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

Which Law School Courses Should I Take

If you are a first-year student, your law school courses have probably been laid out for you, and this a good thing because the basics like Contracts, Constitutional Law, Criminal Law, Torts, Property, and Civil Procedure will lay the foundation for the rest of your law school career. One or more of these courses may appeal to you so much that you decide right then and there that you simply must take every related course over the next two years. When it’s time for registration, here are three pieces of advice on selecting your law school courses: Forget About the Bar Exam You will hear a lot of people, including advisors and professors, tell you to take the â€Å"bar courses,† i.e., those subjects that are covered on most, if not all, state bar exams. I agree with that—so long as you have an underlying interest in, say, business associations or contract remedies. Most â€Å"bar courses† are included in your first-year requirements anyway; for those subjects that aren’t covered, you will learn what you need to know for the bar exam from bar review materials and classes. This probably sounds strange, but it’s true: you will learn all the law you need to know for the bar exam in the two months preceding it. The best thing to do is to forget about the bar now while you’re in school and follow the next two pieces of advice in choosing your second and third-year courses and clinics. Select Topics That Interest You You may never have an opportunity to study certain subjects again, so if you’ve always wanted to learn more about white-collar and organized crime, have at it. If you have an underlying interest in environmental law, even if you don’t think you’ll make a career out of it, why not give the course a try? Literature and the law? No, it’s not on the bar exam, but you might enjoy it. If the courses you select are making you think and analyze (and all courses in law school will), they are preparing you for the bar exam and for a promising legal career. Two other potential bonuses: You just might get higher grades because you’re engaged in the course material, which will be looked upon kindly by future employers.You may even find yourself a new, exciting career path. Choose Great Professors Professors’ reputations are generally well-known in their schools, so seek out those â€Å"can’t miss† instructors, even if they’re teaching classes you otherwise wouldn’t be interested in. This goes slightly against the tip above, but if generations of law students have raved about a particular professor, you probably want to take a class with that professor no matter what it is. Great professors can make even the dullest subjects interesting and get you excited to go to class. Some of my favorite classes (and, incidentally, the ones I did the best in) were Property, Taxation, and Estate and Gift Tax. Because of the subject matter? Hardly. Remember that this is your law school education—not your advisor’s, not your professors’, and certainly not your parents’. You’ll never get these three years back, so make sure that you make the most out of your law school experience, something that begins with choosing the right classes for you. With careful course selection, you can enjoy three years that are not only intellectually stimulating and challenging but also fun. Choose wisely!

Johnson Ware A Military And Security Apparel Company...

WeaveTech, formally known as Johnson-Ware is a military and security apparel company entering into the high-end performance clothing market. Before the acquisition by CVX Partners, WeaveTech which was formed in 1905, relied exclusively on the military (70%) and security (30%) customer base. The need to change the company’s customer base from military and security to high-end performance clothing market apparently arose from the allure of the later market segment and the dwindling growth of the military and security market (Beer Swiercz, 2015). The departure of Jack Davidson, a retired US Navy Rear Admiral, and WeaveTech CEO from 1983 to 2012 in addition to the conclusion of the Afghanistan and Iraq Wars meant that the traditional market was losing its reliability. Due to the unreliability, there was a need to redesign the customer base and to take advantage of the high-end market segment. Strategic Content Certain factors need to be considered when developing a strategic workforce plan. These factors include; business metrics, workforce plan, organizational operations and the relevant federal laws and regulations (Ruth Mayhew, 2014). WeaveTech’s business metrics includes sales, profitability, production statistics, and the retention of employees. Increasing sales, in turn, will enhance profitability. In order to increase sales, understanding the cost per unit will improve production statistics. With the implementation of Total Quality Management and Performance BasedShow MoreRelatedMarketing Mistakes and Successes175322 Words   |  702 PagesPUBLISHER EXECUTIVE EDITOR ASSISTANT EDITOR PRODUCTION MANAGER PRODUCTION ASSISTANT EXECUTIVE MARKETING MANAGER ASSISTANT MARKETING MANAGER MARKETING ASSISTANT DESIGN DIRECTOR SENIOR DESIGNER SENIOR MEDIA EDITOR George Hoffman Lise Johnson Carissa Doshi Dorothy Sinclair Matt Winslow Amy Scholz Carly DeCandia Alana Filipovich Jeof Vita Arthur Medina Allison Morris This book was set in 10/12 New Caledonia by Aptara ®, Inc. and printed and bound by Courier/Westford. The coverRead MoreBrand Building Blocks96400 Words   |  386 Pagesdirectly affects the motivation to build brands. The second reason, the proliferation of competitors, reduces the positioning options available and makes implementation less effective. The third and fourth reasons, the fragmentation in media and markets and the involvement of multiple brands and products, describe the context of building brands today, a context that involves a growing level of complexity. The remaining reasons reflect internal pressures that inhibit brand building. The fifth

Current Emerging Technologies Free Essays

Essay Question 1: What will the market be for automated highway systems and when will it emerge? Essay Answer 1: The highway system is mainly used for the purpose is to control the vehicular traffic on roads it is mainly connected between the two towns the traffic flow is separated by the median the traffic is flow in the opposite direction there is a lane marking, to avoid the traffic it is one of the ways to reach the destination like one city to another city, that means it is the connection between two cities (Alfred, 2010). Now a day’s everything is becoming automatically, on the high ways there is no need o reduce the speed of the vehicles. There are so many systems which are become automatic so the sensors are used to know the speed of the vehicles on the highway there is no median breakage in the medial of the highway, only there is a connection to take U-turn at the end and starting of the highway, this high way is connected to the normal roads to enter into the cities (Robert, 2000) on the high way the traffic flow is very high if the person wants to reduce a speed of their vehicles they have to intimate to the other people then they can go side and after completion of the work again they can join into that traffic flow. We will write a custom essay sample on Current Emerging Technologies or any similar topic only for you Order Now Essay Question 2: What are the challenges of emerging markets? Essay Answer 2: The most of the organizations are worked on the emerging technologies to develop that, the technologies are developed by the customer’s requirements, the management is very careful while developing any new technologies the organization doesn’t develop all the technologies which is needed by customers (Robert, 2000) they can start developing the new emerging the technologies only based on the present market, if the cost of that technologies is less with more need of that software then only the customers are attracted to know about that technologies. To advertise that technology to the people and launched in the present a market is the biggest challenge for the organization people, they can effort more work to advertise about the technologies once the customers are known about the technologies then it is easy to know about the software to the customers (Alfred, 2010) there are so many challenges for new emerging technologies are present facing on the market, the market situation is doesn’t same at all the time it is also based on the need of the customers and clients. References Wharton Managing Emerging Technologies. Edited by: George S. Day, Paul J. H. Schoemaker and Robert E. Gunther. John W Wiley and Sons, Inc., 2000. ISBN 0-471-36121-6. The Future of Technology Management and the Business Environment: Lessons on Innovation, Disruption, and Strategy Execution, Author: Alfred A. Marcus 1st Edition, 2010. ISBN: 10:0133996131. How to cite Current Emerging Technologies, Papers

Power of Karma Yoga in Human Development †MyAssignmenthelp.com

Question: Discuss about the Power of Karma Yoga in Human Development. Answer: Introduction: Karma is said to be the law of cause and effect whereby the life of a person is believed to be shaped by the past actions and the future is said to be determined by the actions of today. Generally, if a person sows bad habits or actions, he or she will pay it by living a suffering life while if he or she sows goodness, he or she will reap goodness by living a joyful life (Verhaeghen, 2015). Therefore, the suffering of human beings is religiously believed to be a cause of their own actions and ignorance and not as Gods punishment. It is difficult to change karma although it can be done through much prayers and repentance to God. Nonetheless, the human beings must pay for their evil deeds. This paper features the concept of karma in Krishna and Buddha. The Buddhist doctrine believes that the world is developed by the actions of the people in it. In Buddhism, karma is termed as an action which is directed by ones intention leading to future consequences management. The intentions are said to be the influential factors in the rebirth cycle. Although Buddha did not encourage the belief in God, karma is believed to symbolize the animation of God. The nature of rebirth is determined by our thoughts, actions, and intentions which bring forth some consequences which shape our lives. According to Buddha, karma reputed the animation of a supreme being whose powers ensures that everybody reaps what he or she sows and that no-one can escape the consequences of their doings. Although some actions may not bear fruits in ones life, they are believed to do so in the life to come. However, there must be some representations of ones life caused by their actions. Buddha believes that for the goodness of a person to be evidenced, the good must take a n absolute form. Since it is said that goodness can be taken to its highest position or rather the greatest good, it is advisable that people strive and make efforts to remain good people by doing their best they can. This is why Buddha claims to lead the followers to the highest goodness. While the concept of karma ties us to rebirth in samsara due to our intentional actions, Buddha leads us the way out of samsara. According to the Buddhists, the law of karma operates in a complex manner whereby although the past actions have got an influence on the present life, the present actions still affect the present life and also shape the future life (Rastogi, Ashish, Surya, 2015). Since our thoughts and attitudes shape the life, karma can be changed by changing the minds. Buddha argues that besides karma, some other factors may shape our lives such as natural calamities. For instance, an earthquake may not necessarily mean karmic punishment but rather an ill-fated incident which calls for a kindhearted response. Lord Krishna argues that one should create oneness with eternity and perform good actions through the force of nature. According to Lord Krishna, karma can be a causal factor in the present life and the life after, but various other factors also shape the life. He argues that one should pursue good actions without ceasing and do it as a divine offering even after attaining perfection for the goodness of the entire world. He gave an example of Janaka who continued performing good actions even after realizing God. Sri Krishna argues that no matter how much we strive to do good or bad, we can never be sure of the results. This is because there always exists some variables which interfere with our actions hence producing unexpected results. He argues that our actions are not directly proportional to the results thereof, hence the results can be a mixture of good and bad actions. Therefore, it is not wise to judge a person emotionally based on the results of some actions. However, this do es not mean that we fail to cogitate our thoughts before acting based on the assumption that the karmas results are random. He encourages everyone to act in a way that the desire is to attain favorable results since karma is still in place. This means that one should do their activities in a positive spirit of duty without the expressive connection of the karma law (Brown, 2014). He discourages laziness and ignorant and says that people should plan their likes and desires regardless of the failure of karma to cause the expected results. He thus encourages people to perform swadharma which means doing all the things positively as an offering to the Lord and embracing all the results as blessings without complaints. Generally, karma is believed to be a law of nature which implies that people reap what they sow and that they cannot escape the punishment of their wrong-doings and that those who act in a good manner enjoy a blessed life. Buddha argues that for goodness to earn value, it must be of the highest quality and that alongside karma, natural factors can also shape our lives (Abraham, 2017). Lord Krishna argues that the law of karma is not directly related to our actions. Good actions may yield bad results and vice versa. However, he encourages people to be always on the positive side and act as offering to God and if bad results happen, they also accept them with thankfulness. Work Cited Abraham, Licyamma. "Hinduism and Its Symbols." (2017). Print. Keown, Damien.The nature of Buddhist ethics management. Springer, 2016. Print Verhaeghen, Paul. "Good and Well: The Case for Secular Buddhist Ethics."Contemporary Buddhism16.1 (2015): 43-54. Print. Hanson, Virginia, Shirley Nicholson, and Rosemarie Stewart, eds.Karma: Rhythmic Return to Harmony. Quest Books, 2014. Print. Kalra, Bharti, et al. "Transgenerational karma."Indian journal of endocrinology and metabolism21.2 (2017): 265. Print Brown, Shelley. "The power of karma yoga in human development."International Journal of Development Issues13.3 (2014): 242-249. Print Rastogi, Ashish, and Surya Prakash Pati. "Towards a conceptualization of Karma Yoga." (2015): 51-63. Print Muniapan, Balakrishnan, and Biswajit Satpathy. "The Dharmaand Karmaof CSR from the Bhagavad-Gita."Journal of Human Values19.2 (2013): 173-187. Print