The Scarlet Letter Essay Summary Example For Students

The Scarlet Letter Essay Summary The Scarlet Letter, a story of the diffficulties faced by Hester Prynne in committing adultery, is pertinent to today’s teenage mothers in particular. The Scarlet Letter teaches one to face the responsibilities and consequences of his or her decisions. It shows the perspective of the commonly misunderstood people. The novel shows that the hardships and capability of teenage mothers. The Scarlet Letter is an inspiring novel which teaches to make the best of any situation and be strong. Hester Prynne commits adultery with Dimmesdale while her husband is in another country. Dimmesdale is a minister and fears slaughtering his reputation by making it known that he is the father of their child, Pearl. If Hester reveals the father, she may take the scarlet letter off, otherwise she must wear it for life. Honorably, Hester will not reveal his identity. As a result, she becomes the symbol of sin. â€Å"When strangers looked curiously at the scarlet letter-and none ever failed to do so-they branded it afresh into Hester’s soul; so that, oftentimes, she could scarecly refrain, yet always did refrain, from covering the symbol with her hand. We will write a custom essay on The Scarlet Letter Summary specifically for you for only $16.38 $13.9/page Order now Teenage mothers receive many stares. It’s difficult to help from staring at a teenager mother with her baby. Some teenage mothers might feel embarassed at this, as Hester does. People can be very judgemental. The Scarlet Letter reveals how people may judge a teenage mother in a wrong way. â€Å"Lonely was Hester’s situation, and without a friend on earth who dared to show himself†¦Ã¢â‚¬  As a consequence for her sin, Hester becomes an outcast from society. Her reputation diminishes and she no longer has a social life. Many teenage mothers are forced to give up their childhood and don’t have much time for a social life. They have to care for someone else now. Most mothers sacrifice sports and time for homework in order to care for their child. Today’s society might say all people are equal and no one is an outcast. Unfortunately, many people are misjudged and not given a chance; like Hester, whom no one would be associated with. Even while applying for jobs or to colleges, teenage mothers are treated differently. ecause they have a child, people believe they can’t take on serious responsibilities. Hester feels as if her sin will affect the way Pearl is raised, â€Å"Day after day, she looked fearfully into the child’s expanding nature; ever dreaming to detect some dark and wild peculiarity, that should correspond with the guiltiness to which she owed her being. †Ã‚   This shows Hester’s fear of being incapable to raise a child after committing a sin. Many teenagers might feel insecure as mothers. They are learning that their actions will affect their child’s. Teenage mothers might feel as if they are depriving their kids, since they are young and inexperienced. † ‘Woman, it is thy badge of shame! ’ replied the stern magistrate. ‘ It is because of the stain which that letter indicates, that we would transfer thy child to other hands. † This shows the responsibity and good which can come from being a teenage mother. They can show their children the consequences of having a child at a young age. They can tell their children, firsthand, the problems which are faced. â€Å"Do you see that woman with the embroidered badge? It is our Hester-the town’s own Hester-who is kind to the poor, so helpful to the sick, so comforting to the afflicted! †Ã‚   This qoute shows that no matter what, there can always be a brighter future. Teenage mothers may have to work harder to attain a good reputation and be successful; bu it is very possible. It shows that good things can come out of any situation. The Scarlet Letter shows the obstacles and consequences which teenagers must face. Hester’s situatuion is applicable to teenage mothers. Many teenagers feel the isolation from society and the false judgments made by people. .ueb0bd216803da010edfe1899b657e6ac , .ueb0bd216803da010edfe1899b657e6ac .postImageUrl , .ueb0bd216803da010edfe1899b657e6ac .centered-text-area { min-height: 80px; position: relative; } .ueb0bd216803da010edfe1899b657e6ac , .ueb0bd216803da010edfe1899b657e6ac:hover , .ueb0bd216803da010edfe1899b657e6ac:visited , .ueb0bd216803da010edfe1899b657e6ac:active { border:0!important; } .ueb0bd216803da010edfe1899b657e6ac .clearfix:after { content: ""; display: table; clear: both; } .ueb0bd216803da010edfe1899b657e6ac { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ueb0bd216803da010edfe1899b657e6ac:active , .ueb0bd216803da010edfe1899b657e6ac:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ueb0bd216803da010edfe1899b657e6ac .centered-text-area { width: 100%; position: relative ; } .ueb0bd216803da010edfe1899b657e6ac .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ueb0bd216803da010edfe1899b657e6ac .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ueb0bd216803da010edfe1899b657e6ac .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ueb0bd216803da010edfe1899b657e6ac:hover .ctaButton { background-color: #34495E!important; } .ueb0bd216803da010edfe1899b657e6ac .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ueb0bd216803da010edfe1899b657e6ac .ueb0bd216803da010edfe1899b657e6ac-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ueb0bd216803da010edfe1899b657e6ac:after { content: ""; display: block; clear: both; } READ: Meet Carl Robinson, he is a 13-year-old student at St. Mark's School in North London EssayThese teenagers might be inspired by Hester’s story. â€Å"until, on the threshhold of the prison door, she rfepelled him, by an action marked with natural dignity and force of character, and stepped into the open air, as if by her own free will. † Hester’s acceptance of her punishment and her pride teaches teenage mothers a valuable lesson they might commonly forget. Whatever the consequences may be, they should face them boldly and independently. Also, no matter how society treats them, they should be brave and have pride in themselves.

history of illustration essays

history of illustration essays Throughout time, illustration has been a source of visualizing thoughts and ideas, and has also been a way to sway the public in terms of beliefs and trends. These trends, created within the many genres in illustration, have taken on quite an important position in the art world in the 20th century. It was in this time that illustration reached fruition, and many of the illustrators received the notoriety which had been lacking until this time period. In illustration, there are many groups, or genres, with many different styles and trends which are used to convey the thoughts of the artist. These genres include humor, the conceptual, illustration for children's books, imaginative, realistic, technical and surreal. In 1901, the Society of Illustrators was established to help gain respect for the artists who practiced this craft. A group of nine artists and one advising businessman founded the Society. The society found intself involved in a lot of the political movements throughout the 20th century history of America and actually created the famous "I Want You" illustration where Uncle Sam was used an an icon to promote recruitment for the wars. During the years surrounding WWI, Society members worked through the Division of Pictorial Publicity creating many original poster designs. Eight members, commissioned Captains in the Engineers, were sent to France to sketch the war. After the war, the Society operated the School for Disabled Soldiers. Member shows continued at prominent galleries. In the 20's and 30's was when the Illustrators gained their highest level of fame. It was in this period that many exhibitions were held to display the artwork of the illustrators. Through member Watson Barrett, the Illustrators' Show of 1925 was held at the Shubert Theatre. 1981 saw the establishment of the Museum of American Illustration. Today the Museum possesses 1,500 works of art by such legen ...

Project planning exercise Coursework Example | Topics and Well Written Essays - 750 words

Project planning exercise - Coursework Example However, on the table the timing is not indicated as it is counted as no work is done on that particular day. Free float is one day. This because the earliest time to complete the activity is day two and the earliest time to start the preceding action is day 3.So they there is an extra fee day floating for the workers to relax for the next activity. In activity C, the latest time to start the activity is day four, the earliest time to start the activity is day four. In this case, the total float is one day. However, the free float is three days. It is a minimal time that the workers would require to embark on activity D. The action begins on day six of the scheduled time. The earliest time to purchase the kits is day five because the workers are free on that particular day. The latest time to buy the tools would be on day six when the activity begins. The total floating time would then be one day. On the other hand, free float only one day before embarking on the purchase of the furniture. Free float is only one day because the activity is not very exhausting so the workers would need minimal time to relax. This activity begins on day eight, and it is required that by day thirteenth, all the activities scheduled for that day is finished. The total float time for the activity is just one day. Free float five days. It is because the earliest time expected to complete the business would be day twelve and the earliest time to start the action would be day seven. This action starts on day thirteenth and is expected to be done by day eighteenth. The total float time one day, free float is five days because the earliest time to begin the activity is day twelve and the earliest time expected to be finished the activity is day seventeen. The activity is expected to be done within seven days. The earliest time to start the activity is day seventeen and the earliest time to finish the activity is day

Nixon and the Fabled Silent Majority Essay Example | Topics and Well Written Essays - 750 words

Nixon and the Fabled Silent Majority - Essay Example Mason argues that Nixon, "[...] owed his election to the votes of a minority rallied in opposition to the mistakes of the Democrats rather than in support of his promise" (37). The myth of the silent majority would pervade history and haunt Nixon in the coming years of his presidency. The search for a majority would permeate the White House debate during the Nixon presidency. Patrick Buchanan, a conservative Nixon speechwriter, "[...] had a burning interest in the identification of a new majority and regularly wrote political analyses for Nixon with speculation about how to win this electoral goal" (Mason 39). However, Nixon rarely ventured outside his small group of inner circle advisors for political advice and most of his ideas were generated by a relatively small number of close aides (Mason 40). Nixon was also politically isolated by the reality of both houses of Congress being in the hands of the opposition. He attempted to reduce the tension between the houses of Congress and his administration by appointing Bryce Harlow as congressional-relations chief. Though this seemed to demonstrate Nixon's desire to develop a closer relationship with a broader base, it was met with some hostility from the Democrats. Nixon would blame the obstructionist Democrats for the administration's failures but Mason observes that "[...] the failure was more significantly linked with Nixon's personal shortcomings" (40). Nixon had included few experienced political people in his administration and most Congressmen dismissed his aides as newly arrived novices. Nixon's career had likewise been short of national legislation experience. Mason argues that "Especially at a time of divided government, these shortcomings had very significant implications" (40). Nixon had neither a majority nor a mechani sm to gain one. Rather than cultivating majority support in Congress or the public, Nixon became self-obsessed with his own image. He discounted the importance of the legislature and believed, as he used to say, "The President is the government" (qtd. in Mason 41). This would further alienate even Republican members of Congress. Rather than having a silent majority, he was creating a non-existent myth of support that did not exist. New Yorker writer Pete Hamill noticed the first rumblings of a 'silent majority' in 1969. He wrote, "The working-class white man, is actually in revolt against taxes, joyless work, the double standards and short memories of professional politicians, hypocrisy and what he considers the debasement of the American dream" (qtd. in Mason 46). These feelings resonated racist attitudes among those that felt they were too wealthy for welfare and too poor to be mainstream America. This group of white, working, poor would become the base of George Wallace's campaign. Nixon attempted to captivate this audience as his own by sending a softer message that speechwriter Tom Huston called, "[...] a rhetoric which communicates concern for the legitimate claims of this class, yet avoids any incitement to the baser instincts of man afraid" (qtd. in Mason 47). There may have been a substantial silent Republican constituency, but it was not Nixon's and it was not a majority. Nixon's tactic of using racial divide to generate electoral popularity has been called "disturbing" (Mason 49). His other efforts at capturing the electorate that spread to the issues of law and

Lynn university Essay Example | Topics and Well Written Essays - 750 words

Lynn university - Essay Example This makes her independent of her mother and she starts off well on her own. Then she refuses the prime ministers request that he should name her new ladies in waiting leading to his resignation. Riots in the streets arise amongst other constitutional crisis matters. It is Albert who rises to the occasion and restores her self confidence. Having been impressed by Albert’s philanthropy in relation to her desire to help her subjects, she accepts his hand in marriage (Young Victoria, 2009) . Further questions arise in relation to Albert’s role in her life and she finds a solution for this. He proves a devoted spouse and an agent of the much anticipated new reforms that he finally gets approval from the Melbourne. Front stage scenes refer to those scenes that are physically visible to the audience. These are those parts of the movie that the audience is present to witness hence the real stage acting. In the young Victoria movie, the major parts of the scenes are acted front stage where they are visible. Taking for instance Albert and Queen Victoria’s quoting scenes until getting together are front stage. At the end queen Victoria is shown to move alerts desk next to hers in view to show their newly found trusts and unification in ruling the kingdom. The scenes where Albert saves Queen Victoria from being shot and gets injured in the process and where they are playing chess and comparing themselves to pawns are also front stage. This is in view to show their closeness and one of the many crucial reasons why Albert was the chosen one by Queen Victoria amongst many. Back stage scenes refer to those scenes that are invincible to the viewers or audience. These scenes are mainly implied or assumed through the application of dramatic techniques or implication of their results there after. In the young Victoria movie, there are a number of scenes that are backstage. This is mainly in relation to their inability to be front staged due to resource inabil ities or being unnecessary in the movie. During scenes of Queen Victoria in the palace, screams and noises of the riot brought upon by the resignation of the prime minister are heard. There is also mentioned of many suitors who are lined up for Queen Victoria and their messages but not all are shown (Young Victoria, 2009). Another scene is where Watson giggles as he hears laughter from Queen Victoria and Albert’s room. The scene is not shown though assumed to implicate they were together as man and wife. A testimony is a statement that is made by an individual in view of expression of their thoughts and opinions about an issue to themselves. In the movie the young Victoria, the queen Victoria makes a testimony to the council. She states to the council that though she is young, she has learnt a lot and she is ready and counting for their support in running the kingdom. In another scene, she is playing chess with Albert and she expresses on how she feels like a pawn in real lif e. How she sees what people desire of her and what they would do and have her do if she let down her guard and gave them the powers and chance to. Participant refers to the nature of being observant or observing on issues surrounding oneself. This is from just typically being aware of one’s environment and also deducting useful information form observation of others in relation to oneself. In the movie the

A Critical Analysis Of Deterrence Theory Philosophy Essay

A Critical Analysis Of Deterrence Theory Philosophy Essay This paper will analyze literature related to theories of nuclear deterrence and will seek to examine (1) historical application, (2) scientific and logical validity, and (3) the relevance of deterrence theories for international relations. I hypothesize that while deterrence theory has been widely used and relied upon, particularly in the context of relationships between modern nuclear powers, there are serious scientific and logical concerns as to the true validity of deterrence theories. These include problems with (1) circular logic; (2) bias; (3) difficulty in isolating the independent variables; (4) validation and falsification; and (5) misapplication or misinterpretation in scenarios where disparity exists between levels of risk aversion among actors. HISTORICAL APPLICATION OF DETERRANCE THEORY In his chapter entitled The Anatomy of Deterrence, Bernard Brodie reflects on the romantic notion that peace can be achieved through a negotiated peace as a result of military action on the part of strong and decisive leaders. (Brodie, 266). However, he makes the argument that in an environment where nuclear weapons of mass destruction exist, such military actions could (and most likely would) lead to a level of military conflict that would prove cataclysmic to human civilization as we know it. Therefore, a different understanding and explanation of international relations is called for. In his writings, Brodie advocates the strategies of deterrence and limited war which would, in theory, lead to levels of power parity between nuclear parties on the international stage. Therefore, an emphasis is placed on creating a scenario whereby any actor with the technology, ability, and will to launch a first-strike offensive attack on another nuclear nation would be met with the sure and certain fact that the other nation would, without restraint, launch a full-scale second-strike attack, leading to the destruction of both nations and, most likely, a large portion of human civilization as we know it. The premise of deterrence theory, then, is similar to that of a grand-scale game of chicken whereby each party desires to convince the other that they will not back down from a straight-on attack and are willing to destroy the other party and themselves in the process. Building upon the realist and neo-realist assumptions of unitary state actors, rationality and/or bounded rationality, and the idea that balances in power lead to a lower probability of conflict, this theory calls for the one for one buildup of nuclear arms with any nation capable of launching a first-strike attack, in order to openly demonstrate a nations willingness and capability to launch a second-strike retaliatory action against any first-strike attack. While this theory would appear, on its face, to be a natural extension of neo-realism and its theories, it would also appear to differ in some of its logic. For instance, in this case, a nation is hedging its future on the belief that it can convince the other nuclear power(s) that it is willing to guarantee not only vast losses but also utter defeat (Brodie, 276) at its own expense, if necessary. So, unlike traditional neo-realism, the idea of deterrence doesnt simply rely on the underlying assumption that nations seek to maximize power, but also assumes that nations seek to defend themselves through a tit for tat approach to the buildup of power and capability that they actually hope never to use. ASSESSING THE VALIDITY OF THE DETERRENCE THEORY A major criticism of traditional deterrence theory must be that it seeks to openly convince another nation that it will do something it clearly would not rationally choose to do, that is destroy itself in order to counter an offensive attack from the other side. The logic in this theory becomes almost circular in its approach. A nation is assumed to build-up power in order to defend itself from another nation that is building up power in order to defend itself from the first nations buildup of power à ¢Ã¢â€š ¬Ã‚ ¦ and on it will go. So, it would appear through the logic of deterrence that there is actually an incentive to buildup power on both sides in a way that actually leads to their possible demise. This is best explained by way of the security dilemma which would say that as each side seeks to build-up its nuclear capabilities in response to the other, both sides actually increase the probability that a conflict will occur. When viewing the buildup of nuclear capabilities, this should be seen from the outside observer as an irrational act, yet each side, seeking to maximize its power and military capability, sees the buildup as a rational act. However, one must question not only the logic of this theory but also the entire premise that a theory such as this can attempt to explain a non-event. In other words, this theory really depends upon events not occurring in order to demonstrate its reliability. If something must not occur in order for a theory to be reliable, how can that theory be tested or falsified? As Jervis (P. 293) observes, explaining basic changes in the relationship between states is beyond the boundaries of the theory à ¢Ã¢â€š ¬Ã‚ ¦ thus diminishing its validity. In other words, we only can see something that didnt happen empirically, but we really dont know what might have happened if the scenario had been different; and, as we discussed in last weeks lecture, there most likely would be no one around to report the results of an actual event or falsified observation which would lead us to empirically say that the theory is invalid. Therefore, we must rely on assumption and generalization to say that deterr ence is the true reason that a nuclear confrontation between superpowers never occurred. In addition to examining the circular logic of deterrence theory, one must also consider the presence of intervening variables, which might spuriously impact the outcome of a diplomatic or international event. For instance, in the obvious example of the Cuban Missile Crisis, was it deterrence that led the Soviets to back down from their decision to implement strategic missiles in Cuba or was it a combination of diplomatic channels, internal domestic differences between decision makers, military strategic decisions, or just pure luck? One could argue that any one of these variables may have been the deciding factor in the end result of the conflict. In other words, we dont know exactly what effect deterrence had on the outcome because it would be difficult, if not impossible, to control for it and/or falsify the outcome. Another observation, made by Jervis (P. 297) is that deterrence theory is biased in favor of status-quo powers. In other words, the status-quo powers may have the desire and/or ability to coerce others to behave in a manner that favors the status quo power. Jervis and others argue that the game of chicken is not an appropriate explanation of nuclear deterrence in that it assumes that both cars are in motion at the start. However, if we assume that one car got a head start on the other, the other car is more apt to make a strategic mistake that can lead to devastating results. If the two powers are not equally risk averse, and if the power that is not satisfied with the status-quo is the party that is less risk averse, a higher probability of nuclear exchange would be the result. This scenario would critically harm the validity of deterrence theory. And, as was stated earlier, if the probability exists that deterrence theory is, in any way, possibly invalid, it would be illogical and possibly disastrous to depend upon it when making decisions in the international arena. The discussions contained within this paper lead to an even more important criticism. What exactly is rational behavior? It would appear, as in the criticism of circular logic, that the rational decision made by a unitary actor desiring to maximize power would most likely be seen from the outside as an irrational decision, as it has a high probability of harming the very nation that is attempting to preserve itself. Therefore, a serious criticism of traditional deterrence theory, as outlined by Jerves (P. 299), is that a well stated and objectively measured operational definition of rational behavior does not exist within the literature. Is it rational to make a decision that would lead to the demise of ones own civilization? Or is it more rational to assume that if a first strike is launched against a nation, and the nations destruction is inevitable, then actions that will lead to the destruction of the other civilization are the logical choice? In this case, rationality is relative to perceived risk and to the risk-aversive behavior of both parties. However, if either partys level of risk aversion is below some unpredictable point, the assumption of rationality becomes invalid, as would the entire theory. In defense of Jervis work in addressing long-term stability under the deterrence model, Kugler and Zagare (1990) attempt to extend the traditional model by combining it with the model of power transitions, and make the observation that parity between nuclear parties is not stable, but rather is a critical point where conflict and/or nuclear exchange can occur. Again, since no specific exchange of nuclear weapons has taken place under these circumstances to date, this theory is far from verified and is definitely not in a position that can be defended through experimentation or falsification. Therefore, one must criticize their work as broad-based assumptions made by applying the work of other authors within the field. However, it would seem logical, and somewhat practical to believe that there is some glimmer of truth in the arguments made within Kuglar and Zagares paper. Therefore, while their work is not at a position that could be called scientifically progressive under the standa rds established by Lakatos, it can also be said that their theories are not degenerative to the previous models as they do not alter the hard-core assumptions of unitary actors and rational decision making. Therefore, my criticism of this work is far less negative than my criticism of the traditional model of deterrence outlined by Brodie. An additional observation is that Kuglar and Zagares work adds to the second wave models described by Jerves in that it examines the phenomenon of risk aversive actors and uses game theory to further determine the possible probabilistic outcomes of confrontational scenarios. But, as with the other explanations, we must depend upon the probability of predicting a non-event (long-term stability measured by the absence of a nuclear exchange) versus a catastrophic event (nuclear exchange). Either way the model is un-testable and unverifiable. It is more of an explanation than a true scientific model or theory. Thus, we are relying on assumptions and generalizations. In the works of Signorino and Tarar (2006) and Zagre (1990), we again see the application of game theory as a way of empirically explaining and/or predicting the possible outcomes of nuclear buildups by examining risk and uncertainty on the part of defenders and attackers. Again, we can see that if the attacker is the party that is less risk-averse, the probability of war should, theoretically, increase, thus explaining that there is really no such thing as long-term stability when evaluating nuclear deterrence. While the application of probit analysis to the model does add an elegant mathematical presentation, it is still not a progressive model that can be verified experimentally or falsified scientifically, as the results of such experimentation would more than likely prove disastrous to the entire world. Therefore, the criticism of these models remains that they cannot be empirically analyzed in a way that would satisfy the requirements of even the loosest constraints placed by t he Lakatosian system of evaluation. While Signorino and Tarar (p. 592) claim that their model explains 96% of the attackers actions and over 93% of outcomes using an analysis of the POLITY III data set from 1800-1994, the problem still remains that they are trying to empirically predict a nuclear exchange using non-nuclear conflicts and therefore are not addressing some very important elements. For instance, they are not really analyzing the willingness of either party to truly use nuclear weapons in a first or second-strike position. And, given that the United States is the only nation to ever definitively make the decision to use a nuclear weapon in a conflict, we must also critically examine their application of democratic peace theory to the analysis of deterrence theory. Thus, even the most contemporary of the papers reviewed for this analysis do not truly bring us to a model of deterrence that can effectively be used to explain or predict the actions of nuclear parties. One additional criticism which must be cons idered is that none of the literature assigned for this class addresses non-state actors. Given our post 9-11 war on terror, it is vital that we examine our current geopolitical environment in future research. CONCLUSIONS A review of literature assigned for our study of deterrence theory and a critical analysis of their findings leads me to believe that, while deterrence theory has a logical basis for explanation, it lacks a level of scientific validity which would allow us to depend entirely on its hypotheses and hard core assumptions. Therefore, reliance upon this theory as the sole explanation for the behavior of nuclear states and for the buildup of nuclear weapons in response to the actions of other states is not scientifically supported. Other methods such as negotiation, arms limitations, treaties, and efforts to promote sustainable economic growth among nations are also required for any nation that wishes to contribute to long-term stability in the modern nuclear age.

Moses, David and Elijah Essay examples -- Religion, BIble, Prophets, G

Moses, David, and Elijah were all important biblical figures during the Old Testament times. They all had unique and faithful relationships with God. Moses relationship with God was a special one. To be specific, the Lord would speak to Moses face to face, as a man speaks with his friend. (Deut. 33:9-11) Though with David, he loved the Lord with all his heart. Furthermore, David’s dependence on God was everlasting as well as his praise and worship to God. (2 Sam. 22) And with Elijah, his relationship with God was his passion to do God’s will. Beside their different relationship with God, they all shared similar missions in the name of the Lord. First of all, they all were prophets chosen by the Lord God Almighty. As well as being chosen by God, the Lord appointed them to lead and guide the Nation of Israel. Most importantly, God used them all to fulfill His promise to the Israelites. For example, God would often use Moses and the other prophets to demonstrate signs of His power and to bring forth His judgment against Israel and her enemies. In fact, God provided them similar missions for His kingdom. Moses was the first Hebrew prophet to lead the children of Israel. Being humble and doubtful of his ability to lead, God still chose Moses to lead the Children of Israel of bondage. (Ex 3) Though Moses would often doubt God’s commandments, the Lord would always reassured Moses to go and carry out His commands. (Ex 6:1-12) With David and Elijah coming years after Moses, their missions for God are equally compared to Moses. Like Moses, God chose David to lead the Nation of Israel (2 Sam. 7:2-16). God told Moses to build the Tabernacle. (Ex 25:1-9) Years later, God would not allow David to build him a Temple, but He promised Davi... ...ct that Elijah demonstrated the Lord’s power and the Lord’s sovereignty at Mount Carmel. (1 Ki 18:16-42) So why did Elijah run away? He fled out of fear. Elijah doubted the God would protect him. He focused on Jezebel’s evil instead God’s power. (1 Ki 19) Above all, when God ask Elijah on top of Mount Herob, â€Å"What are you doing here?† Elijah said that he was zealous and he faulted the Israelite for rejecting the Lord’s covenant. Despite Elijah actions, he still did not confess. (1 Ki 19:9-14) As a person can see, God trusted Moses, David, and Elijah to follow his commands and to do His will. Above all, they were all faithful when the Lord called upon them to do His will. However, at pivotal periods in their lives, they all forgot their purpose of what God had prepared them to do. Importantly, they forgot to trust God and remain faithful in all situations.

Training & Development Proposal

Industry Development Programme – Introduction to Broadcast Technology VENUE Wireless Communication Centre, Faculty of Telecommunication, Universiti Teknologi Malaysia, Skudai, Johor. 5th to 7th November 2012 A collaboration programme between SKMM Academy, Suruhanjaya Komunikasi dan Multimedia Malaysia and Wireless Communication Centre (WCC), Universiti Teknologi Malaysia Overview of the program The Introduction to Broadcast Technology training is conducted over a period of 3 days and delivered by Academics. The programme will be held at the Wireless Communication Centre of Universiti Teknologi Malaysia in Skudai Johor.The course is designed by academics and SKMM regulators with extensive knowledge in spectrum management. The programme looks at the development of the broadcasting systems and services (in Malaysia – options). It covers both analog to digital broadcasting standards. Specifically, it describes in detail, television, radio (sound), and satellite broadcasting . The programme begins with an overview of broadcasting services followed by the academic definition of broadcast channels. It covers topics such as the broadcasting transceiver structures, modulations and standards.The concept of satellite TV and radio broadcasting will also be presented. The information of digital dividend will be the draw attention to of the three days programme, where the values of digital dividend for the emerging technologies are discussed and explained. At the end of the programme, a dialogue is performed on the issues of digital dividend in Malaysia in order to exchange views between participants and facilitators. Objective To ensure at the end of the programme, all participants should be able to: * Comprehend the concept of analog and digital broadcasting services. Make different between broadcasting standards, i. e. Radio, TV, and Satellite. * Express knowledge of broadcast channels from the perspective of information theory. * Give details the concept of the digital dividend. Audiences The course caters to the needs of those working within the broadcast sectors with a concern in the future improvement in terrestrial broadcasting. Participation evaluation At the end of the programme, all participants will be tested on their understanding of broadcast technology and concept of the digital dividend.Thereby, a certificate will be awarded to those participants that successfully pass the examination. Trainers (Instructors` Biodata) Dr. Norhudah Seman received her B. Eng. in Electrical Engineering (Telecommunications) from Universiti Teknologi Malaysia (UTM) in 2003 and M. Eng. in RF/Microwave Communications from The University of Queensland, Brisbane, St. Lucia, Queensland Australia in 2005. In September 2009, she completed her PhD at the same university. She previously worked as an engineer with Motorola Technology, Penang Malaysia in 2003 where she was involved with RF and microwave components design and testing.She is a senior lecturer in the Faculty of WCC, UTM 8th to 10th October 2012 Electrical Engineering UTM and an academic staff member of Wireless Communication Centre (WCC). She has published two book chapters in a book entitled â€Å"Microwave and Millimetre Wave Technologies† and written about 16 technical articles of international journals and conference papers. Her research interests concern the design of microwave circuits for biomedical and industrial applications, UWB technologies and mobile communications. She may be contacted at [email  protected] utm. myDr. Marwan Hadri Azmi received his B. Eng. in Electrical Engineering (Telecommunications) from Universiti Teknologi Malaysia (UTM) in 2003 and M. SC. Degree in Communications and Signal Processing from Imperial College of Science, Technology and Medicine, University of London in 2005 and the Ph. D degree from the University of New South Wales, Australia in 2012. He is currently a lecturer in Universiti Teknologi Malaysia. His research inte rests include communication, information and coding theory focusing on cooperative communications and LPDC coding.He may be contacted at [email  protected] utm. my Programme Agenda DAY 1| Time| | Module/Activity| 8. 30am – 9. 00am| | Registration| 9. 00am – 9. 20am| | Opening Address| 9. 20am – 9. 30am| | Group Photo Session| 9. 30am – 10. 30am| | Topic 1: Introduction to Broadcasting Services| 10. 30am – 11. 00am| | Tea Break| 11. 00am – 1. 00pm| | Topic 2 – Broadcast Channel from The Point of View of Information Theory. | 1. 00pm – 2. 00pm| | Lunch| 2. 00pm – 3. 30pm| | Topic 3 – Analog Broadcasting – Radio| 3. 30pm – 4. 00pm| | Tea Break| 4. 00pm – 5. 0pm| | Topic 4 – Analog Broadcasting – TV| DAY 2| Time | | Module/Activity | | | | 8. 30am – 10. 30am | | Topic 5 – Digital Broadcasting | 10. 30am – 11. 00am | | Tea Break | 11. 00am – 1. 00pm | | T opic 6 – Digital Audio Broadcasting (DAB) | 1. 00pm – 2. 00pm | | Lunch Break | 2. 00pm – 3. 30pm | | Topic 7 – Digital Terrestrial Television Broadcasting (DTTB) | 3. 30pm – 4. 00pm | | Tea Break | 4. 00pm – 5. 30pm | | Topic 8 – Satellite Broadcasting | DAY 3| Time | | Module/Activity | | | | 8. 30am – 10. 30am | | Topic 9 – Digital Dividend | 0. 30am – 11. 00am | | Tea Break | 11. 00am – 1. 00pm | | Topic 10 – Issues in Digital Dividend | 1. 00pm – 2. 00pm | | Lunch Break | 2. 00pm – 3. 30pm | | Topic 11 – Written exam and closing ceremony | 3. 30pm – 4. 00pm | | Tea | Training methods There are lots of training methods to be used in this training program which could enhance the interest and cooperation of the participants which will be more effective instead of using old training materials like one way communication that not really function to the purpose of the progra m.Below are the training methods that will be used in this training program which includes: * Card games * Survey * Pre workshop questionnaire * Focus group * Conceptual input * Teamwork and presentations Registration Form Course Title:| | Introduction to Broadcast Technology| Dates:| | 5th to 7th November 2012| Venue:| | Wireless Communication Centre, Faculty of Telecommunication, Universiti Teknologi Malaysia, Skudai. | Fees*:| | RM300/-| *Fees do not include accommodation and travelling expenses and these are to be borne by participants.Delegate Details Name of Participant | Designation and Department | Organisation and Address | | | | Email Address | Direct Line | Mobile Number | | | | | Signature and Company stamp | | Date | The closing date for registration has been extended to 3. 00 pm 12th October 2012. For any queries please contact us at the address below, send an email to skmm. [email  protected] gov. my or call any of the following numbers: Azhar Zin | +60 (3) 8688 816 2 | Gayathiri | +60 (3) 8688 8394 | | | | |

The Crucible Essays (309 words) - Salem Witch Trials, Tituba

The Crucible Essays (309 words) - Salem Witch Trials, Tituba The Crucible The Crucible, by Arthur Miller, is a fact-based story about a town called Salem and it's unjust people. Salem, was a town ruled and governed by religion. Things such as games, newspapers, or anything alien to their small town were considered evil. Though a strict, religion-based town might sound appealing to some, the town had many problems. One such problem was the witch trials that took place in Judge Hathorne's Court. In these trials little girls would sit in the front and the elder people in the back. Judge Hathorne would sit in the middle with the defendant sitting in a chair to the right. The defendant would be questioned and interrogated like any case held in court today. Then the girls in the front would put on a show that the person was "grasping them with a chilly hand " or attempting to kill them. After this the defendant would be sentenced, usually to hanging. I pitty those girls. It's amazing that a show put on by such adolesence could end a persons life without factual proof. I think, on a more positive note, that Tituba was a strong character in Salem. Tituba told the children stories of which they'd never heard. Tituba influenced them to think beyond which their parents and teachers had instilled and enlogged inside their heads. But my views aren't agreed with by Abigail who shouts, "She sends her spirit on me in church; she makes me laugh at prayer." (p44) Many times, Tituba is accused of witchcraft and "compacting with the devil." This is sad because all Tituba's intentions are two show the children that there'' more to life than Salem wants them to see. On the whole, The Crucible is a story that has greal moral and has many lessons to be learned(as well as other Arthur Miller selections)

The Stock Market Crash of 1929

The Stock Market Crash of 1929 Free Online Research Papers The stock market has been around and well-known for many years and has been dated back into colonial times. However, in 1929, the stock market unfortunately took a drastic turn for the worst. In just a matter of days, the market underwent a cascading decline, and took everything down with it. To many, the stock market may seem very complicated and esoteric. However, after some research some come to find its actually very simple, because someone else basically does the work for you. This ‘someone else’ is a stock broker. In simpler terms, a stock broker is like an auctioneer. The job of an auctioneer is to pair a buyer with a seller, much like the job of a stock broker. They also determine adequate pricing of whatever it is being sold (Gerlach). In the stock market, shares of companies are what is being sold. If you buy a share of a stock, you own a part of that company. Generally, if the company did well, you would earn a profit, and if it didnt do so well, you could potentially lose money. Investors soon purchased stock on margin. Margin is the borrowing of stock for the purpose of getting more leverage. For every dollar invested, a margin user would borrow 9 dollars worth of stock. Because of this leverage, if a stock went up 1%, the investor would make 10%! If a stock drops too much, a margin holder could lose all of their money AND owe their broker money as well (Stock Market Crash). Investing money in the stock market was a very risky act. Some lucky investors end up acquiring huge profits and simultaneously become millionaires over night. However a lot of patience is necessary as not to panic and sell your share as soon as the prices drop in the slightest bit. Keeping calm through a downfall could ultimately be your saving grace in the end. Because more and more Americans were purchasing stocks, the value of the marked drastically increased (Ohio History Center). There was a peak in prices in September 1929, and after this, the priced dropped. Some brokers were on the brink of panic and quickly called in there loans, which would have been a wise decision. On the other hand, many brokers carried on, continuing to loan money, and looked at the decline as just a bad day in the market. On Wednesday October, 23rd, the Dow Jones had descended 24 points in a mere half hour, causing a slight panic across the nation. The next day, Thursday the 24th, all brokers called in their loans causing all prices on the market to face a gargantuan downfall. Many at this point figured the stock market just need a few days to bounce back. To keep a lid on the hysteria, brokers began to merge their funds to buy enough stocks to even out the market. This briefly balanced the priced. However, by the following Monday, prices had fallen again. Tuesday October 29th, 1929, ‘Black Tuesday,’ was the day all hell had broken loose. This was the very day of the stock market crash. Because of the rapidly declining prices, the once reliable ticker tape had trouble keeping up and ended up causing mass confusion and chaos. On account of the dwindling prices, many people vacated the market and withdrew all their funds while their debts were still meager. With everyone pulling out at once, mass mayhem had occurred and the market had crashed. After the crash, the suicide rate skyrocketed. Many people leapt to their demise out of tall buildings because being dead was easier than facing financial debt. The most abundant time of suicides came in 1930, the year following the crash. In 1925 the number of suicides in New York was 14.4 per 100,000 of the population. In 1934, that number had escalated to 17.0 per 100,000 of the population (Galbraith). Also, the stock brokers who decided suicide was not the answer, lost their jobs. American across the nation were in debt. However, it was the Americans who has invested all they had who were hit the hardest and has lost everything as a result of the crash. Eventually the crash of the stock market has negatively effected everyone. Research Papers on The Stock Market Crash of 1929Analysis of Ebay Expanding into AsiaTwilight of the UAWQuebec and CanadaThe Effects of Illegal ImmigrationDefinition of Export QuotasMarketing of Lifeboy Soap A Unilever ProductAppeasement Policy Towards the Outbreak of World War 2Open Architechture a white paperHip-Hop is ArtBionic Assembly System: A New Concept of Self

Global Corporate Sustainable Development Analysis Research Paper

Global Corporate Sustainable Development Analysis - Research Paper Example ll the natural resources, assets, human resources, and also financials in order to ensure long term operation and well being of the organization (Pearce, Barbier and Markandya 4). However the classical definition of sustainable development was given by Bruntland Commission in the year 1987. It defined sustainable development as ‘Development that meets the needs of the present without compromising the ability of future generations to meet their own needs’ (Misra 236). In the context of the study E. I. du Pont de Nemours and Company and DuPont will be chosen on which the sustainability factor will be assessed. Apart from this the report will also emphasize on the issues of sustainable development. Furthermore the report will elaborate the challenges that are faced by the company in the context of sustainable development. Thereafter the report will conclude and will offer few suggestions that will be effective for the company in achieving sustainable development. DuPont was established in the year 1802 by Eleuthà ¨re Irà ©nà ©e du Pont. The company is presently it is headquartered at Wilmington, Delaware, U.S. Initially the company started its business as a gunpowder mill. It is basically a chemical manufacturing company. Based on the market capitalization the company is the third largest chemical company of the world. In the year 2009 DuPont was the third largest company in terms of total revenue. In terms of the most sustainable companies of the world the company according to global 100 lists of 2012, the company has been unable to find a place (Global 100). However DuPont was ranked at the 43rd Position by the fortune magazine in terms of ‘most admired companies of the world’. In addition to that according to 100 bets corporate citizens list, it is ranked at the 19th position (â€Å"DuPont Sustainability Recognition and Awards†). Some of the evident products of the company include Corian, Kevlar, Delrin, Nomex, Mylar, Tyvek, Neoprene, Teflon, Nafion, and

Scope Risk Essay Example | Topics and Well Written Essays - 500 words

Scope Risk - Essay Example The move towards innovation is necessary as it can be stated that innovation is more important than acquiring the name of best company in the world. The other trend i.e. making shift in global market is necessary as it is regarded as one of the fundamental needs of the organizations in attracting huge customers along with increasing sales (Project Management Institute, 2012). The successful completion of a project requires the involvement of clients and their conduct of activities efficiently. In this case, if there lays the involvement of several members, it can create hindrance in the success of the project. In order to complete projects in a timely fashion by balancing the needs, initially a proper planning of the project would be made along with determining the actual number of members to be included in the project team. Then, proper allocation of tasks relating to the project must be provided to the actual number of members for the purpose of fulfilling the need to freeze project scope in a timely fashion (Global Knowledge Training LLC, 2013). In the context of slower economic growth, one of the viable and valid trends that would emerge is the changing economic conditions of the global market. The fact can be supported with the happening of global recessions in previous few years. Similarly, in the background of shifting global markets, a viable and a valid trend of improving the sales target for future rather than focusing upon developing the existing position in the business market would emerge (Project Management Institute, 2012). Based on the above discussion, it can be affirmed that a few of the factors such as innovation, shift in global market and economic growth are the elements that bring considerable changes in the operations of business organizations and identification of various opportunities. As per my understanding,