oi23 Essays - Prophets Of Islam, Biblical People In Islam

When many Americans here the term Islam or Muslim they associate it with such groups as the Nation of Islam or the Black Muslims. However these groups and others like them often have very little in common with the true Islamic faith. They use the term Islam to generate support for their causes, but in so doing they often destroy the public?s view of the main Islamic faith. The People of the Book is an honorary title given to the Jewish, Christian and Muslim faiths. All three religions believe in one God and in his word, delivered through the prophets: Moses received the word of God in the Torah, Jesus and the Gospels and Muhammad and the Quran. The three religions also share a similar belief in prophethood; many Christians are stunned to hear that many Biblical prophets are also considered Islamic prophets. The Quran says in (2:136) Say we believe in God, and the revelation given to us, and the revelation given to Abraham, Ismail, Isaac, Jacob and the tribes, and that given to Moses and Jesus, and that given to the prophets from their Lord: We make no distinction between one and another of them, and to Him we are submitters. Islam does have many differences from the other two religions but it does preach a message of tolerance. Mohammad said, ?Whoever hurts a person from the people of the book it will be as though he hurt me personally.? Islam is closer to Christianity and Judaism then they are to each other since it recognizes both as divine religions where Christians have already seen their Messiah and the Jewish people are still awaiting his appearance.(Islam and the Others) There is no room in Islam to believe that God could have walked the earth. They hold God in such a high, and majestic place that even to consider such a thought is ridiculous. They can also not believe the fact that God worked for six days and then had to rest on the seventh day. God is all powerful and therefore would not need a day of rest.(Islam and the Others) The Jewish and the Musl im religions could be considered cousins because of Abraham, their common grandfather. Abraham was married to Sarah, but because she was barren Sarah offered Abraham her slave Hagar. Hagar had one child, a boy named Ismail. Sarah grew jealous and forced her husband to ban the two from her house. (The annual Muslim ritual of Hajj honors the pain the mother faced when her food ran out and she was searching for water until the sudden eruption of the well.) Years later Sarah had a son named Isaac, the father of Jacob who became Israel, father of the twelve tribes. From Abraham?s lineage came fourth two religions: Islam through Ismail and Judaism threw Isaac. To the Muslim people Ismail and Isaac are two equally blessed prophets. However to the Jewish people Abraham had only one son, Isaac, because Ismail?s mother was a maid. A major difference between the two religions is their stances on Jesus. The Muslims believe Jesus was a genuine messenger of God, sent to deliver God?s message to t he Jewish people. The Quran says: ?We killed Christ Jesus son of Mary the messenger of God?But they killed him not, nor crucified him...only a likeness of that was shown to them and those who differ therein are full of doubts with no knowledge but only conjecture to follow. For a surety they killed him not: Nay, God raised him up unto Himself, and God is most exalted, wise. This passage also brings up another interesting view of the Islamic faith. By saying that it was not Jesus who was crucified, but rather a likeness of him, the Islamic faith is releasing any responsibility for Jesus death on the Jewish people. The Muslims hold Jesus and Mary in very high regard. Although Jesus is not considered to be the Messiah by the Muslims he is considered to be a very important prophet. Jesus cannot be the Messiah because according to the Quran God cannot be begotten. ?He is Allah the one; Allah, the eternal, absolute; He begets not, nor is he begotten; and

How to Get a CDL in Massachusetts

How to Get a CDL in Massachusetts This article applies to anyone who wants to apply for a CDL in Massachusetts. If you want to learn about getting a CDL in other states, TheJobNetwork has put together a very comprehensive CDL guide on every state of the country. MassachusettsEligibilityIf you are at least 21 years old  and have not had your driver’s license or right to operate revoked, you may apply for an interstate transport CDL permit. If you are at least 18 years old  and have not had your driver’s license or right to operate revoked, you may apply for an intrastate (Massachusetts only) transport CDL permit.RequirementsFederal law requires all  commercial drivers have a social security number that verifies with the Social Security Administration.Drivers of commercial vehicles over 10,000 lbs. must carry a valid US Department of Transportation (D.O.T.) approved medical certificate. Also, drivers transporting 15 or more passengers or carrying placarded hazardous materials, regardless of vehicle size, are required to carry a D.O.T. medical certificate.Written TestObtain a   CDL, you must first fill out an application (available at any RMV full-service office or on the RMV website).  Then,  present the application, the required identification, and the $30.00 written test fee, and the fee for any endorsements, in person, to any RMV full service office to take the written test.  If you pass the written test, you will receive a 2-year permit.Road TestFinally, a road test is usually required when applying for a CDL. When you are ready to take a road test, you must call the RMV Telephone Center to schedule your road test. All road tests must be scheduled by the Telephone Center. You may NOT make a road test appointment in person.For the road test,  you you must  supply a properly equipped, legally registered and insured vehicle with  a valid inspection sticker. It must be of the proper type and manufacturer’s GVW  rating for the class license you are applyi ng for, and it must pass a safety check by the examiner.The skills that will be tested during a CDL road test are pre-trip vehicle inspection, basic vehicle control, and   an on-road test

GAP Corporate Strategy Article Example | Topics and Well Written Essays - 3000 words

GAP Corporate Strategy - Article Example then the necessary strategic changes that have made in its corporate strategy to have better business. At the end I will conclude this discussion. Corporate strategy expresses the marketplace and the commerce in which an organization will perform its function. Competitive or company strategy describes for a given Corporate the foundations on which it will struggle. Corporate strategy is characteristically determined in the situation of significant the company's mission and proposal, that is, declaring what the corporation does, why it survives, and what it is future to become. Competitive strategy pivots on a company's abilities, powers, and flaws in relative to marketplace exceptionality and the equivalent abilities, powers, and flaws of its contestants.1 Corporate Strategy is apprehensive with the in general motive and range of the commerce to assemble stakeholder prospect. This is a vital level since it is a lot prejudiced by financier in the business and operates to direct tactical decision making all through the organization. Corporate strategy is frequently confirmed openly in a mission statement (Johnson, 2002). This section of the paper provides the introduction of the GAP Inc. ... What started as one brand has developed to take in Gap, GapKids, gapbody, babyGap, GapMaternity. Gap has turn out to be an intellectual icon by contributing clothing and accessories entrenched in cool, certain and casual style to customers in the regions of the world.2 Gap Inc. is a most important worldwide field retailer with a physically powerful group of brands and economic 2007 profits of $15.8 billion. GAP is dedicated to helping the wants of there customers while bringing excellence earnings and long term worth to our shareholders (Gap Inc, 2008). Gap Inc. is a top international field retailer presenting personal concern goods for men, ladies, kinds and babies beneath the Gap style, Banana Republic and aged Navy products, by means of a fourth products, Forth & Towne, commencement in 2005. established in 1969 by Doris and Don Fisher in city of San Francisco, California, Gap Inc. has grown-up from a particular store with a few workers to around 3,000 stores in the France, United States, United Kingdom, Canada, and Japan, with approximately more than 150,000 staff. In the United States, clients may as well shop the corporation's online stores. A public corporation, Gap Inc. is operated on the New York Stock-Exchange and is established on the Cal vert community indicator, Domini 400 Social indicator, and lot of others (Gap Inc, 2008-a). Part 2 This part of the paper will provide the analysis and evaluation how external and internal factors affecting GAP Inc. How the GAP will cater then this will be addressed in this part. The Gap Inc is one of the world's leading apparel brands and was valued at US$7.7 billion in 2003 (GAP). They first wrote their

Tuskegee Syphilis Experiments Essay Example | Topics and Well Written Essays - 750 words

Tuskegee Syphilis Experiments - Essay Example This led to demand of a change on the system to come up with protective rights for the participants. The research participants have a right to be respected despite the type of research being conducted. Research always seeks to learn new things about human conditions and the participants that are involved should not be treated as objects of study but as human beings. If research is being conducted on inanimate objects then there are no moral questions raised but as long as human beings are involved then they must be respected. Individuals should participate in research only if the questions being addressed are important and the risks involved are justifiable. The participant should be informed and participation should be voluntary (Brody, 2007). In addition, the participants have a protection right to having independent review on the risks and benefits of being involved in the study. The investigator needs to ensure that the participants have reviewed the risks and benefits involved and they have seen that they are reasonable. A set structure has the responsibility of conducting the reviews. This opportunity ensures that a participant sees the risks in relation to the potential benefits and volunteers to continue with the research. The risks and benefits should be examined carefully to avoid overlooking the benefits over the risks involved. The participants also have right to privacy during the study. It is a participants right to have privacy interests in relation to personal information, their body, and the space they occupy. Different medical studies affect the domains of privacy through different ways depending on the objectives and methods. The participants have the right to control information related to themselves. Privacy should always be respected and information on the participants should not be disclosed. It is the ethical duty of the investigators or researchers safeguard

Luxury Paradigm Essay Example for Free

Luxury Paradigm Essay It is generally acknowledged that western consumption of luxury in the 1980s and 1990s was motivated primarily by status-seeking and appearance. This means that social status associated with a brand is an important factor in conspicuous consumption. The baby boom generation luxury consumer has a passion for self-indulgence while maintaining an iconoclastic world view, which is transforming the luxury market from its ‘ old ’ conspicuous consumption model to a totally new, individualistic type of luxury consumer one driven by new needs and desires for experiences ’ . The expression of ‘today’s luxury’ is about a celebration of personal creativity, expressiveness, intelligence, fluidity, and above all, meaning. LUXURY AND POSTMODERNISM Recent arguments have been sounded that aspects of contemporary luxury consumption have reflected the phenomenon of postmodernism. Postmodernity means very different things to many different people’. Postmodernism is essentially a western philosophy that ‘refers to a break in thinking away from the modern, functional and rational’. In terms of experiential marketing, two aspects of the postmodern discourse are most relevant: hyper-reality and image. Hyper-reality refers to ‘the blurring of distinction between the real and the unreal, in which the prefix ‘hyper’ signifies more real than real. When the real that is the environment, is no longer a given, but is reproduced by a simulated environment, it does not become unreal, but realer than real’. The example of Bollywood to illustrate the so-called ‘Disneyfication’ of reality within the context of contemporary Indian society: ‘Bollywood captures not only the imagination in the form of song, music and dance but fairy tale settings, romantic melodrama and heroic storylines immerse the viewer in ‘simulated reality’. Traditional marketing was developed in response to the industrial age, not the information, branding and communications revolution we are facing today. In a new age, with new consumers, we need to shift away from a features- and-benefits approach, as advocated by traditional approaches to consumer experiences. One such approach is experiential marketing, an approach that in contrast to the rational features-and-benefits view of consumers takes a more postmodern orientation, and views them as emotional beings concerned with achieving pleasurable experiences. EXPERIENTIAL LUXURY MARKETING When a person buys a service, he purchases a set of intangible activities carried out on his behalf. But when he buys an experience, he pays to spend time enjoying a series of memorable events that a company stages to engage him in a personal way. Experiential marketing is thus about taking the essence of a product and amplifying it into a set of tangible, physical and interactive experiences that reinforce the offer. Experiential marketing essentially describes marketing initiatives that give consumers in-depth, tangible experiences in order to provide them with sufficient information to make a purchase decision. It is clear that the fact that many luxury goods are almost always experiential puts luxury marketers in a unique position to apply the principles of experiential marketing to their activities. Dimensions of the luxury experience The term ‘involvement’ refers to the level of inter-activity between the supplier and the customer. Increased levels of involvement fundamentally change the way in which services are experienced, that is, suppliers no longer create an experience and pass it to the customer; instead, the supplier and customer are interactively co-creating the experience. The term ‘intensity’ refers to the perception of the strength of feeling towards the interaction. The four experiential zones are not intended to be mutually exclusive; the richness of an experience is, however, a function of the degree to which all four zones are incorporated. Those experiences we think of as Entertainment, such as fashion shows at designer boutiques and upmarket department stores, usually involve a low degree of customer involvement and intensiveness. Activities in the Educational zone involve those where participants are more actively involved, but the level of intensiveness is still low. In this zone, participants acquire new skills or increase those they already have. Many luxury goods offerings include educational dimensions. For example, cruise ships often employ well-known authorities to provide semi-formal lectures about their itineraries – a concept commonly referred to as ‘edutainment’. Escapist activities are those that involve a high degree of both involvement and intensiveness, and are clearly a central feature of much of luxury consumption. This is clearly evident within the luxury tourism and hospitality sector, characterised by the growth of specialised holiday offerings. The launch of the Royal Tented Taj Spa (Taj Hotels Resorts and Palaces) at the Rambagh Palace in Jaipur (India) recreates the mobile palaces used by the Mughal emperors of the sixteenth and seventeenth centuries, with chandeliers, royal pennants and Indian love swings. When the element of activity is reduced to a more passive involvement in nature, the event becomes Aesthetic. A high degree of intensiveness is clearly evident within this activity, but has little effect on its environment such as admiring the architectural or interior design of designer boutiques. The six-storey glass crystal design of the Prada store in Tokyo conceptualised by the architects Herzog and de Meuron has become a showcase for unconventional contemporary architecture.

Nomenclature of Organic Chemistry

Nomenclature of Organic Chemistry Organic Nomenclature Oxford Dictionaries (n.d.) defines nomenclature as â€Å"the devising or choosing of names for things, especially in a science or other discipline†{Dictionaries, #[emailprotected]@author-year}. I believe the easiest way to understand the rules associated with the IUPAC nomenclature of organic chemistry is with examples and so the majority of this essay will be dealing with examples and their explanations. Simek (1999) introduces the systematic naming of an organic compound with a fundamental rule, that to begin naming, one must first identify the parent structure, â€Å"based on naming a molecule’s longest chain of carbons connected by single bonds, whether in a continuous chain or in a ring†. After which, â€Å"all deviations, either multiple bonds or atoms other than carbon and hydrogen, are indicated by prefixes or suffixes according to a specific set of priorities†. Simek (1999) also describes how alkanes are saturated hydrocarbons, which are molecules only containing carbon and hydrogen bonded by single bonds only. Alkanes can be subdivided into two main groups, linear and cyclic; linear describes molecules that can be bonded in continuous chains and cyclic describes molecules that are bonded in a ring like structure. The simplest of all to name are straight chain alkanes: CH4Methane C2H6Ethane C3H8Propane C4H10Butane C5H12Pentane C6H14Hexane C7H16Heptane C8H18Octane C9H20Nonane C10H22Decane C11H24Undecane C12H26Dodecane In order to name cycloalkanes, the prefix â€Å"cyclo† is used: C3H6CyclopropaneC4H8Cyclobutane C5H10Cycloheptane Nomenclature of Branched Chain Alkanes University of California, Davis (n.d.) describes how â€Å"An alkyl group is formed by removing one hydrogen from the alkane chain, and is described by the formula CnH2n+1. The removal of this hydrogen results in a stem change from-aneto-yl.† E.g. Propane to propyl. In order to systematically name a molecule, first identify the parent structure. In this case the longest carbon chain is 6-Carbons long, as a result the parent structure is Hexane. The carbons in the chain are numbered from the end giving the substituents (The group substituted in place of hydrogen, in this case the substituent is CH3-Methyl) the lowest possible number The substituents or functional groups that are attached to the parent chain are then named. There are two, one-carbon long alkyl groups and as a result take methane, drop the -ane and replace it with –yl ­, giving methyl. N.B. If the alkyl group is two-carbons long (CH3CH2), the name would be ethyl, CH3CH2CH2- propyl, CH3CH2CH2CH2- butyl. Number the substituents to identify their positions relative to the parent structure. Here, substituent positions are 2 and 4. Hardinger (2008) emphasises that a number must be assigned to each substituent, along with its prefix (di-, tri-, terta-, penta-, etc.), even if the same substituents are present in the molecule In this example 2,4-dimethyl. Position numbers for substituents are ordered numerically, substituent names are ordered alphabetically (prefixes such as di-, tri-, tetra-, etc., are excluded from alphabetical ordering, but cyclo, iso and neo are included) and are then written before the parent name. If these rules are adhered to, the molecule is named as: 2,4-dimethylhexane. Nomenclature of Alkenes Alkenes are unsaturated hydrocarbons and differ from alkanes, as they have at least one C=C double bond. Alkenes have the general formula CnH2n, which is the same general formula for cycloalkanes. Following the same basic rules as before, identify the parent structure. Here, the longest carbon chain is 7-Carbons long, thus the parent structure is heptane. The molecule is numbered so that the substituents have the lowest possible position numbers. The substituents are then named. As the molecule has a double bond, it is identified as an alkene and as the parent structure is heptane, it is named heptene. However, take into account there is also a methyl group. Numbering the positions of the substituents gives, 2-methyl and 1,3-diene, since the molecule contains one methyl group and two double bonds. Position numbers are ordered numerically, the substituents ordered alphabetically and both written before the parent name. Due to the fact the double bonds use a suffix (-ene is at the end of the name), 1,3-diene is not ordered before 2-methyl. Systematically naming the molecule gives it an IUPAC name of: 2-methylhepta-1,3-diene. Nomenclature of Haloalkanes Haloalkanes are organic compounds, where an alkane contains at least one halogen. Haloalkanes have a general formula of CnH2n+1X (X=Halogen e.g. Cl) In order to name haloalkanes, the –ine of the halogen name is removed, leaving the prefix (e.g. fluorine becomes floro-, chlorine becomes chloro-, etc.). The same rules are then applied to systematically name the haloalkane. Nomenclature of Alkynes Alkynes are unsaturated hydrocarbons, as they contain at least one C≠¡C bond. Alkynes have the general formula CnH2n-2. Again identify the parent structure, the longest carbon chain is 7-Carbons long and therefore the parent structure is identified as heptane. The molecule is numbered so substituent positions have the lowest possible numbers. Here the substituents are: two methyl groups, one chloro group and one C≠¡C triple bond. The longest chain is 7-Carbons long and contains a C≠¡C triple bond; therefore, it is identified as heptyne. The substituent positions are numbered giving: 6,6-dimethyl, 4-chloro and hept-2-yne. Finally position numbers are ordered numerically, substituent names are ordered alphabetically and are written in front of the parent name. The molecule is given an IUPAC name: 4-chloro-6,6-dimethylhept-2-yne. Nomenclature of Alcohols Alcohols are organic compounds containing at least one –OH group bonded to it. The hydroxyl group replaces a hydrogen on a carbon and because of this, alcohols have the general formula CnH2n+1OH. The parent structure for this molecule is identified as octane, since the longest carbon chain is 8-Carbons long. The molecule is numbered, giving the lowest possible numbers to substituents. Substituents in this molecule are: one hydroxyl group and one chloro group. The longest carbon chain is 8-Carbons long and since it contains a hydroxyl group, it is identified as an alcohol. The position numbers for substituents are: 4-chloro and octan-2-ol. Position numbers are ordered numerically, substituent names are ordered alphabetically and are placed before the parent name (the hydroxyl group identifies the molecule as an alcohol, as such, it uses the suffix –ol instead of the prefix hydroxy-). The molecule has an IUPAC name: 4-chlorooctan-2-ol. Nomenclature of Amines Amines are derivatives of ammonia (NH3), the replacing of one or more hydrogens in ammonia with organic compound(s) creates an amine. Replacing one hydrogen, will create a primary amine, two hydrogens – secondary amine, three hydrogens – tertiary amine. Methylamine (primary) Dimethylamine (secondary) Trimethylamine (tertiary) When naming amines, the longest carbon chain including the amine group is determined and numbered so to give the amine group the lowest possible position number. If the molecule is a secondary amine, the longest carbon chain is used as the parent structure and the other chain is denoted with N-alkyl (if both chains are of equal length, the molecule can be named dialkylamine). If the molecule is a tertiary amine, like secondary amines the longest carbon chain is used as the parent structure and the other chains are denoted with N-alkyl (if all chains are of equal length, the molecule can be named trialkylamine). Nomenclature of Ethers University of California, Davis (n.d.) describes ethers as, organic compounds that contain two alkyl groups bonded to an oxygen atom (e.g. CH3CH2OCH3). Ethers only use the prefix alkoxy-, where the –ane of the alkane is removed. According to University of California, Davis (n.d.) the prefix alkoxy- is always treated as a substituent, because there is no suffix for ethers. When naming the molecule the shorter carbon chain becomes the alkoxy- substituent (e.g. methoxy) and the longer carbon chain is identified as the parent structure. Nomenclature of Aldehydes and Ketones Both aldehydes and ketones are organic compounds that contain the carbonyl group C=O. Aldehydes feature at the end of a carbon chain (e.g. CH3CH2CH2CHO), whereas, ketones are part of the carbon chain (e.g. CH3CH2COCH3) When naming aldehydes it is important to note that they exist only on the ends of carbon chains and therefore do not need a position number included in the name, the aldehyde is presumed to be position 1. Aldehyde’s use the suffix –al in naming and replace the –e at the end of alkanes (e.g. Butane becomes butanal). Ketones use the suffix –one in naming and replace the –e at the end of alkanes (e.g. pentane becomes pentanone); however, unlike aldehydes ketones need position numbers, as there are multiple positions for the C=O bond (with the exception of simple ketones like propanone, as there is only one position for the carbonyl group). Nomenclature of Carboxylic Acids Carboxylic acids are organic compounds that contain the carboxyl group COOH. Like aldehydes carboxylic acids are only present at the end of carbon chains and therefore, do not have positions numbers. Carboxylic acids use the suffix –oic acid and replace the –e at the end of alkanes (e.g. Ethane becomes ethanoic acid). N.B. One must be aware, that although there are systematic IUPAC names for all molecules, some molecules have common names e.g. ethanoic acid used to be known as acetic acid and is most commonly known as vinegar. Nomenclature of Esters Esters are formed from reacting a carboxylic acids with alcohols. University of California, Davis (n.d.) briefly explains, that esters are named by treating the alkyl chain from the alcohol as a substituent and the carboxylic acid forms the parent structure, where the –oic acid part is replaced with –oate (e.g. Ethanoic acid becomes ethanoate). Nomenclature of Aromatic Compounds Simek (1999) describes, how aromatic compounds are derived from benzene rings (C6H6), by replacing one hydrogen with a substituent group. The removal of one hydrogen from the benzene results in the phenyl group. When naming aromatic compounds the parent name benzene is used and appropriate prefixes. Priority Rules of Nomenclature When the molecule being named has multiple functional groups and substituent groups, the group with highest priority is numbered so it has the lowest possible position number. This list based on Simek’s (1999) priority table, shows priorities from highest to lowest: Carboxylic Acids Esters Aldehydes Ketones Alcohols Amines Alkenes Alkynes Alkyls Ethers Halo Compounds Aromatic Compounds References: Simek, J., 1999.IUPAC_Handout. [e-book] San Luis Obispo: California Polytechnic State University. Available at: http://www.angelo.edu/faculty/kboudrea/organic/IUPAC_Handout.pdf [Accessed 10 Feb. 14] Lam, D., n.d. [online] Nomenclature of Benzenes – Chemwiki. Available at: http://chemwiki.ucdavis.edu/Organic_Chemistry/Hydrocarbons/Aromatics/Nomenclature_of_Benzenes [Accessed 13 Feb. 14] Oxford Dictionaries. N.d. [online]nomenclature: definition of nomenclature in Oxford dictionary (British World English). Available at: http://www.oxforddictionaries.com/definition/english/nomenclature [Accessed 10 Feb. 14] Hardinger, S., 2008. Nomenclature_02. [e-book] Los Angeles: University of California. Available at: http://www.chem.ucla.edu/harding/notes/nomenclature_02.pdf [Accessed 10 Feb. 14] Clark, J. 2000. [online] Naming aromatic compounds. Available at: http://www.chemguide.co.uk/basicorg/conventions/names3.html [Accessed 12 Feb. 14]

Education Through Imagination Essay

William Butler Yeats said, â€Å"Education is not filling a bucket but lighting a fire.†(The Language of Composition, Yeats page 174) As a high school student aspiring to be an actress, I most certainly agree with his intelligent statement. Education to me, just as to Yeats, is not about having the maximum capacity of knowledge in every subject; it is finding that burning desire to learn about whatever it is that interests you. It is unnecessary to fill our heads with facts that will essentially be useless in our future, personal lives. Instead, we should be inspired to go and learn about the subjects that we are passionate towards, or at least what is related to those passions. For instance, as a student working in the direction of becoming a theatre major, it is not under my impression that it should be mandatory of me to participate in classes that do not involve some type of lessons that will aid my acting career. Here is an example: I’m not going to rely on my knowledge of math or science to pursue a successful profession in theatre. But as an alternative I should become well-informed about many types of literature. The subject of English will be the most helpful to me while going through life as a performer of the arts. Yeats’ description of education reminds me somewhat of another quote from the highly gifted Albert Einstein. Einstein said, â€Å"I am enough of an artist to draw freely upon my imagination. Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world.† (GoodReads, Einstein, www. Goodreads.com/quotes/tag/imagination). Both of them touch on the importance of the free mind, and how some knowledge is not always necessarily needed in life. Now, don’t misunderstand the meanings of these expressions. By no means should knowledge as a whole be absent from your qualities, but your main focus should not be to overflow your mind with knowledge. This topic is very controversial- most people would disagree in a heartbeat. People who disagree have a right to their opinion, but, they must also respect the opposing one too. The way that these theories are worded just provokes close-minded people to argument. But, if they were to try and un derstand the importance of what your imagination can teach you, they may change their minds. From my personal standpoint, by practicing the art of imagination, and by allowing my mind chase its dreams, I have fueled a spark in myself that has lit a fire. This fire is why I burn to be educated about the performing arts and all of the beautiful things I learn about myself while doing so. I have learned more and more about myself every day that I let my imagination educate me. My experiences at school have never come close to revealing the amount of truth in learning as my mind’s eye has. Einstein also said, â€Å"Education is what remains after one has forgotten what one has learned in school.† (Albert Einstein, brainyquote.com) Therefore, it is what we take away from our education that shows what we have really learned. These are the things we will apply in our lives. We will prosper through the things we enjoy, and forget the useless information. Though to say what inf ormation is useless is entirely up to each individual. Also, as time passes we may change our minds as to what is useful to us or not, but that is the beauty of being able to change our minds and educate ourselves about whatever makes us happy. It is passion that drives us, and passion that will truly educate us. â€Å"Develop a passion for learning. If you do, you will never cease to grow.† (Anthony J. D’Angelo, quotationsbook.com/quote) If you are to take anything away from these words let it be this: Have a desire to learn, and be passionate about your education.

Does Things Change in Poor Area of China

Does things change in poor areas? When I was young ,my mother often told me it’s very bitter for them to go to school, they had to get up very early in the morning,then prepared for their brakefast by themselves and did some housework . they couldn’t leave until they finished all of that. They even couldn’t have lunch because proverty. But now ,things about education has changed. Student can get a better care. Now government pay more attention to education,especially in poor areas.Our country has done a lot to improve the education in our country. And they had realized the importance of education for the development of a country since the setting of our country. But they couldn’t do much to poor areas. But now ,with the development of economy, we have enough money to pay for fees for education. Everything has changed in poor areas. Carations from the government push the process of education development in poor areas. Government can support these areas with enough money and good teachers.As a result ,children in poor areas can get the same education resourses as others in rich places. From china daily ,children in guizhou now can get free lunch and beautiful classroom because the aid. What’s more, their family don’t need to care about the payments. In this way ,more children can get the opportunity to know more about the world. In fect, there are so many photographers who care about poor areas. They use their camara to tell people what is going on in poor areas, and try to tell the government.Yes , government can help poor place, but they don’t have enough information. These special people just contribute themselves to the development of poor areas. They even organize activities to collect money for the education of poor places. Most of them will spend most of their time to do that. Thanks to them ,these places can’t perfect their education fast without them. Thanks to the government and people who contribu te themselves to education of poor areas, now children can get more opportuties to get formillar with the world.And things have changed to the good side. New word; Principal : main, or most important poverty-stricken : extremely poor malnourished: weak or sick because you do not eat enough or do not eat enough of the right foods poverty: a lack of something, especially ideas or feelings allowance: an amount of something that you are officially allowed by a particular set of rules or by the law; a tax exemption administration : the government of a country; the activity of governing a country or region; a department of the U. S. overnment launched : to start a major activity such as a military attack, a public investigation, or a new career or project; to start selling a new product or service to the public remote : far away from other cities, towns, or people; far away in distance or space; far away in the past or future rural: relating to parts of a country that are not near cities and where the population is low; typical of the countryside Sentence The central government launched a program in October that aims to improve nutrition for rural students in poor areas.When it was introduced, Xinglong school would receive packed bread and milk from the Dafang county education administration every day, but it did not work out, After raising the problem with the education administration, the school was allowed to provide hot lunches, with a daily allowance of 3 yuan (50 US cents) per child. Although many students are malnourished due to poverty, free school lunches will make them healthier, he added. Unlike many students in urban areas of China, where child obesity is becoming a problem,

SDLC Essay Example

SDLC Essay Example SDLC Essay SDLC Essay To solve the operational problems of various organizations, a number of system development life cycle (SDLC) methodologies were created. The SDLC describes the several stages involved in developing information systems, which usually includes software requirements analysis, systems design, systems development, system testing, and release and maintenance. The waterfall methodology was the first SDLC methodology created. It involves a sequence of stages or phases where each phase has to be accomplished first before you proceed to the next. Then, the output of an accomplished stage becomes the input for the next stage (Kay, 2002). A number of problems were encountered in adopting this methodology, one of which is that the system requirements must be specified in advance (Kay, 2002).Hence, many other SDLC methodologies were developed. First, the prototype development SDLC is a cyclic version of the waterfall methodology wherein a prototype is created, tested, and iterated as necessary unt il an acceptable prototype is achieved. The rational unified process (RUP) takes an â€Å"an iterative, requirements-driven, and architecture-centric approach to software development† (Kruchten, 2004 cited in Ambler, 2005). Based on the SDLC spiral method, the RUP’s system development is organized into four phases where each stage consists of executable reiteration.The rapid application development (RAD) emphasizes on developing a high-quality system faster by creating a prototype as early as possible to be tested and refined (Kay, 2002). RAD, however, works best only under certain conditions, such as when the end-user is a small group. Finally, the agile development methodology consists of four phases: iteration 0, development iterations, release, and production. One of its advantages is â€Å"the feedback cycle between the generation of an idea and the realization of that idea† is shortened, thereby minimizing the risk of misunderstanding (Ambler, 2005). Meanw hile, Microsoft solutions framework is a flexible framework designed to provide business-driven solutions considering the following approaches: Project Management, Risk Management, and Readiness Management.

Definition and Examples of Helping Verbs in English

Definition and Examples of Helping Verbs in English In English grammar, a helping verb is a  verb that comes before the main verb (or lexical verb) in a sentence. Together the helping verb and the main verb form a verb phrase.  (A helping verb is also known as an  auxiliary verb.) A helping verb always stands in front of a main verb. For example, in the sentence Shyla can ride her sisters bicycle, the helping verb can stand in front of  ride, which is the main verb. More than one helping verb can be used in a sentence. For example, in the sentence Shyla could  have  walked to school, there are two helping verbs: could  and have. Sometimes a word (such as not) separates the helping verb from the main verb. For example, in the sentence Shyla does not want a new bicycle,  the negative particle not comes between  the helping verb does, and the main verb want. Helping Verbs in English is, am, are, was, werebe, being, beenhas, have, haddo, does, didwill, shall, should, wouldcan, couldmay, might, must Examples and Observations [Some]  helping verbs  (forms of have, be, and do) may also function as main verbs. In addition, nine  modal  verbs (can, could, may, might, must, shall, should, will, would) function only as  helping verbs. Have, be, and do change form to indicate tense; the nine modals do not. (Walter E. Oliu, Charles T. Brusaw, and Gerald J. Alred,  Writing That Works: Communicating Effectively on the Job, 10th ed.  Bedford/St. Martins, 2010)   I have always hated those upstart space toys.(Stinky Pete the Prospector in Toy Story 2, 1999)If we love our country, we should also love our countrymen.(Ronald Reagan)We can stay up late, swapping manly stories.(Donkey in Shrek, 2001)Nothing great was ever achieved without enthusiasm.(Ralph Waldo Emerson)Life has taught us that love does not consist in gazing at each other, but in looking outward together in the same direction.(Antoine de Saint-Exupery)A pigeon landed nearby. It hopped  on its little red feet and pecked into something that might have been a dirty piece of stale bread or dried mud.(Isaac Bashevis Singer, The Key. The New Yorker, 1970) Functions of Helping Verbs Helping verbs indicate shades of meaning that cannot be expressed by a main verb alone. Consider the differences in meaning in the following sentences, in which the helping verbs have been italicized: I may marry you soon.I must marry you soon.I should marry you soon.I can marry you soon. As you can see, changing the helping verb changes the meaning of the entire sentence. These differences in meaning could not be expressed simply by using the main verb, marry, alone. (Penelope Choy and Dorothy Goldbart Clark, Basic Grammar and Usage, 7th ed. Thomson, 2008) More Functions of Helping Verbs Helping verbs . . . enable us to express various conditions: If he could type, he would write the next great American novel. Helping verbs help us express permission: You may go to the movie. Helping verbs help us express ones ability to do something: She can play golf extremely well. Helping verbs enable us to ask questions: Do you think he cares? Will he win the race? (C. Edward Good, A Grammar Book for You and I Oops, Me!  Capital Books, 2002) How to Use Helping Verbs to Change Active Voice to Passive Voice If the active sentence is in the past tense, then the full verb in the passive version will be as well: Monica groomed the poodle → The poodle was groomed by Monica. 1. Monica moves to the end of the sentence; add by, so prepositional phrase is by Monica.2. The poodle moves to the front into the subject slot.3. Helping verb be is added in front of the main verb.4. Past tense marker jumps off groomed and onto helping verb be.5. Helping verb agrees with new subject (third person singular) was.6. Main verb groomed converts to its past participle form groomed. (Susan J. Behrens, Grammar: A Pocket Guide. Routledge, 2010)

Human Genome Project Essay Example | Topics and Well Written Essays - 1000 words

Human Genome Project - Essay Example According to the essay "Human Genome Project" findings, the human genome comprises more than milliard of nucleotides, the elements, which form the structure of the genetic code of every human species. In 1990, Venter became a leader of his own private company â€Å"Celera Genomics†, which did it best to be the first in the genome decryption, it was competing with the federal program the â€Å"Human Genome Project†, which was getting its financing from the United States government. However, both sides acknowledged their draw in the year 2000 (Khoury et al, pp.17-18). After Dr. Venter has left the â€Å"Celera Genomics†, as he did not share the business strategy of the company, he uncovered the truth that more than half of the decrypted genes were his own. At present, he is the head of his own non-commercial scientific center in Rockville, Maryland. In addition, their last achievement was total decryption of Venter's genome. As a usual person, Dr. Venter has six mi lliard nucleotides, which form thousand of genes, subdivided into 46 chromosomes. The genes represent a manual that has the detailed description of the body function; they produce proteins that are responsible for nearly everything in our organism, i.e. for the height, or the eye color, the body shape, proportions, etc. The scientists from the Venter’s institute have a close approach to his full genome decryption. J. Craig Venter is planning to transform his genetic code in a form of a computer database. The D4 receptor in the Venter's genome shows us, that he has the risk to have a heart attack.

Development in Accounting and Corporate reporting Essay

Development in Accounting and Corporate reporting - Essay Example This paper examines these developments and other issues that may have impacted in the development of accounting. It is important to understand the historical background of any subject such as accounting. Understanding accounting background and how it has developed is essential in understanding the past, and leads to a better understanding of the present practices. Understanding the historical background of accounting discipline, trends and practices that could have led to its current status facilitates better understanding of the profession. It is only through evaluation of the historical developments of the subject that people may appreciate accounting as it is today and its significance in the society, in organizations or other areas of application. Moreover, understanding the historical background enhances a better understanding of the objectives of the accounting theory and what the subject intended to achieve. In other words, a problem is better solved by understanding the objectives at the initial stages of a process. Furthermore, understanding the historical background of the subject al lows people to delve deep into understanding social, economic and political events and the significance of the subject in shaping these issues. For instance, as the article illustrates, there is a debate on whether accounting was a social construction, based on how accounting influences the society. Considering that there lacks a universal understanding of the accounting theory, the theory may be best understood by investigating the use of data, which people relate to accounting practices. Understanding such practices and how they relate to use of accounting data will lead to credible links on what accounting theory might mean, and how it has evolved over time to what it is today, as well as its impact on the social, economic and political