conclusion, the best way to write an informative essay is to write the whole thing as a sequence. That way, it will be much easier for you to organize the essay.

What Is the Most Popular Physics Essay Topics?

What Is the Most Popular Physics Essay Topics?Physics essays are considered as one of the best methods for those who are interested in pursuing a career in physics. These topics are also very interesting and require an intricate knowledge about the subject. Thus, these topics are suitable for those who want to pursue a career in physics.However, it is important to note that just because it is a good topic for you does not mean that it is right for all students. In fact, it is essential to check whether your favorite subject is worth studying. You may find out whether the topic that you are most interested in is right for you or not.It is obvious that if you do not study well on any of the topics then you cannot go ahead with your career in physics. The best way to find out what is right for you is to get a copy of your school's or college's catalog or plan book and read all the topics available. You can also look out for the 'choose your own topic' section. When you find out what top ics are being used by other students, you can choose to study this topic instead.At times, it is a good idea to combine two or more topics into one to make it a bigger topic. This is very useful as it allows you to pick a topic that will suit your interests better. But remember that in order to be able to combine topics, you need to make sure that you are not studying more than one topic at a time.If you want to study physics essay topics, you should also have an idea about what you are going to write about. You may decide to use quotes from physics texts or abstracts. When it comes to quotes, the major thing you need to look into is the subject's relevance to the topic. Many physics writers will provide you with tips to help you write better quotes.Also, you must remember that if you are going to write an abstract, you should ensure that it is relevant to the topic. Generally, abstracts are used to research certain topics or explain how the topic has been proved over a period of ti me. Therefore, you need to make sure that your essay is on track to the topic and has all the references necessary.One of the physics essay topics that students often consider for their assignments is the one about perpetual motion. Such topics are among the topics that are commonly used for physics assignments. Although, this is a popular topic, it is considered that it is not as easy as it seems as there are many misconceptions associated with this topic.Thus, it is advisable to have a little background knowledge about the topic before writing your physics essay topics. Remember that it is not required to have a PhD in physics before writing an essay. Once you learn about a topic well, it becomes easy for you to write an excellent essay.

Is the Kennewick Man a Caucasoid

Was Kennewick Man Caucasoid? Short answer—no, DNA analysis has resoundingly identified the 10,000-year-old skeletal remains as Native American. Long answer: with the recent DNA studies, the classification system that theoretically separated human beings into Caucasoid, Mongoloid, Australoid, and Negroid has been found to be even more error-prone than before. History of the Kennewick Man Caucasoid Controversy Kennewick Man, or more properly, The Ancient One, is the name of a skeleton discovered on a river bank in Washington state back in 1998, long before the ready availability of comparative DNA. The people who found the skeleton at first thought he was a European-American, based on a cursory look at his cranium. But the radiocarbon date put the mans death at between 8,340–9,200 calibrated years before the present (cal BP). By all known scientific understandings, this man could not have been European-American; on the basis of his skull shape he was designated Caucasoid. There are several other ancient skeletons or partial skeletons found in the Americas ranging in age from 8,000-10,000 cal BP, including Spirit Cave and Wizards Beach sites in Nevada; Hourglass Cave and Gordons Creek in Colorado; the Buhl Burial from Idaho; and some others from Texas, California, and Minnesota, in addition to the Kennewick Man materials. All of them, in varying degrees, have traits that are not necessarily what we think of as Native American; some of these, like Kennewick, were at one point tentatively identified as Caucasoid. What is Caucasoid, Anyway? To explain what the term Caucasoid means, well have to go back in time a little—say 150,000 years or so. Somewhere between 150,000 and 200,000 years ago, anatomically modern humans—known as Homo sapiens, or, rather,  Early Modern Humans (EMH)—appeared in Africa. Every single human being alive today is descended from this single population. At the time we are speaking, EMH was not the only species occupying the earth. There were at least two other hominin species: Neanderthals, and the Denisovans, first recognized in 2010, and perhaps Flores as well. There is genetic evidence that we interbred with these other species—but that is besides the point.   Isolated Bands and Geographical Variations Scholars theorize that the appearance of racial characteristics—nose shape, skin color, hair and eye color—all of that came after some EMH began to leave Africa and colonize the rest of the planet. As we spread out over the earth, little bands of us became geographically isolated and began to adapt, as humans do, to their surroundings. Little isolated bands, together adapting to their geographic surroundings and in isolation from the rest of the population, began to develop regional patterns of physical appearance, and it is at this point that races, that is, different characteristics, began to be expressed. Changes in skin color, nose shape, limb length, and overall body proportions are thought to have been a reaction to latitudinal differences in temperature, aridity, and amount of solar radiation. It is these characteristics that were used in the late 18th century to identify races. Paleoanthropologists today express these differences as geographical variation. Generally, the four major geographic variations are Mongoloid (generally considered northeastern Asia), Australoid (Australia and perhaps southeast Asia), Caucasoid (western Asia, Europe, and northern Africa), and Negroid or African (sub-Saharan Africa). Bear in mind that these are broad patterns only and that both physical traits and genes vary more within these geographical groups than they do between them. DNA and Kennewick After Kennewick Mans discovery, the skeleton was carefully examined, and, using craniometric studies, the researchers concluded that the characteristics of the cranium matched closest to those populations who make up the Circum-Pacific group, among them Polynesians, the Jomon, modern Ainu and the Moriori of the Chatham Islands. But DNA studies since then have conclusively shown that Kennewick man and the other early skeletal materials from the Americas are in fact Native American. Scholars were able to recover mtDNA, Y chromosome, and genomic DNA from Kennewick Mans skeleton, and his haplogroups are found almost exclusively among Native Aemricans—despite the physical similarities to Ainu, he is significantly closer to other Native Americans than any other group worldwide. Populating the Americas The most recent DNA studies (Rasmussen and colleagues; Raghavan and colleagues) show that the ancestors of modern Native Americans entered the Americas from Siberia via the Bering Land Bridge in a single wave beginning about 23,000 years ago. After they arrived, they spread out and diversified. By Kennewick mans time about 10,000 years later, the Native Americans had already populated the entire North and South American continents and diverged into separate branches. Kennewick man falls into the branch whose descendants spread into Central and South America. So Who is Kennewick Man? Of the five groups who have claimed him as an ancestor and were willing to provide DNA samples for comparison, the Colville tribe of Native Americans in Washington State are the closest. So why does Kennewick Man look Caucasoid? What researchers have found is that human cranial shape only matches DNA results 25 percent of the time and that the broad variability noted in the other patterns—skin color, nose shape, limb length, and overall body proportions—can also be applied to cranial characteristics. Bottom line? Kennewick man was a Native American, descended from Native Americans, ancestral to Native Americans. Sources Meltzer DJ. 2015. Kennewick Man: coming to closure. Antiquity 89(348):1485-1493.Raff JA. 2015. Genome of the Ancient One (a.k.a. Kennewick Man). Human Biology 87(2):132-133.Raghavan M, Steinrà ¼cken M, Harris K, Schiffels S, Rasmussen S, DeGiorgio M, Albrechtsen A, Valdiosera C, à vila-Arcos MC, Malaspinas A-S et al. 2015. Genomic evidence for the Pleistocene and recent population history of Native Americans. Science 349(6250).Rasmussen M, Sikora M, Albrechtsen A, Korneliussen TS, Moreno-Mayar JV, Poznik GD, Zollikofer CPE, Ponce de Leà ³n MS, Allentoft ME, Moltke I et al. 2015. The ancestry and affiliations of Kennewick Man. Nature 523:455.

A Christmas Carol Analysis - 1141 Words

Charles wrote A Christmas Carol in 1843. This short novel has a Christmas theme and has been popular since it was first published. This moral story is about an old man called Scrooge who hates Christmas and is mean to everyone, but he is transformed. The lessons he learns are as much for the reader to benefit from as Scrooge. His transformation is the key event in the novel and the reader clearly sees Scrooge before and after his experiences. This process will now be explored more fully. A Christmas Carol, by Charles Dickens When we first meet Scrooge he is described as a cold-hearted, selfish, evil man. He was a Tight-fisted hand at the grindstone, A squeezing, wrenching, grasping, scraping, clutching, covetous old sinner!. He is†¦show more content†¦I think Dickens created this character to show that Scrooge deliberately avoids friendly human contact. Dickens includes the visit of the portly gentlemen to show just how mean and selfish Scrooge is. Even though Scrooge is rich he wont even give a penny to the poor. The portly gentlemen are there to collect money for the poor and homeless. One portly gentleman says people are suffering and are freezing in the cold. Scrooge asks whether prisons and Union workhouses are still in operation? and slyly jokes Oh! I was afraid, from what you said at first, that something had occurred to stop them in their useful course. Scrooge knows that this is a way out of giving money to the poor. The reader cant help but get the impression that these are ready excuses. Finally one portly gentleman asked how much he should put him down for, and Scrooge simply says nothing. Scrooges reaction to these gentlemen after his transformation will contrast greatly. Scrooge treats his clerk Bob Cratchit very badly. His working conditions are poor, a dismal little cell with very little heat. Scrooge complains the clerk has no right to have every 25th December off and that it is really picking a mans pocket. Yet Scrooge grudgingly allows the day off but says be here all the earlier theShow MoreRelatedA Christmas Carol Analysis1036 Words   |  5 PagesCharles Dickens’s main character in â€Å"A Christmas Carol†. This play is about the story of a man, Ebenezer Scrooge, who was greedy, loved money, and had a heart that was hardened toward Christmas. Charles Dickens wrote this story to help expose the suffering of the poor and to convince readers that conditions need to be corrected. Through the visitations of three spirits, Scrooge learned why he had become greedy, how much he had missed out on by avoiding Christmas, and that he was capable of becomingRead MoreA Christmas Carol Analysis1409 Words   |  6 PagesThe novels A Christmas Carol, by Charles Dickens, and Wuthering Heights, by Emily Bronte display a strong parallel in the ways in which they use the ir different styles of narration in the story to reveal the true inner-feelings of characters. In A Christmas Carol, the main character, Ebenezer Scrooge, is taught many valuable lessons through the testament of three different spirits, each working to bring out the true emotions of this man. Likewise, in Wuthering Heights, the main character, Mr. LockwoodRead MoreChristmas Carol Analysis679 Words   |  3 PagesCesar Granda E.G 121 When reading A Christmas Carol by Charles Dickens you realize that Scrooge’s childhood has a huge impact on his adult life, his adult self is a mirror image of his child self, both in his emotions and relationships. This becomes apparent when the ghost of Christmas past appears and takes Scrooge on a journey back into his childhood days. His childhood really molds Scrooge into the person he becomes later in life. Scrooge was a lonely and withdrawn child becauseRead MoreA Christmas Carol Analysis1123 Words   |  5 PagesWhile Charles Dickens’ novel, A Christmas Carol, gives an account of one wealthy man’s insight towards the lower class, Steven Johnson’s work, Ghost Map, explores the hardships endured by the lower class in Soho, a poor area of London in the 1850’s. The two pieces of literature work in conjunction to examine how the quality of life during these times was affected by the disparity between classes. Ebenezer Scrooge, the protagonist in A Christmas Carol, demonstrates early in the novel how the richRead MoreA Christmas Carol Analysis707 Words   |  3 PagesA Christmas Carol Discussion By Kalana A Christmas Carol by Charles Dickens is a story about a man who is stingy, rude and solitary. His name is Scrooge, and he gets taught many lessons. Scrooge comes out a changed man who is optimistic and happy. The lessons he gets taught is not only for him but also for Dickens readers. Throughout this text, there many situations where usual readers can relate to. In other parts of the text, there are moments that are rare and have a massive impact on ScroogesRead MoreThe Christmas Carol Character Analysis1006 Words   |  5 Pages During the book â€Å"The Christmas Carol† by Charles Dickens, Ebenezer Scrooge changed very much, during the beginning of the book he was a cold hearted person but by the end of the book he was a jolly old man. The Christmas Carol started off with Scrooge at his business partner, Marley, funeral. It said that: â€Å"And even Scrooge was not so dreadfully cut up by the sad event, but that he was an excellent man of business on the very day of the funeral, and solemnised it with an undoubted bargain.† ScroogeRead More Analysis of A Christmas Carol by Charles Dickens Essays3690 Words   |  15 PagesAnalysis of A Christmas Carol by Charles Dickens A Christmas Carol is a novel written by Charles Dickens (1812-1870) during the Victorian age, an era that took its name from Queen Victoria, England titular ruler from 1819-1901. Under Queen Victoria’s rule, London reigned the worlds dominate city country and the country’s incomparable center of commerce, culture and government. At this time London’s industrial age contributed to a large share of the manpower and capital that brought theRead MoreAnalysis Of A Christmas Carol By Charles Dickens1395 Words   |  6 PagesMore than Just a Novel for the Christmas Season Christmas, the most joyous season of the year for many Christians. Yet, in the early Victorian era many industry and business leaders started to emerge as people who lacked the spirit of giving of kindness, particularly around Christmas. Charles Dickens, in eighteen forty-three penned a novel that to this day is one of the most beloved books of the Christmas season. Many view the book only as a seasonal novel to read as a young child or even an adultRead MoreCharacter Analysis Of Scrooge In A Christmas Carol1524 Words   |  7 PagesDicken’s A Christmas Carol is a stubborn character that insists on his lone, grumpy life. His outlook on life had been skewed ever since his beautiful fiancà © Belle left him after she saw his love of money and wealth only growing. Scrooge lost the love of his life to greed yet he still holds tightly to it. Although many in his life have extended a warm hand to show him love and kindness, he has rejected it coldly. As Scrooge’s narcissist ic and selfish attitude only grow with time, three Christmas ghostsRead MoreAnalysis Of Oliver Twist, A Christmas Carol, And A Tale Of Two Cities2379 Words   |  10 Pagesunknowingly sparked the social changes in nineteenth century London by exposing the harsh conditions of the lower class through the life of an innocent child. Charles Dickens, born February 7, 1812, wrote many classic novels including Oliver Twist, A Christmas Carol, and A Tale of Two Cities. Dickens grew up in a lower class family, because of that his father, John Dickens, was arrested and put in jail for debt when Charles was twelve years old. Soon after this, Dickens had to stop school and go into work

East Of Eden Essay Prompts Example For Students

East Of Eden Essay Prompts Growing up and change is a very important role in a person’s life. Everyday people do this, some for the better and others for the worse. In the movie East of Eden, Aaron is the son that changes for the worse. He becomes a drunk and leaves for a war he doesn’t believe in. As for Abra she takes on the role of support for Cal and his father, Adam. She is the glue for the bond that forms between them. But she soon realizes that the better she knows Cal, the more she starts to fall in love with him. Cal shows a remarkable turnaround from being the evil unloved son, to being the one that is there for his father while he is on his deathbed. All three of these characters show a form of change in growing up. We all have the ability to grow up, some just take advantage of this opportunity. The key is how you decide to grow up. Either for the better, like Cal, or the downside, like Aaron did. Aaron is the only character who shows a reversal, going from the good son with sweet gir lfriend to a drunken fool. It might have been for shadowed by the way he showed his love to Abra, it was a false love. He was with her because that is whom he was supposed to be with. It didn’t seem he had deep emotions for her. Then in the end she leaves him for Cal, who she has, fell in love with. Aaron also lived in a closed world, not open for new ideas. When he was told that his mom was dead, that is what he believed and never questioned it. So when he found out that she was alive and a whore, his whole perfect world came crashing down. Aaron goes out and drinks a lot of alcohol and smashes his head threw a train window. He couldn’t except the truth about his own family. Aaron’s life is almost tragic; he had everything going for him. Then, in a day’s time, he has lost it all. One of the most significant characters is Abra. Abra starts out as this innocent unaware girlfriend of Aaron and winds up being one of the main ingredients in Cal and Adam’s coming together. She goes from saying that Cal â€Å"is the bad son† and that â€Å"he scares me† to being the one who falls in love with him. She believes cal is the bad son but she realizes, as a sign of growing up, that all he really needs is love and that she is attracted to him. Abra is also the one that talks to Adam telling him that he needs to tell Cal that he loves him. She shows a lot of maturity by doing this. The person who shows the most change is Cal goes from bad boy outcast to taking care of his father. Cal tries to buy his father’s love the whole movie but not till the end when his father is dying does he realize that’s not how you get some one to love you. At the beginning Cal is labeled the bad boy, but not until and with the help of Abra, does he grow out and sees what a real person he can be. Only when he is beside his father’s bed and he finally hears his father say he loves him, does he achieve one of his greatest accomplishments, receiving his father’s love. Cal has now reach a high point on growing up. Growing up is a part of life. Some do it more than others do though. Throughout the movie all the characters grow up and change. Cal changed for the better and Aaron didn’t, Abra was the one in between trying to help. Like a fork in the road, there is a path for everyone to choose, whether it is good or bad.

Polyphemus Essays - Odyssey, Cyclopes, Polyphemus, Odysseus, Cyclops

Polyphemus Polyphemus according to Greek mythology was the son of Poseidon and the nymph-thoosa. In all of my research on Polyphemus I have found that he has no powers, nor does he have symbols. But besides his enormous size and his herding of goats and sheep. He has no other powers and symbols The Cyclopes definition means round eye. A mythical semi-human monster of huge proportions. A single eye at the center of his forehead. Usually described as one round-eyed giant. Polyphemus is best remembered in homers poem The Odyssey when Polyphemus captures Odysseus and his crew on their way home from the Trojan War. His crew lands on the Island of Cyclopes in search of Provisions. After finding polythemuses cave and went inside to steal food and he also was curious to see what a Cyclopes looks like he had never seen one before. So Odysseus and his men hid waiting for the Cyclopes to return. When he returned Odysseus and his men gasped in disbelief. Giving away their hiding place. So polythemus closes his cave with a big boulder, after he trapped him Odysseus told the Cyclopes that his name was nobody. His biggest problem was the he and his men could not lift the boulder therefore they can not kill polythemus. So polythemus ended up eating 4 of his men total since they like raw meat it doesnt matter what kind just as long as it is raw. And after that polythemus goes for a walk around the island with his flock of sheep when he was gone Odysseus put a sharpened log into poop to hide it. Upon his return polythemus drinks wine that Odysseus gave him, what he doesnt know is that the wine he drank is very powerful that a Greek god gave him. So from that point Polythemus passes out. From that point Odysseus and his men take the spear and drop it in his eye Putting him in a panic. Looking for Odysseus and his men lifts up the boulder and waits at the door. So Odysseus and his men cling to the bottom of the sheep escaping from polythemus. Then polythemus shouts and pounds so the other cylopses come to his call and they ask what is the matter and he says that I am blined by nobody. And they say then what is wrong and polythemus says, no I was blinded by nobody. So they leave him alone at that point. Theater Essays

Free Essays on The Bear

â€Å"The Bear† By William Faulkner William Faulkner makes extensive use of setting and themes in the story â€Å"The Bear†. The most important idea of Faulkner’s are the relationship of man to nature, the brutal racial conflict at the heart of southern life, and the nature of inheritance, which specifically deals with the property and characteristics, particularly as passed down from father to son. The idea of nature relates the impact on the pathway of individual life and on the public, cultural society at that period of time. Faulkner’s most intense, focused, and symbolic exploration of the relationship of man and nature are the characteristics of stories in which every action is connected to nature; it is hard to control Mother Nature. He also makes use of the animals to represent the values held by the main characters and to reflect the state of mind of the characters. Old Ben, the legendary bear, is the symbol of the power and inscrutability of nature. â€Å"He is nearly immortal, nearly invulnerable, capable of overpowering virtually anything, and capable of wreaking havoc on human settlements and establishments†(P.212). The men, who put their mind to work on the single purpose of hunting him, are in a way representative of man’s drive to control nature. Old Ben represents the nobility of the â€Å"Old South† and is described as â€Å"fierce and ruthless not just to stay alive but ruthless with the fierce pride of liberty and freedom, jealous and proud enough of libe rty and freedom to see it threatened not with fear nor even alarm but almost with joy†(P. 447). The bear is a virtually mythic force, and only over the course of year are the men able to bring him down. Faulkner uses the wood in which the main action of the story takes place, the animals in those woods, and the historical setting of his novel represent the values held by main characters. The hunting of the bear takes place in the woods in Mississippi ... Free Essays on The Bear Free Essays on The Bear â€Å"The Bear† By William Faulkner William Faulkner makes extensive use of setting and themes in the story â€Å"The Bear†. The most important idea of Faulkner’s are the relationship of man to nature, the brutal racial conflict at the heart of southern life, and the nature of inheritance, which specifically deals with the property and characteristics, particularly as passed down from father to son. The idea of nature relates the impact on the pathway of individual life and on the public, cultural society at that period of time. Faulkner’s most intense, focused, and symbolic exploration of the relationship of man and nature are the characteristics of stories in which every action is connected to nature; it is hard to control Mother Nature. He also makes use of the animals to represent the values held by the main characters and to reflect the state of mind of the characters. Old Ben, the legendary bear, is the symbol of the power and inscrutability of nature. â€Å"He is nearly immortal, nearly invulnerable, capable of overpowering virtually anything, and capable of wreaking havoc on human settlements and establishments†(P.212). The men, who put their mind to work on the single purpose of hunting him, are in a way representative of man’s drive to control nature. Old Ben represents the nobility of the â€Å"Old South† and is described as â€Å"fierce and ruthless not just to stay alive but ruthless with the fierce pride of liberty and freedom, jealous and proud enough of libe rty and freedom to see it threatened not with fear nor even alarm but almost with joy†(P. 447). The bear is a virtually mythic force, and only over the course of year are the men able to bring him down. Faulkner uses the wood in which the main action of the story takes place, the animals in those woods, and the historical setting of his novel represent the values held by main characters. The hunting of the bear takes place in the woods in Mississippi ...

Basic Argument for Fatalism

He thinks it is not up to him what will happen a thousand years hence, next year, tomorrow, or the very next moment. † (52) â€Å"A fatalist thinks of the future in the way we all think of the past, for everyone is a fatalist as he looks back on things. † (52) We all think of the past â€Å"as something settled and fixed, to be taken for what it is. We are never in the least tempted to try to modify it. It is not in the least up to us what happened last year, yesterday, or even a moment ago, any more than are the motions of the heaves or the political developments in Tibet. We say of past things that they are no longer within our power. The fatalist says they never were. † (52-53) Theological Fatalism According to the main versions of Western Monotheism (e. g. traditional Christianity), God is omniscient. To be omniscient is to have (in some important sense) unlimited knowledge. It’s hard to say what this amounts to, but let’s use the following defin ition (since it’s common) x is omniscient = for x knows every true proposition and x does not believe any false propositions. Many people think that omniscience is incompatible with human freedom, because it implies the doctrine of theological fatalism. Theological fatalism is the view that all human actions are unavoidable (and we are powerless to do anything other than what we actually do) because God has exhaustive foreknowledge of all future human actions. Here is an important statement of the argument for theological fatalism from Augustine (On Free Choice of the Will, Book III) I very much wonder how God can have foreknowledge of everything in the future, and yet we do not sin by necessity. It would be an irreligious and completely insane attack on God’s foreknowledge to say that something could happen otherwise than as God foreknew †¦ Since God foreknew that [Adam] was going to sin, his sin necessarily had to happen. How, then, is the will free when such inescapable necessity is found in it? Surely this is the problem †¦ How is it that these two propositions are not contradictory and inconsistent: (1) God has foreknowledge of everything in the future; and (2) We sin by the will, not by necessity? For, you say, if God foreknows that someone is going to sin, then it is necessary that he sin. But if it is necessary, the will has no choice about whether to sin; there is an inescapable and fixed necessity. And so you fear that this argument forces us into one of two positions: either we draw the heretical conclusion that God does not foreknow everything in the future; or, if we cannot accept this conclusion, we must admit that sin happens by necessity and not by will. The Basic Argument for Theological Fatalism Where S stands for any person whatsoever and A stands for any action, Augustine’s argument can be stated as: 1. For any person, S, and an action, A, that S performs, God knew in advance that S will do A. 2. If God knows in advance that S will do A, then it necessary that S will do A. 3. Therefore, it is necessary that S will do A. 4. If it is necessary that S will do A, then S is not free to refrain from performing A. 5. If S is not free to refrain from performing A, then S does not freely perform A. 6. Therefore, no person ever acts freely. Evaluating the argument Premise 2 is ambiguous †¢P2a: Necessarily, If God knows in advance that S will perform A, then S will perform A (De Dicto) †¢P2b: If God knows in advance that S will perform A, then necessarily S will perform A (De Re) P2a is true but the resulting argument is invalid P2a is true. It says that the proposition â€Å"if God knows in advance that S will perform A, then S will perform A† is necessarily true and this just means that it is impossible for God to know in advance that, for example, I will raise my arm at some time and I fail to raise my arm at that time. We can put this by saying that God’s knowing in advance that I will raise my arm at some time logically entails that I will raise my arm at that time. P2a is a way of expressing this truth. The resulting argument is invalid. Using P2a as the key premise, the argument is: 1. Necessarily, if God knows in advance that S will perform A, then S will perform A. 2. God knows in advance that S will perform A. 3. Therefore, necessarily, S will perform A. But this argument is invalid (the conclusion doesn’t follow from the premises). We can show this by means of a counterexample (an argument of the same form with true premises and a false conclusion). The form of this argument is: 1. Necessarily, If p, then p. 2. P 3. Therefore, necessarily q. To see that the argument is invalid, use the following substitutions: p = K. Sharpe weighs over 200lbs, q = K. Sharpe weighs over 199lbs. . Necessarily, If K. Sharpe weighs over 200lbs, then K. Sharpe weighs over 199lbs. 2. K. Sharpe weighs over 200lbs 3. Therefore, necessarily K. Sharpe weighs over 199lbs. The premises of this argument are true but the conclusion is obviously false (I could go on a diet and successfully lose some weight). I weigh over 199lbs but not essentially. I could weigh less than 199lbs and, i n fact, I did weigh less than 199lbs at one point. All that follows from the first two premises is that, in fact, I in fact weight more than 199lbs. It doesn’t follow that it is impossible for me to weigh less than 199lbs. Just in case you are not convinced, here is a second counterexample (Plantinga’s) 1. Necessarily, if I know that George Clooney is a bachelor, then George Clooney is a bachelor. 2. I know that George Clooney is a bachelor. 3. Therefore, it is necessarily true that George Clooney is a bachelor Again, the premises are true but the conclusion is false. George Clooney is a bachelor but he is not essentially a bachelor. He could get married, he just chooses not to. All that follows from the first two premises is that George Clooney is in fact a bachelor (not that he is essentially a bachelor). P2b renders the argument valid but it is obviously false 1. If God knows in advance that S will perform A, then necessarily S will perform A. 2. God knows in advance that S will perform A. 3. Therefore, necessarily S will perform A. This argument is valid (it’s just modus ponens) and so if the premises were true then conclusion would be true as well. But P2b is false. Given the de re reading of P2b, it says that whatever propositions God knows are necessarily true or, to put the point in terms of properties, if God knows that some object has a property then the object has that property essentially. Taken in this way, P2b is obviously false (nor does it follow from omniscience). Since the basic argument has to rely on either P2a or P2b, the argument is either invalid or relies on a false premise. Either way it’s unsound. Here is a way of thinking about this criticism of the argument. From the fact that God knows that Paul will mow his yard on July 7, 2015 it follows that, on July 7 2015, Paul mows his yard and that he does not refrain from mowing his yard on that day. But, it does not follow that it is metaphysically impossible for Paul to refrain from mowing his yard that day (that Paul does not refrain from mowing and it is impossible that Paul refrain from mowing are two very different things). All that follows from the fact that God knows in advance that Paul will mow is that Paul will not exercise his power to refrain not that he lacks the power the power to refrain. The basic argument for theological fatalism needs the later inference, but that inference is not a good one. Thus, the basic argument fails.

Change in Retirement since life expectancy increased Essay

Change in Retirement since life expectancy increased - Essay Example Americans are living longer and therefore financial security becomes imperative. It is coming to a point where investment plans need to be addressed on the day when one gets the first job. Retirement planning is becoming a matter of significance as it is this saving that prevents an individual from facing financial hazard. People who have been working all through their lives are aware and keep themselves fit and busy as long as they can even in the late seventies. On the other hand, some individuals face financial crisis and then in old age they look for some source of earning to fulfill their needs for day-to-day activities as well as to meet their health expenses. Observation reveals that some of the retired individuals get only meager from their retirement savings and so they work more in old age to fulfill their necessities. In certain cases if individuals entered late in work force they may not have saved enough and therefore they have to work till the later age. Appropriate financial planning is therefore important to secure the

Organizational Culture Model Assignment Example | Topics and Well Written Essays - 500 words

Organizational Culture Model - Assignment Example Due to the company has laid down their model in such a way that they are able to accept change to occur. They deal with the market effect caused by competitors to ensure their superiority in the market. They produce ways to enter the market and ensure they stay in the market strongly and for longer. Second, the customer is highly respected by the company. Complaints from them dealt with the customer service and response given immediately so as to maintain the customer confidence in the market. The company allows the staff to interact with the customer this ensures that they are able to assess the progress and the customer response. The management team then designs solution to deal with the complaints. Third, the company has a policy that encourages teamwork. They create an environment that allows every employee to respect each other and deal with conflict in a way that no one is intimidating the other party. The policy allows people to mingle freely with the other their follow across the board the company policy of teamwork as made them be able to make calculated designs since they are able to meet an agreement due to the togetherness. The company has a set of rules that govern the staff. The rules are to be obeyed and followed them. Failure to follow it usually causes one to be punished. The image of the company is well protected in that this ethic of conduct was drafted to keep the workplace a professional area. All employees are able to read them and abide by them. Lastly, the company has invested in the empowerment of its own staff. They include them in design making. They have created a culture in which the staff feel part and parcel of the company. This allows the management to consider most information to be all members’ information. They are feed with very detailing concerning the company.  

El Nino Essay -- essays research papers

El Nino Typically, the level of ocean water around the world is higher in the western Pacific and lower in the eastern, near the Western coast of South and North America. This is due primarily to the presence of easterly winds in the Pacific, which drag the surface water westward and raise the thermocline relatively all the way up to the surface in the east and dampen it in the west. During El Nino conditions, however, the easterlies move east, reducing the continuing interaction between wind and sea, allowing the thermocline to become nearly flat and to plunge several feet below the surface of the water, allowing the water to grow warm and expand. With the help of the National Oceanic and Atmospheric Administration's weather satellites, tracking shifting patterns of sea-surface temperatures can be made easier. Normally, a "pool" of warm water in the western Pacific waters exists. Under El Nino conditions, this "pool" drifts southeast towards the coast of South America. This is because, in a normal year, there is upwelling on the western South American coastline, and cold waters of the Pacific rise and push westward. However, during an El Nino year, upwelling is suppressed and as a result, the thermocline is lower than normal. Finally, thermocline rises in the west, making upwelling easier and water colder. Air pressures at sea level in the South Pacific seesaw back and forth between two distinct patterns. In the high index phase, also called "Southern Oscillation", pressure is higher near and to the east of Tahiti than farther to the west near Darwin. The east-west pressure difference along the equator causes the surface air to flow westward. When the atmosphere switches into the low index phase, barometers rise in the west and fall in the east, signaling a reduction, or even a reversal the pressure difference between Darwin and Tahiti. The flattening of the seesaw causes the easterly surface winds to weaken and retreat eastward. The "low index" phase is usually accompanied by El Nino conditions. The easterly winds along the equator and the southeasternly winds that blow along the Peru and Ecuador coasts both tend to drag the surface water along with them. The Earth's rotation then deflects the resulting surface currents toward the right (northward) in the... ...rface water. In the presence of sunlight, phytoplankton can produce chlorophyll, a tiny green plant substance. In turn, this substance feeds zooplankton, which in turn feeds higher members of the food chain. During El Nino conditions, the water level rises in the east and lowers in the west, forcing many changes to happen among the plant and animal life. Sea birds in the east must leave their nests, abandoning their young and searching for food which is not there, because the critical upwelling which causes the plankton and other lower members of the food chain to be produced is not there. Water temperature is above normal, and tropical fish are displaced poleward or migrate, along with the anchovy and sardines. On land, the effects produced a great amount of rainfall, making the desert lands into a grassland with lush vegetation and abundant life. Grasshoppers come, fueling toad and bird populations, and the increase in rainfall produces lakes which fish come to inhabit, fish that had migrated upstream during floods produced by the rain and become somehow trapped. In some flooded coastal cities, shrimp production set records. So too did the number of mosquito-borne malaria cases.

Quality Physical Health Education Programme in Nigeria Essay

ABSTRACT The paper focused on the Need for Quality Physical Education (PE) Programme in the Universal Basic Education (UBE) programme in Nigeria. It began with an observation on the inadequacy of precious educational systems which gave birth to UBE. Therefore, the paper attempted to answer the question – why there should be quality PE in the school. Furthermore, the paper examined roles of quality PE in the three Education Domains of Motor domain, cognitive domain and affective domain. The challenge of Quality Physical Education in the UBE programme was equally reviewed. The paper concluded that it is only the full implementation of its recommendation that would provide a lasting solution to the challenges of ensuring quality physical education programme in the UBE in Nigeria. INTRODUCTION The previous systems of education that were operated in Nigeria were inadequate to meet the needs for self reliance and rapid economic growth. It was this inadequacy that gave birth to a new one. The Universal Basic Education, Basic education is foundation for sustainable lifelong learning. it provides reading, writing and numeracy skills. The programme provides a wide variety of formal/non-formal educational, activities designed to enable the learner to acquire functional literacy. Basic education in Nigeria context, according to Awosika (2005), includes primary, junior secondary, nomadic and adult literacy education, which focuses on enabling the recipients to live meaningful and fulfilling lives, contribute to the development of the society, and derive maximum social, economic and cultural benefits from the society and discharge their civic obligations competently. WHY QUALITY PHYSICAL EDUCATION? The need for quality Physical Educational Programme offered in the Universal Basic Education (UBE) cannot be over-emphasized. Physical education programme which aims at developing a sound body in readiness for a sound moin has been described by many authors (Adedeji 1998, Ajisafe 1980, Anyanwu 1981, Awosika 1986 and Oyewusi 1992) as education through movement with the body as a vehicle. For several years, one of the goals of all concerned with the physical activity of children has been quality physical education offered daily in our nation’s schools. It is the right of the Nigerian child to be offered quality physical education. According to UNESCO 1978 in Awosika (2005), the International Charter of Physical Education and Sports declares that physical education and sports are fundamental rights for all, and specifically, that: i.Every human has a fundamental right to access physical education and sports which are essential for the full development of personality. The freedom to develop physical, intellectual and moral powers through physical education and sport must be guaranteed both within the education system and in other aspects of social life. ii.Everyone must have full opportunities, in which national traditions of sports, for practicing physical education and sports developing physical fitness and attaining a level of achievement in sport which corresponds to inherent gifts. iii.Special opportunities must be made available for young people, including children of pre-school age, for the aged and for the handicapped to develop their personalities to the full through physical education and sports programmes suited tot their requirements. For these reasons, the physical education curriculum must facilitate achieving National content standards for physical education. To accomplish this, Gallahue and Donnelly (2003) opined that the curriculum should include the following elements: 1.Fitness education and assessment to help children understand, improve, and/or maintain their physical well-being; 2.Instruction in a variety of motor skills that are designed to enhance the physical, mental, social and emotional development of every child; 3.Development of cognitive concepts about motor skills and health enhancing levels of fitness; 4.Opportunities to develop social and cooperative skills and gain a multicultural perspective. 5.Involvement of all children activities that provide maximum amounts of appropriate physical activity. QUALITY PHYSICAL EDUCATION AND THE EDUCATIONAL DOMAINS Any educational programme that does not contribute meaningfully to the educational domains is considered deficient and needs to be restructured. Physical education is sensitive to the motor, cognitive and affective domains and should be viewed as a subject, like any other that makes meaningful and measurable contributions to all three domains. Each of the domains will be looked at briefly in the following paragraphs: MOTOR DOMAIN The motor domain is the basis for the motor skill themes of the physical education programme. Motor development, according to Ayodele (2005), is a progressive change in one’s movement bahaviour brought about by interaction of the movement task with the biology of the individual and the conditions of the learning environment. In other words, one’s unique hereditary make up, along with specific environmental conditions combined with the requirements of the task itself to determine the rate and extents of the movement skill acquisition and fitness enhancement. Quality physical education programme, therefore, will help all children make adaptive change toward increased motor control and movement competence. This is achieved by involving the children in movement activities that are both appropriate to their age and development. COGNITIVE DOMAIN Physical education does not only make unique contribution to the acquisition of movement skills and physical fitness enhancement; it also makes meaningful contributions to the cognitive aspect of children’s development. Cognitive learning is a progressive change in the ability to act Bredenkamp, 1992 in Ayodele, 2005). Cognitive concept of learning can be effectively taught through movement, that is, active participation in activities. Usually, participation in most, if not all physical activities, begins in mind. The participants must first have a concept of the action, think and reason it out before the action. Considering the swiftness with which most physical education activities are performed, one can only imagine the beneficial tasking effect on the cognitive development. It is interesting to note too, that, movement often meets the needs and interest of children more than classroom activities that are less active. When a child is actively participating in a game that is teaching academic concepts, her attention is not easily diverted by extraneous stimuli (Ayodele, 2005). Also, many of today’s children under value academic achievement but have high regard for physical performance. AFFECTIVE DOMAINS An important outcome of any quality physical education programme is enhancement in the affective domain. Affective growth is learning that increased the ability of children to act, interact and react effectively with other people as well as with themselves. Affective growth is often referred to as â€Å"social – emotional development†. Physical education programme provide ample opportunity for interaction and the development of feelings (emotion) for others. CHALLENGES OF QUALITY PHYSICAL EDUCATION IN THE UBE PROGRAMME Quality physical education uses the gymnasium, playing fields as learning laboratory and numerous consumable equipment and supplies that calls for adequate funding. These are lacking in most of the schools. Quality physical education calls for teachers who are dedicated to children’s learning. it is not a â€Å"throw out the ball† programme or some form of glorified recess period. Gallaheu and Donnelly (2003) opined that if children are to realize the full potential of physical education, then, the physical education must continue to strive for quality physical education programmes offered daily. It has been also observed that Nigerian children are frequently unable to take advantage of the many benefits of vigorous physical activities because of poor or non existence of physical education programmes, sedentary life style and erroneous assumption that children by the very nature of being children get plenty of physical activity. As a result, low levels of physical fitne ss and movement skill attainment are all common. Pate (1995) opined that schools should offer physical education programmes, which provide and promote physical activity at every opportunity. Physical education and the school curriculum is another area of challenge. Though physical education has been formally entrenched into the UBE curriculum, effective teaching still leaves much to be desired. Findings have shown that many schools do not teach physical education as it should be taught, while some do not even teach it at all. Ajisafe (1991) attested to this claim that the periods of physical education are often used by children to work outside the class room either to clean the school premises or school farm. Lack of qualified physical education teachers is another challenge. Qualified Physical Education teachers have a lot of role to play in the school PE programme. They teach physical education, organize and administer intramural and extramural sports and they form the cream of the administrators of school sports. If physical education teachers are not adequate, non specialists in physical education cannot properly carry out these functions. Lack of motivation of physical education teachers and athletes; irregular intra-mural and extra-mural sports at school levels and many other challenges need to be urgently addressed to ensure quality PE programme in the school. RECOMMENDATION The following recommendations are put forward towards ensuring quality physical education programme in the Universal Basic Education in Nigeria. More so, school sports (intra-mural and extra-murals) is a forum to practicalize what has been learnt during physical education lessons, it is then imperative that the UBE programme should ensure that PE is properly taught in every school by: (i)Adequate funding of PE and sports programmes; (ii)Employment of adequate and qualified Physical Education teachers for the schools; (iii)Provision of sports and PE facilities, equipment and other supplies; (iv)Resuscitation of the annual intra-mural sports and the extra-mural sports; (v)The PE specialists should be abreast of the latest research, issues and trends in the field through ongoing professional development; (vi)Physical education classes should contain about 25 students per class in order to enhance effective teaching. CONCLUSION Every human being has a fundamental right to participate in sport and physical activity of their choice (UNESCO, 1978). For the children and youth, physical education should be taught in the schools by qualified teachers (Eoulon, 1994). It is only the full implementation of these and lasting solution to the challenges that would ensure quality physical education programmed in the Universal Basic Education in Nigeria. REFERENCES Adedeji, J.A. (1998). Physical Education in Educational Institutions in Nigeria. International Journal of Physical Education. (15) 4 Ajisafe, M.O. (1980). Teaching Physical and Health Education, Macmillan Nigeria Publishers Ltd. Yaba, Lagos. Ajisafe, M.O. (1991). Physical Education in the Service of Mankind (unpublished manuscript). Anyanwu, S.U. (1981). Secondary School Physical Education: Implications for the Development of Sports In Nigeria. The JONA PHER, (2), 2. Awosika, Yomi (1986). It pays to play: With Recreation During Economic Recession. In Afisafe (Ed) Recreation and National Awareness. 73-77 Awosika, Yomi (2005). Collaborative Roles of Physical Health Education and Sports in the Effective Implementation of Universal Basic Education Programmmme. In Omolawan, K.O (Ed) Journal Of Sports Management and Education Research (1), 2:1-20. Ayodele, I.R. (2005). Need for Quality Developmental Physical Education Offered Daily in the Programme. In Omolawam, K.O. (Ed); Journal of Sport s Management and Educational Research (1), 2 121-127. Coulon, S.C. (1994). Elementary Physical Education: A Rural School Districts Perspective Rural Educator, (3) 15: 13-17. Gallahue, D.L. & Donnelly, F.C. (2003). Developmental Physical Education for all Children (3rd), China: Human Kinetics Oyewusi, J.A. (1992). Using Physical Education as a Therapeutic Weapon. Sports Science and Medicine, (2), 1; 307-328. Pate, R.R. (1995). Recent Statements and Initiatives on Physical Activity and Health Question 47:304-310. UNESCO (1993). International Charter of Physical Education and Sports. UNESCO, Paris, France: Eric Document: 370-901.

Movie Analysis Zero Dark Thirty By Kathryn Bigelow

In 2015 an American Values survey administered by the Public Religion Research Institute (PRRI) revealed startling data concerning American s view of Muslims. According to the survey, A majority (56 percent) of Americans agree that the values of Islam are at odds with American values and way of life, while roughly four in ten (41 percent) disagree... In 2011, Americans were divided in their views of Islam (47 percent agreed, 48 percent disagreed) (Jones). This survey demonstrates that in the last couple of years, Americans perception of Muslims has declined. Several factors could be contributing to this decline, including Islamophobic rhetoric and images found in American film and journalistic media. These negative images further†¦show more content†¦Later on, several other attacks are shown such as the May 29, 2004, attack on Westerners and non-Muslims in Khobar, Saudi Arabia, the July 7, 2005, London bus bombing, and the May 1, 2010, New York Times Square attempted car bombing. Several attacks affect Maya, who is shot at by Al Qaida terrorists while trying to leave her home and her CIA co-workers. One of such was the September 20, 2008, car bomb attack at the Marriott Hotel in Islamabad, Pakistan where Maya and Jessica a fellow CIA analyst were socializing after work. Later, Jessica dies in the December 30, 2009, Camp Chapman car bomb explosion where she was supposed to meet with an informant who had classified information on the whereabouts of Bin Laden s trusted courier. The portrayal of these terrorist attacks serves as a reminder to the audience of how bad they were consequently causing the film to appear more realistic. One of the central and most controversial aspects of Zero Dark Thirty is the usage and depiction of enhanced interrogation to gather information on the whereabouts of Al Qaida members. At the beginning of the film the first visual viewers have is a beaten Middle Eastern prisoner named Ammar surrounded by people in black masks in a dark building. Jack walks into the room and says, I own you, Ammar, you belong to me. Throughout the film, various methods of torture are used, including prolonged periodsShow MoreRelatedMovie Analysis : Hollywood 3558 Words   |  15 Pageslandscape spread had at least fifteen independent studios move to Hollywood. By 1915, America was officially film crazed, and Hollywood was shaping into the glamorous, sometimes surreal landscape we have come to know and love today. From the first movie projections at the end of the nineteenth century, cinema was hailed as a mode of preservation, a hedge against death itself, preserving for future generations not only the images but also the actions of people now long dead. The twentieth century is