Religion and Military Mission Planning Essay Example | Topics and Well Written Essays - 500 words

Religion and Military Mission Planning - Essay Example â€Å"A mission-planning system may accommodate either deliberate (scheduled) or ad hoc (unscheduled) planning and may operate in either a benign or hostile environment† (Seares). Military missions are planned when there is a need to control certain factors that are influential upon a certain community/communities in the state or the state as a whole. Most of the times, military missions are planned for the confiscation of property or land when another party, force or country has unjustifiably occupied it. Religion is often neglected in the planning of military missions because there is no religious concern. Another reason why religion has been conventionally neglected in the planning of military missions is the fact that a vast majority of the military missions were unexpected. The military missions had to be planned in a great hurry with very limited resources. In addition to that, religion has been neglected in the planning process because there is no interlink between the two. Religion lays a code of ethics, whereas there is no consideration of ethics in war. War means bloodshed. In the past, war was inevitable for many countries when there were some that wanted to conquer others. The question was of basic survival, not of religion. So religion was neglected in the planning process. Although religion should be considered in every walk of life, yet there is little, if any, guidance provided by any religion regarding the planning process of a military mission. Some religions do emphasize upon a need to fight for the right, even if you have to get martyred for that, but there is little if any, guidance regarding how individuals should go about it. Planning requires strategic thinking and thoughtful decision making. It has no concern with religion, except for certain situations i.e. how do militants offer prayers in the

Very womanly in behavior Essay Example for Free

Very womanly in behavior Essay Lina Wertmuller’s Swept Away original full title in Italy â€Å"Travolti da un Insolito Destino Nell Azzurro Mare dagosto† which means â€Å"By an Unusual Destiny in the Blue Sea of August†. The main setting of the movie was basically the ocean and the island where the two lead characters where stranded. The setting in the movie reflects a lot about the temperaments of the characters. It didn’t serve just a simple background but also speaks for itself and consequently telling a story. The vast blue ocean symbolizes power and beauty of Maria Angela Melato’s character. She is rich and beautiful. Just like the ocean, once you are under her vastness and beauty you cannot do anything but to sail by her command. The ocean is beautiful but also full of wrath. By a mere look, it is hard to predict what the ocean can do. It can destroy huge ships in a blink of the eye or it can give you a smooth cruise experience when it is serene. Very womanly in behavior. On the other hand, the island symbolizes domination. Whoever has access to resources dominates. As a matter of fact, that is exactly what happened to the characters of Giovanni and Maria Angela when they got stranded in the island. Since the character Maria Angela grew up rich and spoiled, she was not oriented to labor and hardship. However during her stay in the island she had to follow whatever the character of Giovanni wants since he has the resources. There were scenes in the movie when Maria Angela had to wash Giovanni’s clothes in exchange for food. In general, as aforementioned, the setting of the movie tells a story. The romantic sceneries of the dusk and dawn in the ocean view are very endearing. Somewhat telling that however wrathful a character something, there comes a point when it calms down shows love.

Labor Market For University Graduates Economics Essay

Labor Market For University Graduates Economics Essay For quite some time, Egypt has suffered chronic unemployment with the unemployment rates hovering during the past decade well above 9 percent. Like several other developing countries, the unemployment problem in Egypt is prevalent among university graduates. In 2008, almost 17 percent of Egypts labor force had a university degree. University graduates, however, represented approximately one third of the unemployed labor versus 2% of illiterates (CAPMAS 2008). The noticeably high unemployment rates among university graduates represent a heavy drain on the countrys scarce human and financial resources. Those distortions in the graduates labor market in terms of skills needed by employers and those offered by workers are mainly the outcome of prolonged policies that failed to promote economic growth and increase employment. Although, Egypt took a concrete steps and adopted active labor market policies towards the youth, the mismatch problem still exists. Gobbi (2005) diagnosed this phenomenon as follows: the existence of poor data on the labor demand needs, it is difficult to cope with dynamics of the labor market, only 5% received guidance from the authority to training centers and finally the low quality of the training due to lack of funds, shortage of competent trainers, scarcity of modern equipment and innovative methods, and insufficient course duration. Those distortions highlights the need to understand the status and imbalances in the university graduates labor markets and identify appropriate strategies to reduce unemployment and improve the well being and opportunities of the university graduates. Although individual welfare in Egypt is correlated with university graduation,[1] the labor markets for university graduates has not been sufficiently efficient. The inefficiencies are an outcome of the particular structure and features of those markets on both the demand and suplly sides. There is an extensive body of research literature that examines the main features of the labor markets for university graduates in Egypt. The research suggests that the field of study— classified according to academic department—has a significant effect on the labor market for the university graduates. For instance, it is likely that the medical school, pharmacy and engineering graduates may—on average—achieve better labor market outcomes in comparison with the holders of Bachelor of Arts degrees. Moreover, the nature of the university ownership (public, private or foreign) may affect its graduates labor market opportunities and expected lifetime incomes. Further, there is an increasing tendency towards recruiting graduates from foreign universities/sections. Hence, graduates from Arabic sections in commerce and law —for example— dont have the opportunity to penetrate the labor market. The same applies to faculties that do not generate the re quired skilled labor for the society like humanities and agriculture (OECD and IBRD-The World Bank 2010). Gender-specific differences—particularly on the demand side—have been observed to influence the labor market decisions and potentials for the university graduates leading to unequivocal male dominance. This is manifested by the staggering 71 percent representation of males in the total number of employed university graduates. Other personal, demographic, spatial and household characteristics influence the graduates labor market decisions importantly, marital status and location of residence. According to the 1998 and 2006 Egyptian Labor Market Surveys, unmarried women experienced faster transition from university-to-work vis-à  -vis married women. Alternatively, university graduates in urban areas represent almost 70 percent of the total number of employed university graduates owing to the low number of job opportunities suitable for their skills in the rural region. The rural university graduates access to employment and wage potentials is further curtailed by the hig h economic costs of migration across the rural urban divide generally because of the higher costs of urban reallocation. The above characteristics imply that the university graduates labor markets in Egypt are highly segmented. They are also influenced by non-competitive forces, which act as barriers to equitable access to employment opportunities and to fair wage compensations. Hence, personal, clan- and family-based connections and networks, communal norms and opportunistic rent-seeking behavior can pay for having a good job and raise the probability of accessing the labor market. As in many developing countries, there is a mismatch between Egyptian university graduates labor market realities and its institutions. Moreover, Employment Guarantee Scheme established in the 1960s lead to lowering the quality of education at all levels, and the growing number of graduates led to queuing for government jobs (Birdsall and OConnell 1999). Examining the characteristics of informal workers in 1998 and 2006 marked the increase in the share of youth (20-29 years old) among informal workers. Moreover, the share of university graduates has increased slightly over this period suggesting that more university graduates are informally employed in 2006 than in 1998 (Wahba 2009). Based on what shown above the Egyptian educational expansion is not translated into higher productivity and income for graduates, instead it induces diminishing returns. The reasons behind that are the shortage of Egypts education policy to efficient-enhancing discipline necessary for enhancing the graduated workers competitiveness in the export market, and the labor market regime and regulations that leads to an increase in the cost of labor and rigidities in the labor market (Birdsall and OConnell 1999). Therefore, it is of paramount interest that all players in the graduates labor market- the government, the university system administrators, employers and graduates themselves- must endeavor to put an end to this vicious circle. The main object of this research is to analyze the structure of the labor market for university graduates in Egypt and suggest pragmatic strategies to increase its efficiency. Because of the statistical deficiencies of the labor market data in Egypt, the proposed research will be based on a new stylized dataset for the supply and demand for university graduates. The remainder of this proposal is divided as follows. II. Objective The proposed research aims at informing the Egyptian decision makers in addressing fundamental policy issues concerning the supply and demand of university graduates and their movements in the labor markets. Consequently, the analysis should be able to improve the decision makers understanding of the different factors driving unemployment not only among university graduates but also in the overall economy via studying the processes and market and non-market institutions involved in the flow of university graduates in and out of establishments, university graduates (mis)match with jobs and the distribution of university graduates across sectors. Importantly, the study will consider the determination of the wage structure and the relationship of vacancies and unemployment cross different sectors and year of graduation. Specifically, the research will cover the following main issues. 1. Analysis of the structure of the Egyptian university graduates labor markets. This includes an overview of the relative wage/earnings structure (including all types of benefits) and the sources of wage inequality by type of employment, job, gender, enterprise, demographic characteristics, region, etc. The study will aim at examining the university graduates labor supply and demand sides. Hence, the study shall explore the different dimensions of the incentives that graduates have—including the various factors that affect their reservation wages—to provide labor services and to offer a specific number of hours of work per week and per year. The study shall differentiate between the incentives facing men and women separately, which determine the observed choices for the uses of time including the role of wages and job characteristics (stability, private/government, etc.), years of experience, family status, wage differentials by sex, informality, paid/nonpaid jobs, fam ily/personal income, type of enterprise, marital status and other households, community environment, firms and sectoral characteristics. 2. The main object of study shall aim at providing a detailed taxonomy of the structure of the demand for Egyptian university graduates. The study will generally aim at identifying the incentives of different firms and enterprises to hire graduates and the factors that influence job openings hires. In addition, different elasticities shall be estimated to evaluate the firms years of experience/skill graduates demand mix considering the prevailing relative wage, costs of production and market and non market institutional arrangements. Particular emphasis will be given to government and public sector demand for graduates that is influenced by both socioeconomic and political considerations. Finally, the study shall evaluate whether too much education is being produced relative to the needs of the different employers and whether there is a mismatch between the job characteristics and the graduates qualifications. 3. The study will examine the effect and role that grades have to play in the Egyptian university graduates labor market by type and spatial allocation of university and by type of employment private/public/government, formal/informal, temporary/tenured/seasonal, etc. The study shall consider the effect of grades on job and career prospects when entering the labor market. It will also examine whether or not these effects are transitory and whether they change (positively/negatively) over time. The study, therefore, shall test and analyze the relation between grades and annual wages—per formal and per actual hours of work—at different time intervals (years) after graduation to capture the age impact of the university graduates final grades. 4. The study shall examine the effect of minimum wage on the number of hours worked and on the structure of the wage distribution across sectors in Egypt focusing on university graduates. The study will determine the discrepancies in the length of the period needed for the youngest inexperienced vs. the older workers to decide exiting the minimum wage and identify graduates who would be most probably affected. The study shall extend the employment and wage effects of adopting the minimum wage policy on both the formal and informal sectors. This should provide the decision makers with guidelines for the design of an appropriate minimum wage policy that takes into consideration the profile of minimum wage employees and their productivity. 5. The study aims at measuring the intergenerational economic and social mobility among university graduates in Egypt by measuring the degree to which the graduates circumstances at birth, family background and ties with and membership in different communities can affect their employment and wage level. In addition, the study will probe into how status in the social hierarchy system changes throughout the course of the graduates career based on their own effort. The findings of the study will be employed to analyze the linkages between key socioeconomic variables including education attainment, persons skill and quality of performance, wage rate, job security and stability and equitable access to opportunities. Differences in opportunities—owing to the individuals own rank within the family/community, place of residence e.g., urban/rural, upper/lower and other relevant socioeconomic and demographic characteristics—will be identified. 6. Policy evaluation—based on the findings derived from the studies 1-5—to formulate policy informative guiding principles and design doable strategies for reducing unemployment and incidence of joblessness among Egyptian university graduates, increasing their earning potentials and employment opportunities and promising them better access to the labor markets both at the present time and in the future. The strategies shall be cast within an amenable format that can be easily implemented by the decision makers. III. Data Sources Graduate survey Survey on the labor market outcomes of graduates from the higher education system in Egypt, data will be collected through a multistage stratified random sample. The strata are all the academic departments and the graduation year. There will be an oversampling for the private schools to deal with their absent in the past. The questionnaire will study some demographic characteristics ,the job situation of graduates, type of the job and duties characteristics, educational requirements for the job, the match between their studies and their graduate job (education-job match), past jobs (jobs history). They were also asked whether they had taken any postgraduate studies or any training programs (training purpose, type of training and the corresponding cost), and if they had any experience with mobility. To study the effect and role that grades have to play in the Egyptian university graduates labor market, the questionnaire should have question about the cumulative grade that the graduate got on the final year of school. For some cases, when the GPA will be available, the graduate score will be converted to have the same grade system. Specific section with detailed questions for graduates who were unemployed and some other questions about the communities surround the graduates. This survey will be conducte d quarterly to capture the seasonality effect. Establishment survey The survey sample should represent all establishments in all economy sectors. Multistage stratified sample will be conducted. Some establishment characteristics will be taken into consideration such as the geographic region, public or private establishment and establishment size. Some specific sub surveys could be conducted: informal survey and micro-survey for enterprise that has less than 5 employees. The questionnaire will study all things that encourage different establishments to hire graduates, all the socioeconomic and political considerations that are related to hiring new employees. Some establishments require special training programs, so there will be some questions about the purpose of the training program, the cost, and the places that provide such training. It is important also to ask about the factors that influence new job openings. There will be also questions about the annual wages, working days, formal and actual working hours, cost of production and full- and part-time workers who are paid a wage or salary and some other questions about the communities surround the establishments. The survey will be conducted at the end of the fiscal year. To test the design and check its feasibility, a pilot study will be conducted for each of the two surveys. IV. Expected Budget Level Estimate US $ Overall Project Costs Human Resources Lead Economist Economic Expert(S) Statistics Expert(s) Economic Researchers Statisticians Conducting the survey Software and Equipments Workshops and Eeminars Bibliography Amer, M. 2007.Transition from Education to Work. Egypt Country Report. European Training Foundation (ETF) Working document. Birdsall, Nancy and Lesley OConnell. 1999. Putting Education to Work in Egypt. Central Agency for Public Mobilization And Statistics (CAPMAS). 2008. Labor force Sample Survey. www.capmas.gov.eg Chen, M.and J. Vanek. 2005. Informal employment: rethinking workforce development. In Good Jobs, Bad Jobs, No Jobs Labor Markets and Informal Work in Egypt, El Salvador, India, Russia, and South Africa. Ed. By Avirgan, T., L. Josh Bivens and Sarah Gammage. Global Policy Network. Economic Policy Institute. El Zannaty and Associates. 2007. School-to-work Transition: Evidence from Egypt. Employment Policy Papers; 2007/2. Employment Policy Department, ILO. El-Haddad, A. 2009. Labor Market Gender Discrimination under Structural Adjustment: The Case of Egypt. Working Paper #003, SRC/CIDA Research Program on Gender and Work. Social Research Center, The American University in Cairo and the Canadian International Development Agency. El-Mahdi, A. and M. Amer. 2005. Egypt: Growing Informality, 1990-2003. Chapter 1 in Good Jobs, Bad Jobs, No Jobs Labor Markets and Informal Work in Egypt, El Salvador, India, Russia, and South Africa. Ed. By Avirgan, T., L. Josh Bivens and Sarah Gammage. Global Policy Network. Economic Policy Institute. Galal, Ahmed. 2002. The Paradox of Education and Unemployment in Egypt Working. Egyptian Center for Economic Studies (ECES). Paper No. 67. Gobbi, M. 2007. Flexibility and security in labour markets of developing countries. In search of decent work for all Employment. Paper No. 2007/6 Policy Papers Employment Policy Department, ILO, Geneva. Gobbi, M. and N. Alena. 2005. Towards a New Balance between Labour Market Flexibility and Employment Security for Egypt. ILO. National Tripartite Symposium on Employment Policy in Egypt (16-17 January 2005, Cairo). Kenawy, Ezzat Molouk. 2006. University Education and its Relation to Development in Egypt. Journal of Applied Sciences Research, 2(12): 1270-1284. OECD and World Bank. 2010.Reviews of National Policies for Education: Higher Education in Egypt. Pauw, Kalie, Mornà © Oosthuizen, and Carlene van der Westhuizen. 2006. Graduate Unemployment in the Face of Skills Shortages: A Labour Market Paradox. Development Policy Research Unit. DPRU Working Paper 06/114. Radwan, Samir. 2002. Employment and Unemployment in Egypt: Conventional Problems, Unconventional Remedies. Egyptian Center for Economic Studies (ECES). Working Paper No. 70. Wahba, J. 2009. Informality in Egypt: a Stepping Stone or a Dead End? Economic Research Forum Working Paper No. 456.

Isaiah Chapter 10 Essay -- Religion, God

The pericope of that I choose for this reflection paper is Isaiah 11:1-9. The preceding literature unit of this pericope focuses on the topic how God uses Assyria for His redemptive purpose. In Isaiah 10:5, Isaiah explains the role of Assyria in God’s plan. Assyria is the rod of God’s anger. He uses it to punish Israel and Judah because they are two godless nations but full of idols (Isaiah 10:6,11). After God’s angers are poured out on two countries, the heart of Assyria becomes boastful. God turns His anger on His rod and punishes Assyria. In Isaiah 10:12-19, Assyria is depicted as a mighty forest and the judgment of God is portrayed as an axe will swing and chop down this mighty forest. Assyria will be destroyed and reduced to a very small number that a child can count (Isaiah 10:19). After the section about the destruction of Assyria, the text turns to the proclamation of the return of the remnant of Israel. The focal point of the text zooms out in the last v erse of Isaiah chapter 10 to bring forth the final scene in which the remnant of Israel will return to their land while in the background Assyria is destroyed. The once mighty forest is no more. After God abandons Assyria as His rod at the end of Isaiah chapter 10, in the beginning of Isaiah chapter 11, God will raise up a shoot from the stump of Jesse (Isaiah 11:1). This shoot from the stump of Jesse is personified as He and this Person is endowed with the Spirit of the Lord in Isaiah 11:2. He will provide justice for all. His reign will be characterized with righteousness and faithfulness (Isaiah 11:3-5). This reign of righteousness and faithfulness leads to many profound impacts and drastic changes to the whole creation. The hostilities between predators and preys, b... ...ath had shown all its power at the death of Jesus Christ on the cross. The resurrection of Jesus Christ presented the power of the Holy Spirit who would transform and brought forth a new life out of the dead body, dead spirit, and dead mind of human. This theme, God will bring forth new life out of the death, will have its final in the Second Coming of Jesus Christ. For all who are faithful unto their death, they will be risen up again with the new heavenly, imperishable body (1 Corinthians 15:35-49). Death is not an absolute ending of human life anymore. In the opposite, death is a requisite for entering a new life with Jesus Christ when he comes back to this earth the second time. At the Second Coming of Jesus Christ, all who are faithful until death will be risen up. They will live forever in the glory of God and worship Him for eternity (Revelation 7:9-17).

Mulan

Hayden Ikerd Mr. Wheeler AP Literature 12 April, 2013 Thomas Foster’s Themes Traced in Mulan In his book How to Read Literature Like a Professor, Thomas Foster explains many reoccurring themes in literature, and shows how to recognize them and in some instances shows certain works where they occur. By reading this guide to literature, one may gain a deeper understanding of the work itself and of the author’s intent in writing it. However, Foster’s methods can also be applied to films.A film that contains many of the various themes, models, symbolism, and devices discussed in his book is Walt Disney’s Mulan. Mulan is a character type with which people are familiar. Foster discusses this process of association in the chapter â€Å"Now Where Have I Seen Her Before? † In his book, he asserts that no work is wholly original. The whole idea of a female Chinese heroine was not originally conceived by Disney. The character of Mulan can be traced back to The Ballad of Hua Mulan, written sometime in the 11th century.Still, most people may not be so familiar with this relatively dated ballad. Some people may associate the character of Mulan with that of Scout from To Kill a Mockingbird. Both Mulan and Scout are tomboys by nature, acting in ways more suited to boys. Also, they both do things they do for the approval of their respective father figures. Mulan is notably the heroine of her story, saving the Chinese empire from the attacking Huns. The ‘heroine’ model can also be seen in characters such as Antigone and Hester Prynne. Food plays some role in every work- namely the act of consuming it.Mulan is no exception. Foster talks about this in the chapter â€Å"Nice To Eat With You. † Towards the beginning of the movie, Mulan along with several other young maidens go to visit the match maker, who is in charge of determining each girl’s eligibility as a wife. This process by which she judges them is by partaking in a cup of tea with each one. Mulan’s ‘interview’ as it were went over horribly. This is to establish the fact that Mulan has a measure of difficulty coming into womanhood, and the whole idea of being ladylike does not come to her naturally.The second meal that plays a big part in the film is the one that takes place in the barracks. Mulan just met her fellow soldiers, and the next thing to occur is a meal with them. Trying to establish herself as a man, she accidently picks a fight with one, leading to a riot, and rice being spilled all over the camp. After this, they all held her in contempt. Mulan’s first meal with her comrades shows that she has just as hard a time fitting in with these men as she did with the women. Mulan’s two meals show the difficulty she has trying to find her place.The role of men and women play an important role in this movie. Foster touches this phenomenon in the chapter â€Å"It’s All Political. † The unde rlying message of Mulan is that of gender equality. As a woman, Mulan is looked down upon, and is not allowed to fight in the war against the Huns in the first place. To fight is to disgrace her whole family. This offense was so dire, that when she was discovered to be a woman on the battlefield, she was sentenced to death. She is also portrayed as being weaker and less capable than the other soldiers.However, she learns to keep up, and eventually excels in combat training and proves to be an invaluable asset to the Chinese army. In the end, Mulan portrays women as strong, and in the battle could not have been won without femininity. Towards the end, the Huns are ultimately overcome by the male soldiers dressing as women, who seduce them, then defeat them. In the end of the film, virtually all of China bows to Mulan in respect, showing that she is held in equal esteem as even the emperor, who is male (he also bows, of course).Another important element in Mulan that Foster points out is that of rain, which he mentions in his chapter entitled, â€Å"It’s More Than Just Rain or Snow. † Foster would have one to believe that often times when a character goes through rain, snow, or something of the sort, that he or she has undergone a figurative baptism. After Mulan has failed in her encounter with the matchmaker, she goes home and begins singing the marvelous, gripping song called â€Å"Reflection†. She asks, â€Å"When will my reflection show who I am inside? She realizes that her fair appearance does not reflect her feelings. Singing this song, she washes away her makeup, and gives up on becoming the perfect daughter and bride; it is a baptism. Maybe it would be key to mention that during this song, Mulan sings in a downpour of rain. Just like Foster describes in his book, Mulan is ‘baptized’ in the rain. Disney movies are not notorious for their violent nature. So, when something violent occurs in a Disney movie, or an individu al (or animal in many cases) dies, it must carry some kind of importance.In the chapter of his book â€Å"More Than It’s Gonna Hurt You†, Fosters says that there is usually more to violence than just violence. When Mulan is struck by the sword of Shan Yu, many more things happen to her than a fatal wound. She almost meets her demise, and for the first time, the reality of war sets in. Mulan realizes that she is not invincible and grasps the perils of war for the first time. When she receives medical attention for her wound, she is discovered to be a woman. All she has worked for up until this point is now for naught, as she is expelled from the army and her family name is disgraced.Another instance where violence plays an important role is when Li Shang’s father is discovered to be dead. Li Shang’s father was the head general of the Chinese army; he was held in high esteem by everyone, especially his son. Li Shang aspired to be the general his father was. Shang’s father’s plan was to make an assault on the Hun army, and meet up with Shang after they had obtained victory, which they thought was inevitable. When Shang reaches the point at which he was to intersect with his father, he found him gone.Shang’s father’s death signals the time for Shang to take up the burden of leading the Chinese army and the time to become a man. The only way for China to be victorious was for Shang to surpass his father and to do what he could not: defeat the Huns. Without this loss, Shang would have never grown and would have never become the general that he was. One can see that Foster’s themes are very prevalent in the story of Mulan and are echoed in movies and books alike. Mulan is a real masterpiece to include so many elements of good literature.

Poetry from Other Cultures Essay

Poets who were born in Britain don’t usually write about slavery or how important water is to them. Many poets who are not originally into a traditional English culture use English in many different ways. Night of the scorpion, Limbo and Sacrifice all seem like they are poems that have been written to represent beliefs or a way of life. They have all got rhythms and beats and some even use nursery rhymes or chants as a basis for the poem. Language is extremely important to some people especially poets. Sometimes you can see by looking at a poem that it is not written in Standard English. At the beginning of Night of The Scorpion, a child is talking about how it remembers the night when its mother was stung by a scorpion. The child mentions â€Å"Ten hours of steady rain has driven him to crawl beneath a sack of rice†. Here, the child is describing the scorpion and the reason for its arrival. The child points out that the scorpion â€Å"parted with its poison† which literally means that the scorpion has stung someone. Throughout the poem, the scorpion is described as an evil being; â€Å"The flask of diabolic tail in the dark room† shows this. When the mother was stung, the villagers are described as â€Å"swarming flies†. This may mean they were running to help the mother or running away from the scorpion. The villagers chant the name of god to the mother, chanting the name of god in some cultures, is said to bring luck or hope to the person they are chanting for. In the poem it also states that the villagers used torches and lanterns to try and find the scorpion. As the villagers moved around with the torches and lanterns, the scorpion left shadows on the â€Å"mud baked walls†. The villagers could not find the scorpion so they started to make a â€Å"clicking† noise to try and draw the scorpion towards them. In one part of the poem, it mentions that the scorpion was controlling the poison that was inside the child’s mother. â€Å"With every movement the scorpion made, his poison moved around the mothers blood†. The villagers seem to believe that the scorpion controls the poison that is inside the mother so they think that if they capture the scorpion, the poison inside the mother will also stop moving. They state that they want to stop the scorpion on line 18, â€Å"May he sit still†. After line 18, a series of sentences are started with the word â€Å"may†. In Standard English, this word usually introduces a polite request. The villagers all sat round whilst the mother laid there. It is described that there is a look of understanding on all of the people’s faces, which shows that they are supporting the mother, hoping she will be fine. In some cultures it is believed that if you catch the scorpion that has poisoned someone, the victim will recover. This may be why the villagers were so keen to capture the creature. The poet then describes how everyone is trying to help the child’s mother recover. â€Å"My father, sceptic, rationalist, trying every curse and blessing, powder, mixture, herb and hybrid. He even poured a little paraffin wax upon the bitten toe and put a match to it†. â€Å"I watched the flame feeding on my mother† this is one of the most effective quotes in this poem as it’s dramatic and metaphorical. Again, the poet describes how people are trying to help the child’s mother by writing; â€Å"I watched a holy man perform his rites to tame the poison with an incantation†. The p poet gives the effect that the poison has been inside the mother for a long time by saying; â€Å"After twenty hours, it lost its sting† The last three lines of the poem have had a large amount of thought go into them, as it’s unusual to normally end a poem like this. The poem Limbo, tells the story of slavery in a rhyming, rhythmic dance. It is ambiguous and complex. There are two main narratives running in parallel; the actions of the dance and the history of a people – which is being enacted. Going down under the limbo stick is likened to the slaves going down into the hold of the ship, which carries them into slavery. In Roman Catholic tradition, Limbo is a place to which the souls of people go, if they are not good enough for heaven but not bad enough for hell, between this is Limbo. It has come to mean an unpleasant place or a state of mind or body from which it is difficult to escape. The story of slavery told in the poem is very easy to follow, yet full of detail and action. The poem has a very strong beat, suggesting the dance it describes. The rest of the poem tells a story enacted in a dance. These lines are greatly rhythmic and almost every syllable is stressed, until the very last line, where the rhythm is broken, suggesting the finish of the dance and the end of the narrative. This poem is suited to a dramatic performance – there is the dancing under the limbo stick and the acting out the voyage into slavery. The poem can be chanted or sung with a rhythmic beat to give the best effect. The poem refers to a â€Å"drummer† which may be suitable. The poem is laid out on the page in a very peculiar fashion; this is related to the poem being chant like. Parts of the poem are echoed or at least rhyming in a repetitive way to suggest that this may not be any song or dance, but one of an â€Å"African† like culture. From the start of the poem, it seems pessimistic, but as you read on towards the end of the poem, it gradually stats to change into an optimistic look onto what will happen. â€Å"The music is saving me† could mean that the songs of their cultures were what gave them hope or the fact that the drummer was beating a rhythmic beat was what got them to carry on. The first line of sacrifice is an unusual line to start with because describing a goat having a knife dragged across its neck isn’t the sort of image you would want to convey for the opening sentence. The person’s point of view throughout the poem seemed to switch between two characters, a young boy and a goat being sacrificed. â€Å"Two spadefuls of dirt will cover me up forever† & â€Å"I can feel its point on my throat†. Many cultures bless their house or have some kind of ceremony once the house is built. Also, there are still some cultures today that sacrifice animals to their â€Å"gods†. â€Å"We stand in a tight circle around the animal to be sacrificed† this short sentence is a great example of this. It seems that the child in question seems to dislike the idea of animals being sacrificed. â€Å"The heat and the smell of the blood make me dizzy†. Again, there is a whole paragraph describing just how the animal in question is sacrificed. The writer of the poem has made a strange choice by putting both children and the theme of sacrificing together, as usually a poet would not normally do this. â€Å"The children are fascinated by the tableau†. Here, a drama convention is used. A tableau is a still image that can be used at the beginning, during or at the end of a piece of drama. Again, the idea of ceremonies are used; â€Å"A white bearded man chants something holy†. â€Å"The cameras click.† This short sentence sounds wrong when put into context with the theme of the poem. The idea of people taking pictures of an animal that has just been sacrificed is disgusting. The ending of the poem is unusual because it seems that it is from the boy’s point of view because it describes the house as an unnecessary killing. â€Å"We are not laying the foundations of a house but another dachau.† A Dachau is a Nazi concentration camp where thousands of Jews were exterminated.

Googles Motto Strategic Management

Googles Motto Strategic Management Introduction From the onset it would seem that Google was destined for success and to do great things from the moment of its inception; there is no doubt that Google tackled and solved a critical issue in the information technology sector that has persisted for long in very ingenious ways.Advertising We will write a custom essay sample on Google’s Motto Strategic Management specifically for you for only $16.05 $11/page Learn More It is this Google’s first ingenious innovation that would set the stage for its future successes in the years to come, which is an expectation that it has not failed to deliver. It is no doubt that the technological innovation of its revolutionary search algorithm is what provided it with the lucky break that it so much needed (Gladwell). It is on this backdrop that we can best analyze the Company’s most influential motto and its business strategy in general that has positioned Google to become the present day m ultibillion Company that it is. Google’s Motto: Don’t be Evil Google’s motto of â€Å"don’t be evil† is best expounded in its corporate values that have greatly shaped the business ethics of the company and significantly driven its success in the industry. From the onset the founders of the company adopted and instilled strong and distinctive corporate values in every aspect of its business processes. These values which formed Google philosophy have been integral to its success and this motto is one of the most integral corporate values tenets that drives the company which are â€Å"i) do no evil, ii) technology matters and iii) we make our own rules† (Edelman and Eisenmann). These three rules amongst others have had a profound effect on the company’s actions and contributed immensely to its performance. The principle of â€Å"do no evil†, which has consequently becomes the Company’s motto guides all the company’s core business activities which are mainly in advertising and search business; as a result of this motto Google for instance forbids the advertising of guns, hard liquor and pornography content on its sites (Google.com).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In addition, because of its motto, Google insists on ethics in its advertising business and does not engage in manipulating results to make a quick profit or misconstrue facts to gain a competitive edge which has served to maintain its integrity. Its search engine is designed to show only relevant results that have not been manipulated; as a result of its integrity, Google searches are respected by users as the results are reliable, dependable and trustworthy. It is no wonder then that Google’s share of the search business was approximated in 2010 to be at â€Å"65% in US and 90% in the rest of the world† (Edelman and Eisenmann). Google’s unique motto and corporate values are also seen in other varied ways such as in the way that it claims to make its own rules and does not allow itself to be controlled by limitations placed by the industry (Edelman and Eisenmann). Just recently in 2009 it would be remembered that Google opted to pull out of Chinese market rather than bend to pressure of government dictatorial laws that demanded that Google hand over personal data for some of its customers so that the government can monitor their communications. Choices such as this and others where US federal government was also at one time demanding the same had only served to assert how Google takes seriously its motto of â€Å"do no evil†. Google Success Factors In general Google’s success factors can be comprehensively summarized in a range of four factors even though they are many and varied, these are; first rate technology, business innovation, core competence integri ty (Google.com).Advertising We will write a custom essay sample on Google’s Motto Strategic Management specifically for you for only $16.05 $11/page Learn More More importantly is the fact that Google has complimented its business model with an effective corporate and governance structure and sought the best human resource skills that it nurtured as the Company continued to grow. Google’s unique organization and corporate structure is what enabled it to perform effectively because employees are not bogged down by the organizations red tape (Edelman and Eisenmann). Google’s CEO Eric Schmidt has developed a unique and unconventional approach of managing the employees. He developed the 70/20/10 rule of managing innovation in employees which stated that 70% of all their time and effort should be spent on the organization’s core activity which was search business and advertisement while the rest of the time could be used in designing personal projects (Edelman and Eisenmann). This rule has not only been unique to most mainstream organizations, but is also the strategy behind Google’s success in producing very innovative products. The 20% time spent by engineers on related projects has been the source of virtually all new and major innovations that the company has developed which include Gmail, Google Earth, amongst others (Edelman and Eisenmann). The company acknowledges that most of its innovations come from engineers’ personal projects rather than from the company’s top management (Edelman and Eisenmann). The company also operates small work teams as opposed to wide departments as is the tradition in large organization in the industry.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is because of what the CEO describes as focused energy because few people working together offer several advantages which he cites as being â€Å"more productive and allow the company to pursue several hundred projects simultaneously† (Google.com). Google’s has also done away with middle level management personnel which has served to cut bureaucracy and increases efficiency which is integral to its success of its projects (Google.com). Google’s Challenges While it is clear that Google’s unique organization and governance structure as well as its corporate values have been a source of its distinctive competitive advantage, it also places severe limitation on the organization success. The absolute control that has been placed on the three top executives demonstrates lack of an oversight body such as a board of directors in controlling and managing risk. Though the company has not undertaken any project that has resulted in a major loss, we cannot foret ell if its smooth run will continue into the future. A board of director that is especially skilled and independent is useful in advising and managing risk in a company but which Google has none, courtesy of its unique organizational structure. Google’s unique corporate and management strategy is valuable in attracting brilliant engineers that aspire to work in an environment where they can pursue projects that they desire independently. However, as the company grows and matures, its current management naturally becomes more engaged in social and family activities which mean they have less time to commit to the Company. Thus, there is need to inject new management which is unlikely to happen under the present governance system that the organization has. Edelman, B. Eisenmann. â€Å"Google Inc.† Boston: Harvard Business School. 2010. Print Gladwell, J. â€Å"Factors behind Google’s Early Success, 2011.† Web. http://theideapost.blogspot.com/2011/03/what-a re-factors-behind-googles-early.html. Google.com. â€Å"Play it safe, family-safe, 2011.† Web.

Hardy describe Eustacia as being Essay Example

Hardy describe Eustacia as being Essay Example Hardy describe Eustacia as being Paper Hardy describe Eustacia as being Paper What kind of a woman does Hardy describe Eustacia as being? You should consider: * Where you would picture Eustacia as being, her native place * Character descriptions * The way Hardy describes her in contrast to other characters Eustacia Vye is a character within Thomas Hardys book, Return of the Native, who seems to be set apart from all the other characters. By this, I mean that Hardy describes her as unique and different from all other characters. The chapter devoted to Eustacia starts with a perfect description of her to reflect the way I think Hardy wanted her to be portrayed to the reader. Eustacia Vye was the raw material of divinity. This opening line immediately draws the reader into the illusion of mystery surrounding Eustacias character. We realise that she is not like the other characters in the book, and this is shown by Hardys references to her as a model goddess. This gives the reader the impression she is set apart from this world, with a status above every other character else in the book. I think Hardy describes Eustacia in this way to create this higher standing and instantly make the reader feel there is something unusual about Eustacia. Hardy creates this beautiful imagery of her soft, pale skin and her black hair that was so dark that a whole winter did not contain darkness enough to form its shadow and it was like nightfall extinguishing the western glow. This beautifully deep imagery once again draws the reader into creating this perfect, goddess like view of Eustacia. Hardy describes her temper showing through her hair as though it was static-like as she got irate, but stroking it down could calm it. This introduces a part of Eustacias actual persona. Hardy usually is describing her appearance and her general aura, rather than her actual personality, which I think he does to emphasize this enigmatic feeling about her character. Hardy describes her eyes as Pagan and full of nocturnal mysteries, highlighting this deep and secretive character. Hardy also introduces an exotic factor about Eustacia by describing her oppressive lids and lashes to be fuller than it normally is with English women. This again puts Eustacia apart from the other characters in the book, as though she doesnt quite fit in. : The exotic factor of Eustacia also is prevalent throughout the rest of the chapter. Hardy describes her presence as bringing memories of tropical midnights and eclipses of the sun. Both descriptions being almost supernatural to the people of Egdon Heath at that time, and definitely to the people in Hardys time. This exotic imagery makes you realise that Eustacia is meant to be in a place full of energy, people and life. She does not fit in on the heath, although I think secretly she has a passion for this quiet place that she spends so much time walking on. Even at night when one would consider it to be dangerous, Eustacia walks on Egdon Heath as though it has a quiet comfort for her, where she can imagine and dream of her life being more than it is. Eustacia again is described by Hardy to be a fiery and passionate woman with a flame-like soul. This draws attention to her wild and hot-blooded nature within the novel. It is also as though she is on edge and her temper can flare up quite irrationally. Hardy describes Eustacias eyes and lips frequently, which creates an image of great beauty and a desirable object in the readers eyes. She is portrayed as a temptress with her lips formed in geometric precision and the corners of her mouth being as clearly cut as the point of a spear. I think not only does this create a temptress imagery of Eustacia, but perhaps suggests that she can be a bit harsh in her speech. Also, it creates a definite perfection, without fault. The sharp form of her lips is only ruined by her sudden fits of gloom, suggesting that Eustacia is not content with life and her situation, as the chapter goes on to explain. To Eustacia, Egdon was her Hades. Her family and the reason for her being uprooted from Budmouth, which she loves, to Egdon, which she hates are revealed. She felt like one banished as though Egdon was a place she was taken to as punishment. Although it seems she hates the heath, I think she does fit it with its wild and unpredictable nature. However, Hardy describes her being on the heath to have stifled the warmth within her, implying that the heath has changed her and made her resign into herself, not displaying the best of her character. Hardy describes Eustacias main reason for unhappiness and loneliness in isolation and the prospect of a better life as being the want for love. To be loved to madness such was her great desire. Love was to her the one cordial which could drive away the eating loneliness of her days. And she seemed to long for the abstraction called passionate love more than for any particular lover. This desire to the reader seems to be the reason for Eustacias tempestuous temperament. Hardy describes her as being an unfulfilled woman due to her lack of love, and it seems that Egdon Heath, to Eustacia is the thing holding her back from gaining this. She longs for another place because the heath cannot provide her with her dreams. Her loneliness deepened her desire. What sets Eustacia apart from other characters in the book is also her educated mind and knowledge. I think Hardy describes her to be very intelligent, with some forwardness of mind and full of restless energy as to her, the tedium of the day of rest, namely Sunday, was frustrating for her, much like living on the heath is. The subtle beauties of the heath were lost to Eustacia; she only noticed the bad things after her analysing of it, which was her natural disposition to reflect on life. Although Eustacia is noted to desire for Wildeve and she even goes against normal social conduct for the time and be rebellious with him, there was only one circumstance which could dislodge him, and that was the advent of a greater man. Hardy describes her desire in this way because I think it sets up expectations for the reader for later on in the book, when Eustacias desires for Wildeve are forgotten when she has her sights set on Clym Yeobright. Eustacia seems to expect a lot from life, much more than the other characters in the book. She envisions herself as being in a different place, living a different lifestyle because she is above the other characters in the book. Hardy puts her on a pedestal with this image of perfection. However, this sets up expectations to the reader that this perfection may be ruined or is doomed. Hardy generally describes Eustacias overall nature, moods and appearance. This differs from descriptions of other characters in the book, which introduce more about the personality of the character. This perhaps reflects the ideas of women at the time it was written, or perhaps the view Hardy wants of Eustacia to be seen as by the reader. He shows her to be a desired object, angelic, but weak also, with feeble elements particularly in her moods and emotions. I think Eustacia would fit-in in a place that is full of life, conversation and vigour. She desires a place where is romance and passion are parts of her life. Hardy makes her seem to be fragile, but with a fiery persona and a high status, above everyone else in and around the Heath. She is immediately seen to be different and almost rebellious to the reader because of Hardys wild and distinctive descriptions of her.

What Does a Rigorous High School Schedule Look Like?

We at frequently use the term â€Å"rigorous† to describe course loads and course schedules. That’s because rigorous studies in high school are something that admissions committees look for specifically during the application process. They want to know that applicants are capable of difficult, college-level work.    It’s not surprising then that we often hear from students asking, â€Å"How can I make sure my course load is challenging or rigorous enough?† If you’re wondering how to assess if your classes are up to snuff and how to choose a course load that’s challenging without being overwhelming, this post is for you. Rigorous is a vague term, but it can be more helpful to think of your course load as it compares to the course loads of other students at your high school. Admissions committees understand that not all high schools offer a full suite of challenging course options. While some have dozens of AP classes or an IB program to choose from, others have only college placement or honors tracks available. Luckily, you don’t need to worry too much about how many options are available at your high school, since this is out of your control. Instead, you need to focus on choosing the most challenging options available to you. You can think of a rigorous course load as the one that represents the most challenging track available at your high school. To learn more about how your classes will impact your college applications, check out our post Should I Take AP/IB/Honors Classes? . Being the most challenging track available, a rigorous course load can sometimes be a little overwhelming, especially at first. You should start by easing into a challenging course load. During ninth grade, select classes that are rigorous enough to challenge you, but not enough so as to overwhelm you. Think of 9th grade as a time to test the waters and see what you’re capable of. Remember, it is always easier and looks better to add another class or transfer to a more challenging section than it is to drop a class or move down to a less challenging one.    In addition, balance your course selections with reasonable extracurricular commitments. Focusing on two or three extracurriculars is ultimately enough, especially if you stick with them consistently and work your way up to leadership positions or increased responsibility. Dropping an extracurricular after 9th or 10th grade is no big deal if doing so means that you can keep your grades up and take on more challenging classes. Our Early Advising Program helps students in 9th and 10th grade discover their passions and build strong academic and extracurricular profiles to succeed in high school. Admissions committees generally want to see well-rounded students insofar as having completed four years of coursework in each core subject area. This includes English, history, math, science, and usually a foreign language. In fact, many colleges require that applicants have completed four years of coursework in each of these subject areas just to meet application prerequisites. In these core subject areas, you should strive to take the most challenging courses that you’re capable of doing well in, and your primary focus in studying and achieving should be in these core subject areas. Taking any additional classes is not necessary, but it does represent an opportunity.    Beyond the core subject areas, any elective classes that you take should reflect your interests. This is an opportunity to reinforce any potential career choices or college majors. Rather than worrying about taking especially challenging electives, think of them as a chance to explore and demonstrate your interests. Taking electives shows intellectual curiosity and might even allow you to discover a new interest. The balance between better grades and harder classes is always a delicate one. We hear from many students wanting to know if they should take a harder class and get a B, or an easier one and get an A. While there’s no universal answer that will impress every admissions committee, it’s important to know that admissions committees aren’t interested in easy A’s. In fact, a 4.0 GPA in regular college-placement classes may actually be a deterrent to some admissions committees who are looking for students who want to challenge themselves. In general, a good rule of thumb is that if you think you can achieve a B or higher in it, take the more difficult class. Admissions committees will appreciate that you have worked hard for that B, rather than pursuing a less rigorous track. Planning a rigorous track starts in 9th grade. To get off on the right foot, you should make a four-year plan. The simplest way to do this is by using backward design. Start with 12th grade—what classes do you need to be taking in 12th grade in order to get into the types of colleges you hope to attend? These classes are generally the highest level courses available at your school. They might be AP or IB classes if your school offers them, or they could simply be honors level classes if that’s all your school has available. Work backwards from 12th grade to ensure that your prerequisites are met each year. It is much easier to work backwards incrementally from your final 12th grade goal than it is to start with your ninth grade classes and try to imagine where they’ll take you. It’s a good idea to meet with a guidance counselor as you create your four-year plan. You’ll want to ensure that you’re meeting all graduation requirements and that it represents a course schedule that is rigorous as compared to others available at your school. Your guidance counselor will be able to lend some insight into which paths are commonly taken by students with the same goals as you. In addition, remember that the classes you enroll in aren’t the only way to impress admissions committees. You can also highlight your academic chops through options like independent studies, summer college courses, or online coursework. To learn more about these options, check out our post What To Do If Your High School Doesn’t Offer AP Classes . Lastly, if you’re looking for more personalized guidance through high school, consider the benefits of ’s Mentorship Program , which pairs each student 1:1 with a mentor from a top college who can help you develop the skills you’ll need for becoming a successful college student.

Non-financial audit Essay Example | Topics and Well Written Essays - 2250 words

Non-financial audit - Essay Example Additionally, an assessment of that particular business system is also provided during the auditing process. In this regard, generally accepted standards should be adhered by such systems that are governed by specific bodies, which are responsible for the regulation of businesses in their sector. However, the technique of random sampling is used during the auditing process. Therefore, it is not assured by the auditors that their results are perfect and free from errors regarding those specific financial statements. One of the primary objectives of an auditor is to assure external users and third parties that the company’s financial conditions are fairly present in such statements. In this regard, quality control certifications are also provided and issued by various auditors, such as, ISO 9000, etc. As we have tried to understand the definition and purpose of performing the auditing process, it is important to know that Audit has been divided into two different sectors, as per their objectives, processes, and results. These areas are Financial Audits and Non-Financial Audits. The financial audit is an important type of audit. Financial statements are determined through the designing of financial audits that assure the fairness of these statements as per the International Financial Reporting Standards, also known as IFRS. GAAP, that is, Generally Accepted Accounting Principles are also considered by the auditors and accountants during the process and evaluation of financial statements through the financial audit process. In the United States, all publicly registered companies require the financial audits on semi-annual or annual basis. In addition, private companies, public entities, registered charities, and governmental bodies may get the financial audits for proving the fairness of their operations and results. Typically, financial audits are requested by the