Creative Writing a Dream Come True Essay - 1002 Words

Creative Writing: A Dream Come True Chad Jay Yr.11 There I was, sitting on my bed at 2:30 am. Wondering about the dream I just had. Not only was it stupid, but I have never had such a weird dream. It was really different. The dream was about a little dog. The dog was walking on my chest, while I was lying on something soft. I think it was a mattress. The puppy walked towards y waist. I knew that it was going to bite. Get lost. I yelled. The dog remained calm. Now it was standing on my waist. It lowered its cute head, and sniffed my pockets. I was surprised. Why didnt it bite? Then the dog was walking towards my chest. This time I wasnt scared. It opened its mouth and lowered its head again. This time my heart stared to thump. Was†¦show more content†¦Why didnt anyone else sit next to her, didnt they notice her beauty? I knew exactly where to sit. As I sat next to her, she smiled and introduced herself. I was really surprised. I knew that it was my lucky day. Hi. She said, Im Lisa. Whats your name?. Um...I...am Jack I mumbled. I havent seen you catching this bus before. There were so many things I wanted to ask her, but I didnt know where to start. Where do you work?. Lisa asked. Commonwealth Bank, the City branch I replied What about you? Thompson Solicitors, Its in Bourke Street. I suppose you are going to catch a train as well?. Lisa answered. Yes. I always catch public transport to work because I dont have to bother about parking. I said. During the next half hour we both exchanged our thoughts and feelings. I also found out that she was twenty-two and most importantly, single. I felt really lucky. We both got off the train together. We were holding hands. I knew that I would be late for work once again. I didnt really care about work, all I had in my mind was Lisa. As we were walking down the Flinders Street Station I felt really special. She suddenly stoped. She turned towards me and stared in my eyes. She kissed me and said that she had to go. Where are you going?. I asked sadly. I have to go to work. Lisa replied. She hugged me once more and left. When she hugged me if felt strange. No one has ever hugged me that tightly. I walked towards theShow MoreRelated`` Thought, By Louis H. Sullivan911 Words   |  4 Pagesillustrates the imp ortance of real thinking and creative thinking. He asserts that words are not really necessary to use to express our thoughts. He presents other wordless forms of communication to translate our thoughts into loud expressions. Music, painting, images and other wordless forms are the solution the author suggest, as better forms of communication. â€Å"Real thinking is better done without words† Sullivan argues. â€Å"Words† cut off the inspiration of creative thinking, and disturbs the imaginationRead More Dada Surrealism Essay1237 Words   |  5 Pagescentury brought rise to new and exciting art forms. These were types of writings, paintings and, documentaries that no one had ever seen before. 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Running Head Agenda Setting And The Public Relations...

Agenda Setting Theory Running head: AGENDA SETTING AND THE PUBLIC RELATIONS INDUSTRY An Examination of Agenda Setting Theory and Its Importance in the Public Relations Industry Jamie Baird Pennsylvania State University Abstract This paper assesses how the media influences what issues are most prevalent on the public agenda through the examination of the agenda setting theory. The history and development of agenda setting are discussed, as well as why this theory is important in the public relations industry today. An Examination of Agenda Setting Theory and Its Importance in the Public Relations Industry Introduction When attempting to gage issues of public interest, it is best to first examine the issues that are repeatedly covered in the mass media. The media effectively decides which issues will be on the agenda, and then brings them to attention of the public through recurring news coverage. This concept is formally known as the agenda setting theory; a term first coined by professors Maxwell McCombs and Donald Shaw in 1972. Agenda setting continues to evolve into a key theory in the communications field today. In order to be a successful public relations professional, it is crucial to understand and incorporate this theory. This paper aims to examine the development and details of the agenda setting theory in order to validate its importance to public relations professionals. Theory Description Although it is McCombs and Shaw whoShow MoreRelatedDiscuss the Relationship Between Public Relations and News Sources. How Does the Relationship Impact on the News Product?2572 Words   |  11 PagesDiscuss the relationship between Public Relations and news sources. How does the relationship impact on the news product? 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Capital Investment Decisions the Case of Diamond Plc Free Essays

Capital Investment Decisions: The case of Diamond PLC CONTENT PAGE PAGES 1. 1 – Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 1. 2 – Literature review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. We will write a custom essay sample on Capital Investment Decisions: the Case of Diamond Plc or any similar topic only for you Order Now . 4-6 2. 1 – Advantages and disadvantages of Net Present Value†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6-7 2. 2 – Advantages and disadvantages of Internal Rate of Return†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7-8 2. – General formulas†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 9-14 3. 1 – Critical Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 15-17 4. 1 – Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 17-18 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 19-20 1. 1 – Introduction This assignment is based on Capital investment decisions: the case of Diamond Chemicals plc. A critical analysis of this case study will examine the characteristics and concerns in the case study. This research will discuss the use of Discounted Cash Flow (DCF) techniques known as Net Present Value (NPV) and Internal Rate of Return (IRR), which are the two most popular and important techniques in investment decisions. Although these two techniques are closely-related, they have fundamental differences between each other. â€Å"The IRR is the discount rate that makes the present value of a future stream of cash flows equal to the initial investment(s). Arnold 2008. Whereas, NPV is the â€Å"difference between a project’s value and its cost† Breadley, Myers and Allen, 2006. 1. 2 – Literature Review Three research articles will be reviewed focusing on the performances of NPV and IRR relating to real cases in investment evaluation. â€Å"Do managers of South African manufacturing firms make optimal capital investment decisions? † †“ E. Gilbert, 2003. The purpose of the study was to investigate capital budgeting behaviour of firms in South Africa. It reveals that majority of manufacturing firms use only the NPV technique when evaluating their capital investment projects, and of the DCF techniques used, the NPV technique is used more often than the IRR. Research shows that manufacturing firms adjust the discount rate used in their NPV calculations to incorporate the project specific risk; according to the results of this research, majority of firms do this. It considers that the majority of firms use only the NPV technique when evaluating their capital investment projects (i. e. no other techniques are used at all). However, on average, the IRR technique is used more often than NPV (48% versus 47%). Nevertheless, in summary, the study suggests that manufacturing firms in South Africa deviate from the behaviour prescribed by corporate finance theory because they do not use NPV in isolation with projects specific risk adjusted discount rates when evaluating capital investment projects. The next article titled â€Å"Capital budgeting practices in the US. Forest product industry: A reappraisal† – L. S. Hogaboam and S. R. Shook, 2004. This study observed the capital investment practices of publicly owned forest roduct firms in the U. S. in 2001by replicating research reported by Cubbage and Redmond in 1985. In this research Baile et al (1979) conducted a survey and case study of capital budgeting in the forest products industry and found that most forest products companies had formal budgeting systems, but these companies lacked post audit procedures, did not account for risk and utiliz ed primitive risk adjustment methods. The researchers correlated the use of NPV and IRR to the size of the firm, finding that firms that had smaller gross sales revenue primarily used payback period for their projects. Nine firms ranked NPV either first or second in evaluation criteria importance, whereas IRR was considered most important evaluation criteria in the Idaho survey mutual exclusive projects. Financial literature indicates NPV is best for capital rationing, and 7/15 of firms indicated that IRR was their primary choice in case of rationing. This survey specifies that the IRR technique is most popular for the evaluation of mutually exclusive projects, even though most financial literature considers it to be inaccurate when compared to NPV. The third article â€Å"Capital Budgeting Practices: A Survey in the Firms in Cyprus† investigates: 1. the methods used by the Cyprus companies to evaluate investments, and 2. the approach adopted to handle important estimation problems inherent to the use of these methods. It was found that 54. 43% of projects evaluation is done by means of a simplified evaluation technique and that 36. 71% of the companies use the payback period technique. Among the methods that take into account the time value of money concept, the NPV method is the one most companies prefer, and only 8. 86% of them use IRR. In this study Hatfield, Horvath, and Webster (1998) investigated the importance of payback, average rate of return, IRR, and NPV capital budgeting techniques for the performance and value measures of firms. They found that firms analyzing all projects have higher share prices on average. They also found, in contrast to the theory of finance, that the NPV technique is not maximizing the value of the firm. Their results indicated that it is best not to rely on any single capital budgeting technique but instead to apply all of them or as many of them possible for a project evaluation. 2. – Advantages and Disadvantages of Net Present Value (NPV) NPV is a very popular method of project appraisal; starting with the advantages; According to Pike and Neale (2006), the NPV rule accepts all investments offering positive NPVs when discounted at the equivalent market rate of interest. This results in an increase in the market value of the firm and thus the increase of the shareholder†™s stake in the firm. NPV takes into account the time value of money – It recognises that ? 1 today is greater than ? 1 tomorrow; Breadley, Myers and Allen explain that it is because today can be invested to start earning interest immediately. They also argue that NPV rule allows thousands of shareholders who may have vastly different levels of wealth and attitudes toward risk to participate in the same enterprise and to delegate its operations to a professional manager. â€Å"One of the rules of Capital budgeting demands that managers be able to consider one project independently of all others – this is known as the value-additivity principle, it implies that the value of the firm is equal the sum of the values of each of its projects. † – Copeland, Weston and Shastri (2005). Arnold states that NPV finds out not only which project gives a positive return, but which one gives the greater positive return and that one of the major elements that leads to the theoretical dominance of NPV is that it takes into account the scale of investments. NPV is a superior technique to IRR because it has fewer limitations. Those limitations include the fact that both inflows and outflows are measured in form of present dollars, not as percentage, many people find it complicated to work with a dollar return rather than a percentage return. Another limitation would have to be the requirement of an estimate of the cost of capital to be able to calculate the NPV. William Megginson considered that financial managers find it hard to use NPV because it does not measure benefits relative to the amount invested. Though the NPV formula is constructive in evaluation of investment opportunities, the process is not faultless. 2. 2 – Advantages and Disadvantages of Internal Rate of Return (IRR) Financial managers prefer IRR because it is attributable to the general isposition of business people toward rates of return rather than actual dollars as interest rates, probability and so on are most often expressed as annual rates of return, making it an advantage of this technique. The calculations of IRR is an advantage, meaning the fact that IRR is simply the discount rate that make the NPV equals to Zero is important because it tells us how to calculate the returns on more complicated investments (Ross, Westerfield, Jordan â₠¬â€œ 2006). IRR indicates the rate of return receivable when money is put into a project. Arnold (2008) acknowledges that IRR describes how much the cash inflows exceed the cash outflows on an annualised percentage basis, taking into account of the timing of those cash flows. Like NPV, IRR also has the advantage of being a ‘time-adjusted’ measure of profitability. ‘Financial Theory and Corporate Policy’ by Ross, Westerfield and Jordan recognises that â€Å"the IRR rule errs in several ways. It does not obey the value-additivity principle, and consequently managers who use the IRR cannot consider projects independently of each other. Second, the IRR rule assumes that funds invested in projects have opportunity costs equal to the IRR for the project. This implicit reinvestment rate assumption violates the requirement that cash flow be discounted at the market-determined opportunity cost of capital. Finally, IRR rule can lead to multiple rates of return whenever the sign of cash flow changes more than once. † may give the wrong ranking of mutually exclusive projects that differ in economic life or in scale or required investment. 2. 3 – General Formulas for Net Present Value (NPV) and Internal Rate of Return (IRR) Net Present Value (NPV) formula Where CF0 = cash flow at time zero (t0), and CF1 = cash flow at the time one (t 1), one year after time zero. The decision rules for net present value are: NPV[pic]0 Accept NPV 0 Reject Formula applied to cash flow suggested by Frank Greystock |Year |Cash flow (? m) |Discounted cash flow (? m) | |0 |-9 |-9 | |1 |1. 4 |? 1. 27 | |2 |2. 66 |? 2. 0 | |3 |3. 09 |? 2. 32 | |4 |3. 06 |? 2. 09 | |5 |3. 02 |? 1. 88 | |6 |2. 49 |? 1. 41 | |7 |2. 47 |? 1. 27 | |8 |2. 45 |? 1. 14 | |9 |2. 43 |? 1. 03 | |10 |2. 1 |? 0. 93 | |11 |1. 68 |? 0. 59 | |12 |1. 68 |? 0. 54 | |13 |1. 68 |? 0. 49 | |14 |1. 68 |? 0. 44 | |15 |1. 68 |? 0. 40 | | | |Total (NPV) ? 9. 00 | Internal Rate of Return (IRR) formula The internal rate of return, r, is the discount rate at which the net present value is zero. It is the value for r which makes the following equation hold: Formula applied to cash flow suggested by Frank Greystock The following tables show the percentages utilized for the trial and error phase, in order to produce an NPV of zero. |Table 1 | | | | | | | |Yearly |Cash Flows (? ) |Discounted Cash Flow (? m) | | |Intervals | | | | | | | | | |0 |-9. 00 |-9. 00000 | | |1 |1. 40 |1. 11111 | | |2 |2. 66 |1. 67549 | | |3 |3. 9 |1. 54471 | | |4 |3. 06 |1. 21406 | | |5 |3. 02 |0. 95094 | | |6 |2. 49 |0. 62227 | | |7 |2. 47 |0. 48990 | | |8 |2. 45 |0. 8566 | | |9 |2. 43 |0. 30358 | | |10 |2. 41 |0. 23895 | | |11 |1. 68 |0. 13220 | | |12 |1. 68 |0. 10492 | | |13 |1. 68 |0. 08327 | | |14 |1. 8 |0. 06609 | | |15 |1. 68 |0. 05245 | | |26% |Net Present Value (? m) |-0. 02441 | | | | | | Table 2 | | | | | | |Yearly |Cash Flows (? m) |Discounted Cash Flow (? ) | | |Intervals | | | | | | | | | |0 |-9. 0 0 |-9. 00000 | | |1 |1. 40 |1. 12000 | | |2 |2. 66 |1. 70240 | | |3 |3. 09 |1. 8208 | | |4 |3. 06 |1. 25338 | | |5 |3. 02 |0. 98959 | | |6 |2. 49 |0. 65274 | | |7 |2. 47 |0. 51800 | | |8 |2. 45 |0. 41104 | | |9 |2. 43 |0. 2615 | | |10 |2. 41 |0. 25877 | | |11 |1. 68 |0. 14431 | | |12 |1. 68 |0. 11545 | | |13 |1. 68 |0. 09236 | | |14 |1. 68 |0. 07389 | | |15 |1. 68 |0. 5911 | | |25% |Net Present Value (? m) |0. 29926 | | | | | | Table 3 | |Yearly |Cash Flows (? m) |Discounted Cash Flow (? m) | | |Intervals | | | | | | | | | |0 |-9. 00 |-9. 0000 | | |1 |1. 40 |1. 07692 | | |2 |2. 66 |1. 57396 | | |3 |3. 09 |1. 40646 | | |4 |3. 06 |1. 07139 | | |5 |3. 02 |0. 81337 | | |6 |2. 49 |0. 1587 | | |7 |2. 47 |0. 39363 | | |8 |2. 45 |0. 30034 | | |9 |2. 43 |0. 22915 | | |10 |2. 41 |0. 17482 | | |11 |1. 68 |0. 09374 | | |12 |1. 68 |0. 7211 | | |13 |1. 68 |0. 05547 | | |14 |1. 68 |0. 04267 | | |15 |1. 68 |0. 03282 | | |30% |Net Present Value (? m) |-1. 14726 | | | | | | | |Yearly |Cash Flows (? ) |Discounted Cash Flow (? m) | | |Intervals | | | | | | | | | |0 |-9. 00 |-9. 00000 | | |1 |1. 40 |1. 09375 | | |2 |2. 66 |1. 62354 | | |3 |3. 9 |1. 47343 | | |4 |3. 06 |1. 13994 | | |5 |3. 02 |0. 87894 | | |6 |2. 49 |0. 56616 | | |7 |2. 47 |0. 43876 | | |8 |2. 45 |0. 34001 | | |9 |2. 43 |0. 6346 | | |10 |2. 41 |0. 20413 | | |11 |1. 68 |0. 11117 | | |12 |1. 68 |0. 08685 | | |13 |1. 68 |0. 06785 | | |14 |1. 68 |0. 05301 | | |15 |1. 68 |0. 4142 | | |28% |Net Present Value (? m) |-0. 61758 | | | | | | Interpolation illustrates that there is a yield rate (r) which lie between 25 per cent and 26 per cent which will produce an NPV of zero. The way to find that discount rate is to first find the distance between points A and B as a proportion of the entire distance between points A and C. 3. 1 – Critical Analysis â€Å"Greystock included in the first year of his forecast preliminary engineering costs of ? 00,000, which had been spent over the preceding nine months on efficiency and design studies of the renovation. † The preliminary costs of ? 500,000 were irrelevant because it would not have been incurred if not for the possibility of Greystock going ahead with the renovation; therefore it was a sunk cost. The development cost of ? 500,000 should be ignore because they are bygones and are of the past as it was incurred nine months before and does not need to be added into the cash flow. â€Å"The corporate manual stipulated that overhead costs be reflected in project analyses at the rate of 3. % times the book value of assets acquired in the project per year†. According to Arnold (2008), not all overhead costs are incremental; when trying to assess the viability of a project only the incremental costs are incurred by going ahead are relevant. Those cost which are unaffected therefore irrelevant. Meaning that the capital projects which should reflect an annual pre-tax charge amounting to 3. 5% of the value of the initial asset investment for the project – it should be entered in the incremental cash flow because it is an irrelevant overhead cost. Rotterdam sales are producing negative results due to the decision made by Greystock to shift capacity to Rotterdam away from Merseyside. His new business decision is having a negative effect on Rotterdam because all the expenditure is coming from Merseyside as he has decided to renovate it, cannibalizing Rotterdam. Even the director of sales recognised there was â€Å"oversupply in the works†, which means that too much is being supplied for the project. In view of adjustment of cash flow must be consistent with inflation forecast imbedded in discount rate. The treasury staff was concerned because the project would impound a long-term inflation of 3% per year. The unrelated EPC project is not relevant as it would only increase prices when recession ended despite the ? 1 million pound renovation ; the criterion is that each individual investment promises an IRR greater than 10%, not that multiple projects promise an average return above this hurdle. Before submitting a project for senior management, at least three performance â€Å"hurdles† had to be met in order for proposal to be considered. -Impact on earnings per share = ? 0. 018 -Payback = 3. years -Discounted cash flow (NPV) = ? 9 Million Although the Merseyside project met all the criteria, Morris should have considered dividing the proposal into requires and desire expenditure ( relating to April Novelties). Concerns and characteristics – Merseyside The main concern for Merseyside is the old production process and how it is not continuous at times, and it has a â₠¬Å"higher labour content than its competitors’ newer plants. However, regardless of these limitations the Merseyside plant has many good characteristics such as: †¢ Receiving positive cash flows immediately Higher cash flows in the beginning †¢ Relatively short payback period Concerns and characteristics – Rotterdam The lack of flexibility and commitment to plant project are concerns for the Rotterdam plant as it is not being renovated and we remain unsure as to whether Greystock will take on the project of renovation at Rotterdam. On the other hand, the fact that the polymerization process has become continuous is major strength, and also that the payment schedule is flexible (over four year period). In addition the Japanese technology has proven to be successful in Japan. . 1 – Conclusion This assignment has summarized the Case study while emphasizing important details of the concerns and characteristics of the Merseyside and Rotterdam plant. Opportu nities such as Land value and Use of right of way can enable Rotterdam to develop positively, despite German technology posing as a threat and also losing right of way. Overall the Merseyside plant offers numerous opportunities to increase outputs and lower costs, while also increasing competitiveness for their competitors. Nevertheless Merseyside faces a very big threat where they would have to close for 45 days causing their customers to buy from their competitors, although the lost market share can still be regained. The investment appraisal process requires the use of sophisticated evaluation techniques such as Net present value (NPV) and Internal rate of return (IRR). These techniques help ensure that all relevant cost and other factors have been considered. The calculations of NPV and IRR are quite challenging, especially regarding the trial and error method IRR. The calculations to obtain –NPV=0- was time consuming and more than twice as long as the NPV method. If risk adjustment is made through the discount rate there may be more than one cost of capital and the sponsor then has to classify the project into say high or medium or low risk categories etc. Finally, it can be argued that the process of capital budgeting is a time-waster because the fundamental information used is seen to be undependable. As the estimates of cash proceeds are just guesses and that the use of anything other than the easiest technique of capital budgeting is as unsuccessful as making use of any complicated formulas. For example, in 1974 K. Larry Hastie published his classic paper, â€Å"One Businessman’s View of Capital Budgeting. † His position is that firms should avoid excessively complex measurement techniques. He states: â€Å"Investment  decision making  could be improved significantly if the emphasis were placed on asking the appropriate strategic questions and providing better assumptions rather than on increasing the sophistication of measurement techniques† (1974, p. 36). This research establishes that NPV and IRR are two major investment decision methods, which gratifies the criteria for the accurate evaluation of capital projects. REFERENCES Hogaboam, L. S. , Shook, S. R. (December 2004) ‘Capital Budgeting practices in the U. S. forest product industry: A reappraisal. ’ Forest products journals. Gilbert E. (May 2003) ‘Do managers of South African manufacturing firms make optimal capital investment decisions? ’ Graduate School of Business, University of Cape Town. Lazaridis T. L. October 2004) ‘Capital Budgeting Practices: A Survey in the Firms in Cyprus’ Journal of Small Business Management Richard A, Breadley, Stuart C. Myers, Franklin Allen (2008) ‘Principles of Corporate finance’ 9th edition McGraw-Hill, London Richard Pike, Bill Neale (2005) ‘Corporate finance and investment: decisions of strategies’ 5th edition Financial time prentice hall Thomas E. Copeland, J. Fred Weston, Kulde ep Shastri (2005) ‘Fiancial theory and Corporate policy’ 4th edition Pearson Addison Wesley, London Megginson, William L. (1997) ‘Corporate finance theory’ Addison Wesley Stephen A. Ross, Randolph W. Westerfield, Bradford D. Jordan (2006) ‘Coporate finance: Fundamentals’ McGraw-Hill, London Glen Arnold (2008) ‘Corporate financial management’ 4th edition Financial times prentice hall, England Investopedia (2010) Available at: www. investopedia. com/study-guide/cfa-exam/level-1/corporate-finance/cfa13. asp Fao corporate document repository (1997) ‘Chapter 6: Investment decision – Capital budgeting’ Available at: www. fao. org/docrep/w4343e/w4343e07. htm QFinance (2007) Available at: www. qfinance. com/cash-flow-management-best-practice How to cite Capital Investment Decisions: the Case of Diamond Plc, Papers

Contrast with Buddhism and Christianity free essay sample

What is the best religion in the world? It is the question that everybody argument. Each country has its own culture with different religions. That’s why there are many religions in the world, such as: Buddhism, Christianity, Islam, Judaism, and Hinduism. Each religion has its own featured, so nobody can’t choose which one is the best religion in the world. Religions are different in a lot of ways, for example, the places that they are popular. Christianity and Buddhism are the clearest example. Christianity is popular in American, Europe, and Australia†¦ Buddhism is popular in Asian. Not only are they popular in the different place, but Buddhists and Christians also are different in the way they practice to the way they believe. Finally, Buddhism and Christianity are different in several ways. One way that Buddhism and Christianity are different is in their beliefs. Firstly, they are different in their beliefs about the afterlife. Buddhism believes that the afterlife is more than one life in the reincarnation. Buddhists believe that good person can go to Nirvana and be a Buddha. Furthermore, Buddhists believe that doing bad things will be punished relate with that bad things in the 18 levels of Naraka, or hells. For example, if they tell a serious lie, which is cause bad for another people when they live, they will be cut the tongue in the first level of Naraka. Or if they live very tight-fisted and many people have injuries or died because of them, when they died they will become a preta, which is a hungry monster, and if they eat anything, it will become the hot charcoal. After they pay for their sins in hell, they will be reincarnated. Buddhists also believe that they can have reincarnation without go to hell and Nirvana. If they do something to fix their mistake such as: dominate poor people and pray for other people, they could be a human again or an animal. But they still pay for their past karma and have retribution: definition or revenge; it depends on them. Christians, however, believe in afterlife is only one life and after that the judgment. Christians believe that good people will go to heaven and see God. Heaven is the place that the people are also freed from sin and all its various manifestations, like suffering and pain. And life in heaven relates with the present world. According to Corinthians 15:35-49. in the Bible, it say that â€Å"the life in heaven can be the same with the present world, if that people have a bodies like they do now, whereas it can be different with the present world, if that people have a new bodies. † People go there will continue life in heaven. Bad people will go to one level hell, and Lucifer will burn all of people with any kind of sins. Unlike Buddhism, Christianity believes that after death is not reincarnation; just be judged by God to go to heaven or hell. Death is the end, so they will not come back to life. Therefore, they try to live good enough to meet God when they die. Secondly, their beliefs are different about the way to salvation. In Buddhism, there are many ways to salvation. People who die can be human again, if they do five rules: not killing anything that has life, not drinking alcohol, not stealing, not lying, and not having sex with another people who is not their wife or husband. If they break one of the five rules, they can be an animal or go to hell. If they do more than that five rules, which is the Eightfold Path such as: control their thought, practice mediation, say nothing to hurt others, know the truth, resist evil, free their mind of evil, work for the good of others, respect life, they can go to empyrean, which like heaven or even be a Buddha in Nirvana. According to worldhistoryatyhs. wikispaces. com, it says: â€Å"In Buddhism when a soul is able to break Samsara by following the Eightfold Path and finding the middle way, they have reached Enlightenment. From here they may continue on to Nirvana, the highest destiny for man. This can be considered the actual afterlife for the Buddhist faith; in that finally the soul is free from Samsara and moves on. † By contrast, Christianity just has one way to salvation. It is they believe in Jesus, Son of God and do what he said to go to heaven, which is the only way to meet God. Buddhists believe there are a lot of Buddhas, whereas Christians believe that there is just one God in the world. Christians live to pay for the sins that Eve and Adam made. Eve and Adam are the human ancestors. In the beginning of the world, God created Adam to take care of the Garden of Eden, and then God created Eve from the seventh rib of Adam. They could eat every fruit in the Garden except the Forbidden fruit. But one day, Eve didn’t do the thing that God say and eat Forbidden fruit. God got angry and left them out of the Garden of Eden. Because of that, people are not pure when they were born. If they don’t get salvation, they will definitely go to hell. And the only way to salvation is believe in Jesus. So, Buddhism and Christianity are different in their beliefs. Another way that Buddhists and Christians are different is the way they practice their religions. The first way that they practice differently is their ethics. Buddhism’s ethics protect human right in marriage. It protects human right in marriage because marriage in Buddhism is comparatively liberal. Buddhism doesn’t give any rules about marriage. They just give people advice to marry people about how they can live with happiness. Buddha said, â€Å"Marriage is the personal problems, not the responsibility of religion. † Therefore, Buddhists can get divorced from their husband or wife and marry with another people. For example, if their husband is cruel and hit them all the time, they can divorce him and find another man can protect them. Moreover, Buddhists are allowed to marry with people with the same sex. Buddha also said, â€Å"If you marry some one with volunteer, you can get married. † If they marry someone with happy, faithful and pure, you can marry that person with the blessings from Buddha. It just depends on the country’s law that allows it or not. On the other hand, Christianity’s ethics do not protect human rights in marriage. They don’t protect the human rights in marriage because marriage in Christianity is demanding and conservative. Christianity has several rules for married people. Christians believe that God created each person, so marriage must relate with God, the religion. Christians would like to marry a person who is the same religion, or if that person is not the same religion, that person must be a Christian to get married. Moreover, Christians just can marry one time in their whole life with the witness of God. For example, if they marry a man or a woman but that person is bad, they can’t divorce with him or her. Christianity also doesn’t allow same sex marriage. Christianity says that same sex marriage is against Bible and against God. Christians believe it is not right if gays or lesbians get married. If they get married, they will go to hell even they are a good people, because they are not pure to see God. The second way that they practice differently is their rituals. Buddhist rituals are different in the way they are structured. Buddhists always read the Buddhist scriptures in the morning and at night. They can pray for themselves and other people have a good day with retreats in the morning. And at night they pray to avoid the devil and the things they have done in that day. They also go to temple during the full moon day to bless for a quiet life. Because they don’t kill animals on the full moon days, people don’t have sins in those days, so that they are pure to pray with Buddha. On full moon days, Buddhists are fasting which do not eat meat, just eat vegetable. Because they believe that everything have souls, so animals have souls too. They also believe that animal is reincarnated human, so they don’t eat our fellow. They think that animals are human, so it not right to kill them. Buddha said, â€Å"Every single life around this universal is equal. † As a result, it not right to kill other, even Buddha himself. For example, a mother lied to her son and promised that if she had told a lie she would have been a dog. After she died, she became a dog and came back to her son’s house to protect her son’s family. She was coming back to her son’s best friend dream, and she told him the story and hoped he could give her a salvation. Then the friend went to the son’s house and told her son that he wanted to eat dog meat. Then her son killed the dog, which was his mother; even he didn’t want to do that. After that, his best friend told him about the story. Therefore, if they kill an animal, they have already killed a human. That is why Buddha encourages people fasting as much as they can, and then they may go to Nirvana. Furthermore, Buddhists don’t pray before they eat something. They are thankful for the food and the chef, who made the food for them. Unlike Buddhist rituals, Christian rituals are different in the way they are unstructured. Christians don’t set time to read the Bible. They can read whenever they want, or when they doing something wrong and want to baptize and to repent with God. Christians always go to church in the Sunday morning. When there they can pray and repent for the previous week and implore for the next week, and they want God to forgive what they have done. Some Christians aren’t fasting and some are fasting two days a month but they can eat seafood such as: fish, shrimp, and crab. People like to eat meat more than seafood with fishy smell, so Christians are allowed to eat seafood. Christians don’t eat meat (warm-blooded animal) because they want to sacrifice, penance, repent and empathize with the Passion of the Christ. It shows respect to God and shows that they want to go to heaven. They also think that beef and pork are more sexual stimulant than fish, shrimp, and crab (cold-blooded fish). So they eat seafood to do penance for themselves. Furthermore, they also pray before eating something. Christians thank God to give them food. They make the sign of the cross before eating, which can show their respect for God. In conclusion, Christian and Buddhist have some differently in the way they practice their religions. As the result, Buddhism and Christianity are different in the way they believe and in the way they practice their religions. Which religion is better? Nobody can answer it. Each religion has its own characteristic so every religion is different. But every religion in the world teaches people to be a good person, instead of a bad person. It just depends on the place you live and the situation and the belief. So every religion is good and just chooses one to follow for yourselves.

5 Steps for Balancing Chemical Equations

5 Steps for Balancing Chemical Equations Being able to balance chemical equations is a vital skill for chemistry. Heres a look at the steps involved in balancing equations, plus a worked example of how to balance an equation. Steps of Balancing a Chemical Equation Identify each element found in the equation. The number of atoms of each type of atom must be the same on each side of the equation once it has been balanced.What is the net charge on each side of the equation? The net charge must be the same on each side of the equation once it has been balanced.If possible, start with an element found in one compound on each side of the equation. Change the coefficients (the numbers in front of the compound or molecule) so that the number of atoms of the element is the same on each side of the equation. Remember, to balance an equation, you change the coefficients, not the subscripts in the formulas.Once you have balanced one element, do the same thing with another element. Proceed until all elements have been balanced. Its easiest to leave elements found in pure form for last.Check your work to make certain the charge on both sides of the equation is also balanced. Example of Balancing a Chemical Equation ? CH4 ? O2 → ? CO2 ? H2O Identify the elements in the equation: C, H, OIdentify the net charge: no net charge, which makes this one easy! H is found in CH4 and H2O, so its a good starting element.You have 4 H in CH4 yet only 2 H in H2O, so you need to double the coefficient of H2O to balance H.1 CH4 ? O2 → ? CO2 2 H2OLooking at carbon, you can see that CH4 and CO2 must have the same coefficient.1 CH4 ? O2 → 1 CO2 2 H2OFinally, determine the O coefficient. You can see you need to double the O2 coefficient in order to get 4 O seen on the product side of the reaction.1 CH4 2 O2 → 1 CO2 2 H2OCheck your work. Its standard to drop a coefficient of 1, so the final balanced equation would be written:CH4 2 O2 → CO2 2 H2O Take a quiz to see if you understand how to balance simple chemical equations. How to Balance a Chemical Equation for a Redox Reaction Once you understand how to balance an equation in terms of mass, youre ready to learn how to balance an equation for both mass and charge. Reduction/oxidation or redox reactions and acid-base reactions often involve charged species. Balancing for charge means you have the same net charge on both the reactant and product side of the equation. This isnt always zero! Heres an example of how to balance the reaction between potassium permanganate and iodide ion in aqueous sulfuric acid to form potassium iodide and manganese(II) sulfate. This is a typical acid reaction. First, write the unbalanced chemical equation:KMnO4  Ã‚  KI  Ã‚  H2SO4  Ã¢â€ â€™Ã‚  I2  Ã‚  MnSO4Write down the oxidation numbers for each type of atom on both sides of the equation:Left hand side: K 1; Mn 7; O -2; I 0; H 1; S 6Right hand side: I 0; Mn 2, S 6; O -2Find the atoms that experience a change in oxidation number:Mn: 7 → 2; I: 1 → 0Write a skeleton ionic equation that only covers the atoms that change oxidation number:MnO4- → Mn2I- → I2Balance all of the atoms besides the oxygen (O) and hydrogen (H) in the half-reactions:MnO4- → Mn22I- → I2Now add O and H2O as needed to balance oxygen:MnO4- → Mn2 4H2O2I- → I2Balance the hydrogen by adding H as needed:MnO4- 8H → Mn2 4H2O2I- → I2Now, balance charge by adding electrons as needed. In this example, the first half-reaction has a charge of 7 on the left and 2 on the right. Add 5 electrons to the left to balance the charge. The second half-re action has 2- on the left and 0 on the right. Add 2 electrons to the right.MnO4- 8H 5e- → Mn2 4H2O2I- → I2 2e- Multiply the two half-reactions by the number that yields the lowest common number of electrons in each half-reaction. For this example, the lowest multiple of 2 and 5 is 10, so multiply the first equation by 2 and the second equation by 5:2 x [MnO4- 8H 5e- → Mn2 4H2O]5 x [2I- → I2 2e-]Add together the two half-reactions and cancel out species that appear on each side of the equation:2MnO4- 10I- 16H → 2Mn2 5I2 8H2O Now, its a good idea to check your work by making sure the atoms and charge are balanced: Left hand side:  2 Mn; 8 O; 10 I; 16 HRight hand side:  2 Mn; 10 I; 16 H; 8 O Left hand side:  Ã¢Ë†â€™2  Ã¢â‚¬â€œÃ‚  10  16  Ã‚  4Right hand side:  4

James Polk 11th President Facts

James Polk 11th President Facts James K. Polk (1795-1849) served as Americas eleventh president. He was known as the dark horse as he was not expected to beat his opponent, Henry Clay. He served as president during a period of manifest destiny, overseeing the Mexican War and the entry of Texas as a state.   ere is a quick list of fast facts for James Polk. For more in depth information, you can also read the James Polk Biography.   Birth: November 2, 1795 Death: June 15, 1849 Term of Office: March 4, 1845-March 3, 1849 Number of Terms Elected: 1 Term First Lady: Sarah Childress James Polk Quote: No President who performs his duties faithfully and conscientiously can have any leisure.Additional James Polk Quotes Major Events While in Office: Oregon Treaty (1846) Mexican War (1846-1848) States Entering Union While in Office: Texas (1845) Iowa (1846)Wisconsin (1848) Significance:   James K. Polk increased the size of the US more than any other president other that Thomas Jefferson due to the acquisition of New Mexico and California after the   Mexican-American War. He also completed a treaty with England that resulted in the US gaining the  Oregon Territory. He was an  effective chief executive during the  Mexican-American War. Historians consider him to be the best one-term president. Related James Polk Resources: These additional resources on James Polk can provide you with further information about the president and his times. James Polk BiographyTake a more in depth look at the Eleventh president of the United States through this biography. Youll learn about his childhood, family, early career, and the major events of his administration. Chart of Presidents and Vice PresidentsThis informative chart gives quick reference information on the Presidents, Vice-Presidents, their terms of office and their political parties. Other Presidential Fast Facts: John TylerZachary TaylorList of American Presidents

Principle of Managment Assignment Example | Topics and Well Written Essays - 250 words

Principle of Managment - Assignment Example Jose Jurdo executed his managerial expertise in the completion of the planned Food Eatery construction. The Food Eatery meant to offer both the staff plus the student quality balanced meals due to its location at the campus’ center. Additionally, the group scrutinized the project chart to ensure Jose Jurdo’s controlling function keenly kept the project’s deadline coupled with effective performance. In addition, there was task plan for each member coupled with time allocated for completion of the given tasks, so that the project’s results compilation is timely and of exceptional quality. Regarding the results of the undertaken project, there are attachments to this memo, where we are ready to expound further if the need arises. Feeney, Mary, and Leslie Sult. "Project Management In Practice: Implementing A Process To Ensure Accountability And Success." Journal Of Library Administration 51.7/8 (2011): 744-763. Web. 12 Feb.

Reaction response12 Essay Example | Topics and Well Written Essays - 250 words

Reaction response12 - Essay Example Video chats offer the opportunity for persons to evaluate sincerity of individuals by evaluating their behavior. However, the major challenge of the online interaction is the inability to understand individuals extensively. Online environment offers a platform for mischief and lies because the interaction is minimal and evaluation of the truthfulness of the information presented cannot be guaranteed in the process. In fact, online platform has opened the opportunity for fraud and mischief because of the ease of hiding the truth and presenting a different self-image (Beverly and Thomson 94). From the episode, the image presented online, and the actual self-image differed significantly. The challenge with the online platform is the challenge of verification of the information present. In the episode, the two men were forced to travel and meet the lady face to face in order to verify some of the information presented online. Consequently, security of the individuals in the online platform may be an issue of concern. Security and trust are issues affecting online interaction with fraud and privacy invasion in the contemporary society being exceedingly common. The episode highlights why security is vital in the online interaction

Quiz 2 Essay Example | Topics and Well Written Essays - 500 words - 1

Quiz 2 - Essay Example Bacterial reduction through this process prediction was nonetheless as a result of the exposure of rainwater to sunlight and sedimentation. The materials and methods of monitoring flood controls in water shed rely on the relative proximity of these areas to the dry lands. The relative proximity of spillways to dry lands provides a direct drainage facility. An example of this facility is the Pon Court and copperhead sites, which acted as the automated valve outlet pipes. These automated valves outlet pipes ensure a perfect flow of runoff from the bacterial infected areas, which contributes to a watershed within shorter durations. In summary, improvement of pollutant removal system has been brought online to be adopted by various towns and cities. This would ensure bacterial infections controls are adopted by a wider world’s populace. The remote view of water level and rain gauge data through the internet is an important interphase project. In addition to monitoring and controlling of this project, the remote view paved way for an inlet and outlet evaluation of bacterial concentrations in the retrofitted

A Christian Philosophy Of Education Religion Essay

A Christian Philosophy Of Education Religion Essay In the beginning, God created man in his own image. God told man to eat of the fruit of all the trees in the garden except the one in midst of the garden, the Tree of Knowledge, lest man should surely die. The serpent convinced woman that she would not die but rather, that God knows that in the day ye eat thereof, then your eyes shall be opened and you shall be as gods, knowing good and evil (Genesis 3:5). Since the beginning of mankind, man has sought for truth and knowledge. What is good, true, and beautiful? These questions go to the heart of our concern for educating people who posses a knowledge of reality, are ethical in their behavior, and live lives that are balanced and aesthetically harmonious (Gutek, 2005, p. 31). King Solomon, in his Book of Ecclesiastes, explores various avenues for satisfaction-power, possessions, prestige, pleasure-he finds them hollow. God moves him along the path of discovery until he finds no real meaning to life under heaven, but only in relationsh ip to God and His eternal purposes (Maxwell, 2007, p. 802). Educators confront philosophical issues on a daily basis even though they may not recognize it as such. As a Christian educator, examination of ones personal assumptions, beliefs, attitudes and values can assist one in shaping instructional methods and effective learning techniques. By understanding ones self, ones motivations, and ones view of mankind, one can better assist others in their personal quest to discover the purpose of self and ones role as a member of mankind. I attempt to identify the basis of the philosophical beliefs which contribute to the overall philosophy of education from which I function as an educator by examining the historical and philosophical foundations of education from influential philosophers such as Plato, Jefferson, Eramus, Calvin, Rousseau, and others. Worldview Why are we here? What is our purpose? What is true? How do we know? From the beginning of time man has asked these questions. My personal biblical worldview answers those questions for me based upon Holy scriptures, the laws and words of I am that I am (Exodus 3:14). The fear of the Lord is the beginning of knowledge (Proverbs 1:7). Knowledge is knowing the facts; knowing how to use those facts is wisdom. All knowledge and wisdom comes from a higher being known as the God of the Hebrews and father of Jesus Christ. All gifts and talents come from God;  each person has different abilities to understand, receive and respond to the knowledge that God reveals to him or her. We are told,  We know that the Son of God is come and has given us an understanding that we may know him that is true and we are in him that is true, even in his son Jesus Christ (I John 5:20). I know in whom I have believed. Our universe is so massive and our God so glorious with our limited understanding we only à ¢Ã¢â€š ¬Ã‚ ¦see through a glass darklyà ¢Ã¢â€š ¬Ã‚ ¦ (1 Cor. 13:12). Who was there when He laid the foundations of the earth (Job 38:4)? There exists a spiritual realm beyond our earthly eyes which exists simultaneously with ours. We truly cannot conceive the majesty and splendor that exists beyond our sense of reality. God cannot be put in a box and is far beyond anything we can comprehend. All one can know about Him is what He has outlined in His Word, which is inspired and written by the Holy Spirit. Jesus Christ, the Son of God, is a certainty and of this I am confident that He which has begun a good work in me will perform it until the day of Jesus Christ (Phil 1:6).   A Christian worldview defines my values, my actions, my time, my dreams, my life. We are created beings ; Solomon sums up existence, Fear God and keep His commandments. For this is mans all (Ecc.12:13). Epistemological Beliefs In Platos allegory of the cave, he proposes that there is a true intellectual self within and superior to the material human body. The purpose of life is to strive for knowledge of ultimate and perfect ideas, the form of the good from which all other ideas are derived (Gutek, p. 39). For Plato, an Idealist, reality is non-material or spiritual (Gutek, p.38). Plato understood that man is composed of spirit but without the Creator, his idealism was in vain; all knowledge and wisdom comes from God. Gods omniscience means that he knows all, that all knowledge, truth, wisdom, intelligence and all that there is to know, He knows. John Calvin had an intense religious conversion experience that illuminated his thought like a flash of light. This experience provided Calvin with the revelation knowledge of Divine Majesty (Gutek, p. 114). I know that I know because of a similar revelation experience which I term being zapped. While deep in prayer, a flash of light consumed my whole being for one millisecond of a second. I know that I know that the Father is, and that Jesus Christ is the light and the Truth. No man can pluck me from His hands. Metaphysical Beliefs Pestalozzi and Rousseau believed that the infant is intrinsically good (Gutek, 2005) and opposed the doctrine of innate human depravity. According to the Word of God, Man is born in a depraved state. R.C. Sproul writes, Because total depravity is so often poorly defined, let me substitute another phrase that means the same thing: radical corruption. We are depraved in the radix or root of our being, and that core depravity influences everything we do. In the fall we became radically depraved, which means that corruption pervades every area of our lives (as cited by Li, 2007). According to Plato, man can reach the ultimate truth by seeking knowledge. This knowledge may be truly called necessary, necessitating as it clearly does, the use of pure intelligence in the attainment of pure truth (Plato, 360 B.C.). Plato asserted that the truth is within each of us, and is found deeply within the recesses of the human mind or psyche (Gutek, p. 40). For Aristotle, truth is a correspondence bet ween the persons mind and external reality (Gutek, p. 54). According to Freires philosophical inclination to existentialism, reality is subjective and within the individual. Dewey, a Pragmatist, contended that truth is tentative, a warranted assertion, rather than universal, eternal and absolute (Gutek, p.342). He argued that revealed truth does not exist and that anything that can be called truth must be determined experimentally. When Pilate asked Jesus, What is truth? (John 8:38,), he was asking, What is the really real? Jesus did not reply; the question had already been answered forever. The God of scripture is truth as He tells us in Psalms 119:160, The sum of Your word is truth, and every one of Your righteous ordinances is everlasting; and, in the words of Christ himself in John 14:6, I am the way, and the truth, and the life. Animals and plants, seasons and stars were created by God for man. God blessed them and said to them, Be fruitful and increase in number; fill the earth and subdue it; have dominion over the fish of the sea, the birds of the air and over every living creature that moves on the earth (Genesis 1:27-29). He is the first and the last. For since the creation of the world, Gods invisible qualities -his eternal power and divine nature-have been clearly seen and can be understood from what has been made, so that man is without excuse (Barker, 2009). Axiological Beliefs Good is whatever God says is good. Evil is a perversion of the truth. Wicked comes from the word wicker which means twisted. The Devil takes the truth, twists and perverts it to corrupt that which God has created for good (Barker, 2009). For Aristotle, the supreme good to which all aspire is happiness (Hummel, 1993). What is good and what is right? His Word lays out the moral foundation for mankind and exists for all people across all time. What is true, honest, just, pure, lovely, and of good reportthink upon these things (Phil 4:7). A Christian worldview asserts that the ultimate goal of man is to transform into the image of Jesus. Do not be conformed to this world: but be transformed by the renewing of your mind, that you may prove what is that good and acceptable and perfect , will of God (Romans12:2). Gods Word is the moral authority on which the universe revolves. Educational Philosophy Educational beliefs Thomas Jefferson, the author of the Declaration of Independence, developed an educational plan based upon civic education and cultural nationalism in order to prepare people to become active and engaged citizens (Gutek, p. 180).   Mann believed that a proper civic education should teach basic principles of government, provide insights into representative institutions, and generally form good citizens (Gutek, p. 226). Calvins theology and educational philosophy stressed literacy as a tool of salvation to fulfill both religious and economic objectives (Gutek, p. 118). Calvin set up a relationship between education, religious orthodoxy, civil order, and economic prosperity (Gutek, p.116). If my people who are called by my name, will humble themselves, and pray, and seek my face, and turn from their wicked ways; then will I hear from heaven, and will forgive their sin, and will heal their land (2 Chron. 7:14). When Madelyn OHair succeeded in taking prayer out of our public schools in 1 964, our nation turned away and today we see the results.   Discipline The understanding of the emotional needs of students is an important part in a teachers discipline management plan. If we realize that the child comes to school after a night filled with violence and alcohol or drug induced behavior, we can understand why the student may scream or disrupt or refuse to participate. Often the school is the safest structured environment the child sees. Public schools have been forced to be not only the center for academic and skills training but also the basis for establishing secure human relationships for children. Carey (2007) states discipline arises through activity. When students are engaged in hands-on learning, are being successful  at meaningful tasks, and receive positive reinforcement, discipline will be minora result of kids being kids. No contrived program will eliminate disruptive behavior in the classroom without a moral foundation in the family and in a society without limits and boundaries for individual behavior. The philosophies of Rousseau and others If it feels good do it, has led to a child-centered approach that has had negative implication for classroom control. Children need boundaries in order to develop self discipline. According to Montessori, obedience is the foundation of society and civilization (as cited by Carey, 2007). For whom the LORD loves He chastens, and scourges every son whom He receives (Hebrew 12:6). If the Father of spirits corrects those He loves, then teachers, who care about their students as Pestalozzi desired, must discipline those they teach. Role of the student and teacher in the process of learning With the influence of educators like Rousseau, Pestalozzi, Froebel, and Dewey the child became the center of learning. Froebel introduced the concept of letting children grow freely as plants, according to the nature of child (Gutek, p. 266). This secular humanist child-centered role has replaced Calvinist Christian educational theory which asserts that, This book of law shall not depart from your mouth, but you meditate in it day and night that you may observe to do according to all that is written in it. For then you will make your way prosperous, and then you will have success (Joshua 1: 8). By 1985, from primary grades through college, [teachers] are reluctantly concluding that the principle means by which students may be engaged is entertainment (Claggett, 2009). Montessori asserted that children possessed an innate drive, called a divine urge that stimulates their self-activity to perform actions that promote growth and that they are eager to try and master new skills (Gutek, p. 369). According to Dewey, the childs own instincts and powers furnish the material and give the starting point for all education (Dewey, 1897). Because of the individuality of each student, the student is the driving force behind education and the most important entity in the education continuum (Bartlett, 2007). Research shows that student motivation, relevance, and engagement in the learning process promote learning. Learning is an action and is not, cannot be, fun at all times. Learning does not occur by osmosis and students must be willing to expend energy and thought processes to be successful All students can learn, but not all students learn in the same way, at the same time, and at the same intellectual level. Cognitive ability, not politically correctness, plays a major role of what a student can and will learn. Teachers must establish relevance, provide expertise, establish interest, in aspects of curriculum design and methods of teaching pertinent to establishing relevance and thereby motivating student learning (Kember, et.al., 2008 ). A loyalty to human dignity-and human possibility-is maintained when the teacher is loyal to the knowledge and/or skill being learned (Vandenberg, 2009). How does learning occur The brain is the most intricate and complex mechanism God created. Theorists such as Froebel and Rousseau realized that a child was similar to nature, like other things of Gods creation; they pass through various stages of development from a seed to an oak tree. God created the mind to learn but as a result of genetics (the sins of the fathers are passed on through generations), environment (where, when and how one lives), and physiological impairments, all students cannot learn all things. The brain is influenced by outside factors; active participation in experiences encourages brain growth; learning, playing, good nutrition contribute to learning; learning is a social activity; chemicals in the brain affect memory and learning; singing and music affect release of positive brain chemicals (Sprenger, 1999). Professional development In order to promote literacy in reading and mathematics, the NCLB act emphasizes teacher professional development based upon scientifically based research methods of instruction. Eramus believed teachers needed to be well-educated individuals and possess a commanding knowledge of their subjects (Gutek, p.103). Mann held that inadequately prepared teachers had lowered the quality of instruction (Gutek, p. 224). In the age of technology, brain research is producing new information daily on how the brain works and how it can be applied to the educational settings. Teachers must be exposed to the methods and research based strategies in order to provide the best education possible to each and very student. Curriculum In 1867, John Stuart Mill stated, In every generation, and now more rapidly than ever, the things which it is necessary that somebody should know are more and more multiplied (Mill, 1867, p.5). Since Mills time, knowledge has exploded. Vast amounts of knowledge, beyond Platos wildest imaginations, are everywhere and still the questions remain: What should be taught? Who should be taught? When should it be taught? How should it be taught?   According to Mill, the vexed question is whether general education should be classical à ¢Ã¢â€š ¬Ã‚ ¦ or scientific (Mill, p.4). Educational theorists from Plato to Spencer to the U.S. Office of Education have focused on these issues and we still face them today. An effort to restore disciplinary rigor to education began after WWII with the scientific systems thinking approach to learning (Rudolph, 2002). The buzzwords today are rigor and relevance in the educational circles. Yet thirty years after the analytical systems-based curriculum reform movement, Sykes states, American schools are in deep trouble, not because they lack men and women who care about children, but because they are dominated by an ideology that does not care much about learning (Sykes, 1996). According to some, we must develop more programs similar to West Springfield High School to assist students in applying technology to their needs and in making intelligent judgments about problems associated with techno logy? (Alukonis Setter, 2008).    The Greco-Roman philosophers, Confucius, the Renaissance reformers, and the utilitarian liberalists focused on education as the path to produce the perfect ideal society. Knowledge becomes a means to an end. Who can possess knowledge? Calvinism promoted reading and writing for every one which is the ultimate goal for UNESCO today. How do we teach and what do we teach?   Today a liberal arts curriculum is offered to all. According to a recent study, 63% of the work force skills today do not require a college education. What is the purpose of obtaining knowledge? What type of knowledge is needed to create the greatest good for the greatest number? Spenser promoted direct experience in the real world and individualism. Sykes contends that American students are unable to effectively compete with the rest of the industrialized world, because our schools teach less, expect less, and settle for less than do those of other countries (Sykes, p.9).    We are in an age defined by global competition, change, immediate information and communication. The pace of change has become so rapid that the skill set required is not sufficiently being met by the public schools. Basic skills such as reading, writing, and mathematics will still produce individuals who based upon their God-given talents will excel in problem-solving, critical thinking, and inventiveness necessary to sustain personal happiness and societal contribution. Collaboration Learning does not occur in isolation. An individuals ability is influenced by his environment, his background and experiences. To provide the best education possible, a school system must collaborate with parents and community to assure that each child is receiving an education that will provide the best opportunity for him or her to reach his or her highest potential. Diversity Mann, who is considered the father of Americas public education, wrote, Education, then, beyond all other devices of human origin is the great equalizer of the conditions of men-the balance wheel of the social machinery (Gutek, p.225). He believed that the school curriculum should provide the same basic knowledge and skills equally to all its students. The same basic knowledge of history, literature, science, mathematics and the arts should be provided for every child in the public schools. This basic knowledge should provide knowledge necessary for responsible citizenship, for national prosperity and development, an economic equalizer, and to instill moral and values as Mann states. . Today the reconstructionist theory screams for the multicultural curriculum for minority students who are deprived equal education of the white elite controlling class. Educators must be aware of the hidden agenda of the social reconstructionists who have as an ultimate goal, the destruction of capitalism, nationalism, Christianity and democracy as we know it. Cultural diversity and multiculturalism is a political agenda to destroy the capitalist system of the United States from within using the cries of the oppressed as the bait. Many people with cultures, languages, and skin colors other than the American mainstreams are treated as second class citizens in our schools. Christians in education need to fight racism and cultural differences: there but for the grace of God go I. Jesus tells us in Matthew 25:40, as much as you did it to one of the least of these, my brothers, you did it to me. Christian educators will embrace all students as children of God, and will provide equity and fairness in a diverse and multicultural classroom. Assessment NCLB ties public school accountability directly to federal funding and has as its goal, literacy in reading and mathematics for all children by 2014. Annual state and school district report cards inform parents and communities about state and school progress (USDE, 2003). Accountability based upon annual testing and standards for reading and math has become a major part of public schools. Various assessments techniques have been suggested other than traditional testing such as portfolios and performance assessments that focus on the demonstration of mastery of a task. Test scores alone cannot be the measure of a schools success or of a students achievement but basic knowledge and essential skills must be assessed in some manner to provide information on the success of both instruction and student ability. Teacher and student/ parent relationships Pestalozzi recognized that the affective side of human nature, emotional growth, was as important as cognitive development (Gutek, p. 162). He maintained that the educational setting must be based upon a climate of emotional security. Classroom circumstances may affect the brains chemistry in either a positive or a negative way (Sprenger, 1996). Providing a safe environment for students is the responsibility of both teachers and parents. Before learning can occur, teachers must realize the emotional needs of students affect their behavior and abilities to think cognitively. Communication with parents is the ideal way to assist teachers in creating instructional methods based upon the needs of individual students. Conclusion In mans ego-centered life, he continues to build the Tower of Babel. After 5,000 years of civilization, man has not reach utopia, nirvana, or heaven through Platos quest for knowledge, Aristotles exercise for rationality; Quintilians rhetorical goodness; the merge of Aquinass realism and Catholicism; Erasmuss Christian humanism; Calvins Evangelical Protestantism; Comeniuss vision of Pansophism; Rousseaus, Froebels, and Pestalozzis child permissiveness; nor the militant rebellious reconstructionist ideas of Dubois and Freire. Man continues to seek beyond the stars, beyond the universe but cannot and will not find the ultimate Truth nor the reason that man exists. Not until the Creator of the vessel determines to reveal the truth to the created, will man reach knowing. The earnest expectation of the creation eagerly waits for the revealing of the sons of God. For we know that the whole creation groans and labors with birth pangs together until nowà ¢Ã¢â€š ¬Ã‚ ¦(Romans 8:19-22). Aquinas asserted that a person was called to teaching in a way that was similar to the priests vocation, a call to service (Gutek, p. 88). A child is life, a gift of God. A true teacher has for his or her motivation that which will promote each individuals ability to become the person according to the perfect will that God has determined. Adequate schooling must prepare young people to act responsibly in all areas of their lives. We must work to build responsibility whenever we can to promote Gods kingdom being realized as much as possible in the here and now. This is our calling and this is our work as Christians .Christian educator must gently, lovingly, accept every student and work with their differences, needs, hang-ups, foibles, even sins-constantly modeling the high standards of the Christian life and a personal, responsible integration of faith and learning that eventually can be emulated by the student (Holtrop, 1996). Plato, a founding father of Idealism, asserted that reality is nonmaterial or spiritual. For Plato, the father of Idealism, ideas are the only true reality, the only thing worth knowing. He argues values are universal regardless of place, time, and circumstances (Gutek, p. 39). Plato believed that the search for the truth is an interior search to recall ideas latently present in our minds (Gutek, p. 40). In idealism, the aim of education is to discover and develop each individuals abilities and full moral excellence in order to better serve society. Based upon a Christian worldview, I agree with the premise of Plato that truth and reality are a spiritual quest, although I assert one can only attain the truth through the Word of God rather than from recalling knowledge from a prior existence. My spiritual convictions and views of absolute truth can be labeled as a Christian Idealist. For the Perennialist, providing knowledge of eternal truth and preparation for life is educations most important purpose. Teaching basic subjects such as history, math, science and literature provide knowledge of mans struggle and achievements. My educational philosophy may be viewed as a theist Perennialist based upon my belief that human nature never changes and ideas and truth are constant based upon Holy Scriptures (Cohen, 1999).

Diversity Within Organizations Essay -- Diversity Society Workforce Wo

Diversity Diversity relates to gender, age, language, ethnicity, cultural background, disability, sexual orientation or religious belief. Diversity also refers to the myriad ways we are different in other respects such as educational level, job function, socio-economic background, personality profile, geographic location, marital status and whether or not one has family. I have taken the opportunity to explain my perception of age, gender, personality and ethnic types of diversity and demographic characteristics and differences. Age Characteristics With the fact that today’s workplace has individuals that vary in age, most employees can be placed into one of 4 categories: Mature, Baby Boomer, Generation X’ers and Millenials. The members of each group, based on age, are generally easy to identify; however definitely have different characteristics. The Mature group consists of people born prior to 1946. Generally speaking, members within this group have a high respect for authority, place duty before pleasure, are patient, avoid challenging the system and are dedicated to the project or job once they accept it. They also place a high value on honor and integrity. The Baby Boomers are primarily characterized by a sense that they live to work, maintain an sense of optimism, willing to go into debt, count on future income, and strive for convenience and personal gratification. They also are team and process oriented. Additionally, many are taking steps to try to preserve their youth. The Generation X’ers are born between 1965 and 1980. Their characteristics are work to live – not live to work, view jobs more in terms of a contract, and believe in clear and consistent expectations. They usually stay at jobs longer if there are promotional opportunities. They also desire versatility. The Millenial’s characteristics are almost at the other end of the spectrum from that of the Mature group. Millenials appear to be living in the moment, rely on technology to perform as much of the assignment as possible, â€Å"demand† clear and consistent expectations to ensure productivity and either question or challenge many things. This group is the most diverse demographically. Gender Characteristics Gender characteristics are one the most visible of the diverse and demographic characteristics within an organization. Historically speaking, w... ...ly influences the overall success of the organization and is a necessary diversity factor within organizations to be successful. A diverse workforce is a reflection of a changing world and marketplace. Diverse work teams bring high value to organizations. Respecting individual differences will benefit the workplace by creating a competitive edge and employers will gain the advantage when employees are selected and positioned so that their talents, skills and personality traits are properly utilized. References Understanding Generational Differences Helps You Manage a Multi-age Workforce (2001) Retrieved March 14, 2005 from http://www.digitaledge.org/monthly/2001_07/gengap1.html. Why Women Make Better Managers (2004) Retrieved March 14, 2005 from http://www.preseleccion.com/articles/women_managers.htm . Schermerhorn, John R. & Hunt, James G. & Osborn, Richard N. (2003) Chapter 4: Diversity and Individual Differences [Electronic version] Eighth edition. Developing Hiring Standards, The Untapped Wealth of Information in Your Office, Retrieved March 14, 2005 from http://www.hiresuccess.com/establishing-baseline-personality-profiles.htm

Intuition and Decision-Making Essay

This paper basically talks about intuition and leadership and takes into account the intuitive decision making that the leaders take into account while making decisions where adequate knowledge is not available or where there are time constraints. There are a lot of arguments regarding this intuitive decision making by leaders where some people argue that it should not be like that as they may turn out to be wrong and others hold to the fact that at times intuitions lead to the right decision as leaders have this ability to analyze all the available information and make the decision on it along with using their past experience and expertise. The paper will first start by defining what actually intuition is and what makes leaders to promote or prevent decision making using intuitions. Then the paper will take a leaders point of view regarding decision making and how they bring in account all the available information to come up with a decision. In the end, the report will compare decisions made on intuitions with the decisions made upon logical reasoning in order to give a better knowledge to the readers regarding the two concepts and terminologies. Defining Intuition Starting with the report, we all know what decision making is, however, it will be helpful for us to know what exactly intuitions are on which leaders tend to make their decisions on. Intuitions are basically the ability of a person to actually judge or perceive an appropriate outcome without using reasoning and adequate information for that. The word is actually derived from a Latin word that means to â€Å"look inside† and that is exactly what we are talking about in this report. While using intuitions, leaders are able to look into the matters, problems or situations without even making an effort to gather or probe into the matter or its complexities (Aqor, 1986). With intuition, leaders actually tend to break into the thickness of the surface reality through their gutt-feeling, a feeling from inside that may be based on their past experience, a fear based interpretation or the actual leadership quality in their personality. What promotes or prevent leaders from using intuitions Moving on, as we have realized that intuitions are feelings, emotions or responses that are based on your own abilities, thus, it is not always true that they are right, they can also be wrong. A leader may be good in doing so in a lot number of instances but still, he is not sure whether his next intuitive decision will actually lead to the same positive results. Every important matter has its own requirements to mitigate risks and probing into complexities, thus for that purpose leaders do need appropriate information in order to come up with their decisions. However, many leaders fear this because of the fact that there personal bias in shape of their previous good or bad experience to a similar problem can actually influence their decision to a great extent. This personal bias or personal judgment that we are talking about is basically based on personal abilities or past experiences and has very less to do with analyzing the current information that is available (Williams, 2001). Thus, leaders do fear with their intuitive decision making that it can actually make them make a wrong decision. On the other hand, there are instances, where leaders have to take charge of the matter and make decisions on just a small amount of information or at times no information. These are situations where there time and resource constraints and decisions have to be taken. There, the best thing a leader can do to save time and resources in gathering all the relevant information and risk factors is to use intuitive decision making approach. A leader is a qualified team member who is chosen because of his ability to look at things with a broader and a next level thought process, thus team members also tend to conform with their this ability and promote them to take such decision. An example of such decisions can be taken as sales predictions after a natural calamity or a sudden fall in the stock market. Although, the demand would fall due to these circumstances, but it might be the other way round for a leader who is looking at the matter with a different approach using his intuitive decision making ability. Role of decision-making to a leader’s position Moreover, a leader is the person who is actually held responsible for all the actions of his team. His team basically conforms to his decisions and relies on his orders and directions because they also accept him as more capable in decision making and his abilities to solve problems and handle situations. Thus, with all this responsibility, a leader has to make sure that his decisions are correct and the best interest of the project and the team he is looking after. Any false decision can cost him and his team a failure of project. When we talk in management terms, we see that one thing that is always argued is the fact that decisions made upon inadequate information are mostly wrong. However, when we look into the practical world of leaders, can we say that leaders always have the right amount of information at the right time and at the right place? Obviously not is the answer to this question because of the fact that if all information would have been made available to the team, then there was no need of a leader to make decisions. In that case just a checker or manager would have done the job of a leader (Aqor, 1986). But, when we look at the decision making role of a leader, he has to make a large number of decisions everyday for which he might not have all the information and which won’t allow him much time to think upon them otherwise he will have to compromise all other important things that he and his team has to complete. A leader, as we have already discussed is chosen because of his special abilities, and this intuitive decision making skills is a part of them. Although on the surface we might say that while intuitively making decisions, a leader does not takes into account all the information, but he is actually thinking with a different angle and approach using his abilities that other team members cannot(Bealer,1998). Difference between decisions made with logical reasoning and decisions made with intuition In the last part of this report we will now discuss the difference between logical decision making and intuitive decision making. Logical decision making involves a high level of reasoning and data that is analyzed in order to come up with a decision. this approach is mostly advocated by most of the critics because of the fact that through this type of decision making, a leader tends to take into account and mitigate a large number of threats and risks which he might not through intuitive decision making. However, this type of a decision making approach may require more time and resources to come up with the decision (Williams, 2001). Also these decisions are mostly based on the theoretical knowledge and proven facts. For example, as we have seen in a number of stock markets that when people with logical reasoning were un-holding their stocks with losses, there were some others as well who were actually earning by using their intuitive knowledge. On the other hand, as we have discussed above that while making intuitive decisions, a leader might not take much time to make those decisions as they are usually made in circumstances where there are time constraints. Moreover, a leader uses his abilities to reconcile his past experiences and trends to come up with the decision rather than core number, figures and theoretical knowledge only.  Another major difference between the two is that both the types of decisions can actually go in the opposite directions as well as we have already discussed above in the stock market example(Giannini & Rhodes,1978). Conclusion Thus, the report will conclude the discussion with an argument that no one can actually say whether intuitive decision making is good or bad. It all depends on the situation. Yes, it is true that when there is adequate time and resources, the leader should also take into account the other approaches as well but in constraints of time, a leader may take these decisions depending on his abilities. Also we cannot also say which one of the two types of decision making is good or bad for the project because it again depends on the situation that the organization is in. however, as we know that intuitive decision making involves personal bias of leaders as well and may also reflect their personality traits such as risk taker or risk averse, it is recommended that whenever possible, a leader should take into account the logical reasoning approach and compare it with his intuitive perspective before taking any decision as it might make him realize a number of risks that he may have ignored in the first thought.

Jazz Giants essays

Jazz Giants essays J.J. Johnson was born James Louis in Indianapolis on January 22, 1924. At the age of nine, Johnson became very interested with music thus learning the piano with a church organist. He took further interest in music once he attended Crispus Attucks Senior High school playing the. He started out playing the Bari saxophone being that it was the only instrument available to him. After a short time, he lost much interest in the saxophone and at the age of fourteen he picked up playing the trombone. Johnson then played in the high school band as well as the brass marching band of the YMCA. The 1920s in America was a jazz period classified as the Roaring Twenties or Jazz Age dominated by Bessie Smith, and people at the top such as Duke Ellington. Much of it reflected the Harlem Renaissance. It was a time where jazz began to separate from its roots in ragtime and blues. This new art form went through many periods of change and evolution. Dixieland soon sprang up from the new jazz styles. The development of jazz in Chicago came from New Orleans where, after World War I many musicians left because of the new military port that had been constructed there. It was during this time that the Chicago style was developed and at this point the solo became more prominent in jazz music. J.J. Johnson was considered to be the finest jazz trombonist of all time. Johnson somehow transferred the innovative and exciting styles of Charlie Parker and Dizzy Gillespie to his own instrument. He played with such speed and ease that at one time listeners thought that he was playing on a valve trombone. Also, when Johnson played ballad jazz pieces, his sound was so full and powerful, you would think he was a French horn in a symphonic orchestra. I feel that Johnsons style was vital to this period and periods thereafter because it allows other trombone players to see that it is not impossible to play with the speed ...

Childrens Social Class Origins and Educational Attainment

Childrens Social Class Origins and Educational Attainment Social class Social class refers to the social differentiation of people within a society depending on their social status, which is majorly determined by their economic status. People of low economic status usually belong to a low social class and vice versa.Advertising We will write a custom essay sample on Children’s Social Class Origins and Educational Attainment specifically for you for only $16.05 $11/page Learn More Karl Marx presented a two class model of society comprising the bourgeoisie and the proletariat. The bourgeoisie are the capitalists who are few in number and are the owners of capital. They are also rich, powerful, oppressors, exploiters and they always win elections in democratic countries (Lareau, 2002). On the other hand, the proletariat are the workers, owners of labour and they are the majority in numbers but are powerless since they are oppressed and exploited by the rich and they always lose in elections in democratic nation s. The proletariat can be described as a class in itself in the sense that they share same objectives and relationships to the means of production, that is, they are laboures who are paid in wages (Lareau, 2002). The two classes are always in conflict with each other because their interests are incompatible. While the bourgeoisie have the interests of maintaining the status quo which ensures their dominance, the proletariat are interested in changing the status quo which deprives them of good life.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, the two classes are not aware of the nature of the circumstances which they live in but assume that the situations which they find themselves in are natural and nothing can be done to change them, a situation Karl Marx calls false class consciousness (Irving, 2004). In order to explain the differences in education attainment between t he children of the rich and those of the poor, it is important to decompose the social origins of the children into parental status, parental education and parental class. These are the three main mechanisms that link children’s social class origins to their educational attainment. The three are viewed as separate entities but are interrelated in many ways. They can be contextualized using the theory of cultural deprivation and compensatory education, a theory which is applied in the study of education attainment. It refers to lack of appropriate cultural resources like language or knowledge. It is used to explain the limitations the minority groups in the society face in education attainment. In the theory, the working class sub-culture, that is, the culture of the poor is portrayed as a substandard version of the mainstream culture. According to the theory, the sub-culture of the low income earners is deficient in certain important ways and this explains the low educational attainment of the members of this group. The theory attributes low education attainment to poor family background. A culturally deprived child is deficient in important skills, attitudes and values which are essential for educational attainment.Advertising We will write a custom essay sample on Children’s Social Class Origins and Educational Attainment specifically for you for only $16.05 $11/page Learn More The environment in which poor children live is poverty stricken in economic and cultural ways. The deprived children are isolated from those rich experiences found in the culture of the rich. The isolation is enhanced by poverty, poor intellectual resources in their homes and surroundings, incapacity, illiteracy, or indifference of the elders and of the entire community. The children of the poor are also poorly traveled with probably one trip outside their home and thus they may know very little or nothing in music, arts, poetry and current affa irs. They are also linguistically deprived, have a wide range of substandard attitudes, norms and values. Cultural deprivation is therefore a stigma and compensatory education is a form of positive discrimination preferred in cases of attaining uniformity in education attainment within a society. Parental status The status of parents refers to the way parents are perceived within a society. They can either be of high or low social status, depending on their levels of income. Parents who have high income enjoy a higher status than those who earn little or no income. Parents who are of high status are able to take their children to good schools which are fully equipped with excellent learning infrastructure. Due to this, their children are able to do well in education. On the other hand, parents of low social status are not able to take their children to school or in other words, they take their children to schools which are poorly equipped with learning infrastructure.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More As a result, the children have minimal chances of doing well as compared to those of parents of high status (Saltiel, 2013). Parental class It refers to the social class of parents. As explained above, there are two social classes in the society namely the proletariat and the bourgeoisie. Parent’s social class is closely related to parent’s social status. Parents of low social class enjoy a low social status. They are literally the poor or low income earners in the society. Due to their poverty, the proletariat are not able to take their children to good schools. Some are not even able to take their children to school at all. Those children of the poor who are lucky enough to do well even under the poor learning conditions are given some affirmative action by their governments. An example of affirmative action is the sponsorship of children to pursue higher education (Lareau, 2002). On the other hand, parents of high social class are able to take their children to the best schools. The reason is that they are able to afford the high fees charged in those schools. The schools themselves also enjoy high social status within the community, with majority being owned by individuals and others belonging to governments. The learning environment is therefore very conducive and this makes the children do very well in exams as compared to their counterparts in the poor schools. Parental education This refers to the amount of education attained by parents. It is closely related both to parental class and status. Parents of high social status are more likely to have attained a higher education than those of low social status. Similarly, parents who belong to the bourgeoisie class are more likely to be more educated than their proletariat counterparts. However, there are some parents who may belong to a high social status and social class but not necessarily have attained higher education. Similarly, there can be some parents who are relatively educated but m ay not enjoy high social class or social status due to various reasons such as lack of employment or simply by choice. The amount of education attained by the parents has a direct relationship with that of their children. Children of parents with low levels of education are more likely to be poorly educated than those of parents with higher education. One of the reasons is that poorly educated parents may not know the importance of educating their children because to them education does not matter a lot in life. Poorly educated parents are also likely to be poor and of the low social status. They are therefore not able to afford to pay for the education of their children due to low incomes (Kohn, 1977). On the other hand, parents who have higher education are likely to have their children attain higher education. The reason is that the parents know the importance of education, having tasted the fruits of good education. They are in a position to understand that educating their child ren has a direct relationship with their bright future. Well educated parents are also likely to have the resources to educate their children because they are likely to be employed and enjoying high social and economic status. Well educated parents are also socialized through the education system and therefore are more likely to socialize their children through the education system than their uneducated or poorly educated counterparts (Beller, 2009). The three components of social origin of the children, namely the parents’ class, education and status therefore influence the attainment of education for the children. Children of the poor parents should not be blamed for not attaining education but rather, they should be viewed as being marginalized. Children of the rich on the other hand should not be viewed as brighter than those of poor parents but rather, they should be viewed just as being privileged to belong to well to do families. In other words, any child can do well i n education if all factors are held constant. That is, if all children were to be exposed to similar social, cultural and economic backgrounds, then the variations in education attainment would be very minimal (Edin and Lein, 1997). References Beller, E. (2009). â€Å"Bringing Intergenerational Social Mobility Research into the Twenty†first Century: Why Mothers Matter†, American Sociological Review, 74(4), 507-528. Edin, K., and Lein, L. (1997). Making Ends Meet: How Single Mothers Survive Welfare and Low†Wage Work, Chapter 3 portion of Chapter 8, 103(3), 224†227. Irving, D. (2004). Model of Psychological Functioning. Web. Kohn, L. M. (1977). Class and Conformity: A Study in Values, With a Reassessment. Chicago: University of Chicago Press. Lareau, A. (2002). â€Å"Invisible Inequality: Social Class and Childrearing in Black Families and White Families†, American Sociological Review, 67(5), 747-776. Saltiel, J. (2013). The Wisconsin Model of Status At tainment and the Occupational Choice Process Applying a Continuous-Choice Model to a Discrete-Choice Situation. Web.