The Impact of Technology on the Learning and Teaching of Mathematics

Introduction The processes of teaching and learning have experienced significant changes in the 21st century due to changes taking place in the society. One of the changes has been with regard to the application of technology in learning. Pierce and Ball (2009) acknowledge that teachers today have an extensive range of sophisticated technology available to them.Advertising We will write a custom report sample on The Impact of Technology on the Learning and Teaching of Mathematics specifically for you for only $16.05 $11/page Learn More Technologies such as Mathematics software, scientific calculators, spreadsheets, and statistical packages have become commonplace in many classrooms. This is in sharp contrast to the traditional mathematics classroom, which was dominated by pen and paper. BECTA (2003) asserts that the technology has â€Å"changed the nature of teaching and learning in maths† (p.1). The changes have been widespread due to government action through the National Curriculum. BECTA (2003) states that the National Curriculum has made the use of ICT in Mathematics a statutory requirement and all Secondary school students therefore have to make use of technology in their studies. These changes caused by the use of technology have had some profound impacts on how teachers teach the subject of mathematics and how students engage in learning. This paper will set out to critically analyze the impact that technology has had on the teaching and learning of Secondary Mathematics. ICT and Mathematics Over the last two decades, educational authorities in the country have worked hard to promote the use of ICT resources in the classroom setting. This move has been motivated by the need to improve the efficiency of teaching and learning as well as the need to ensure that students are properly prepared for their interaction with the real world. Safdar et al. (2011) rightfully observe that the major goal of the teaching-learning pr ocess is to give students with skills that will help them earn livelihoods in future and become useful society members. It is therefore important for the education offered to conform to the development and innovations of the time. Mathematics is one of the subjects that have experienced significant interaction with technology. This interaction has led to a number of impacts on learning and teaching of mathematics. Impact on Teaching Positive Impacts Use of technology serves as a motivation for teachers due to the positive outcomes achieved. Technology leads to teaching that is more effective and this leads to better performance for the students. Teachers are therefore motivated in their work due to these good results. Some research on the attitude of teachers to teaching with technology found that most experienced teachers, with strong mathematics backgrounds were at first half-hearted about teaching with technology (Pierce Ball 2009).Advertising Looking for report on educatio n? Let's see if we can help you! Get your first paper with 15% OFF Learn More This lack of enthusiasm for technology was the result of an assumption that using technology would not enhance student learning. However, this lack of enthusiasm is only temporal in nature. Research indicates that while some teachers might express their reservations to using technology for teaching mathematics at first, these reservations do not last (Mkomange et al. 2012). As the students demonstrate good outcomes, a change occurs in teacher’s believes and attitudes. This leads to changes in teacher practice to incorporate technology in teaching the subject. Technology fosters the development of a culture of effective teaching by teachers. When using technology, teachers are encouraged to broaden curriculum objectives, make use of more problem solving examples and utilize an inquiry-based approach to learning (Jurdak 2004). The speed of doing calculations using technology also frees up tim e for deeper learning. A study by Safdar et al. (2011) on the effectiveness of teaching mathematics through technology as compared to using traditional teaching methods found that teaching mathematics with technology led to better academic achievements by the students. This suggests that technology use as a teaching strategy in mathematics leads to more effective teaching leading to an enhancement of students’ academic achievements. Teaching mathematics with technology enhances the teacher’s ability to teach students about problem solving. Technology assists teachers in the construction of realistic complex problems in the class setting. These problems are modelled after real world problems that the student might encounter in real life. By this means, mathematics uses problem solving to create contexts that simulate real life. Problem solving is an integral part of all mathematics learning and teachers are required to help students develop the skills needed to solve pr oblems through the subject of mathematics (Mkomange et al. 2012). Technology has been used to help cope with some of the â€Å"hard to teach† aspects of secondary mathematics. Students are wary of some mathematical topics such as geometry and trigonometry. In the traditional classrooms, teachers were often unable to make use of appropriate tools to simply the topic and foster student understanding.Advertising We will write a custom report sample on The Impact of Technology on the Learning and Teaching of Mathematics specifically for you for only $16.05 $11/page Learn More Technology enables teachers to make use of learning aids that are designed to exploit the student’s visualization and modelling power to solve problems. Software applications such as Computer-Aided Design assist teachers to come up with simplified and interesting ways of teaching these hard topics in mathematics. For example, some powerful 3D applications make it possible to manipulate solid geometrical figures such as cones and cubes therefore fostering understanding by the student. By use of such ICT tools, students will find it easier to comprehend the subject matter and they will be inspired to learn. Teachers on the other hand will be inspired by the positive outcomes from the students. Teaching mathematics with technology gives the teacher more tools with which to offer instructions to the students. A critical role of the teacher is to explain different concepts to the students and ensure that they understand the material being presented. Unlike in the traditional setting where the teacher was confined to relying on drawings and handmade models, technology offers a wider variety of teaching aids. Jurdak (2004) states that technology enables teachers to make use of simulations to better elaborate certain mathematical concepts. The ability of the teacher to explain mathematical concepts is facilitated by technology. BECTA (2004) confirms that th is technology contributes to the effectiveness of teaching by offering ways through which the teacher can model abstract ideas and concepts. Negative Impacts Using technology might reduce the control that the teacher has in the class setting. This might lead to the belief that technology is detrimental to the learning process. In the traditional method of teaching, the teacher was at the centre of the learning process. He/she exercised control in the class and tightly directed classroom discussion and student activity. Technology takes away this control and significantly changes the classroom practice. Pierce and Ball (2009) demonstrate that use of technology promotes a ‘student-centred’ model of learning where the individual student is able to explore the mathematical topic being studied using technology.Advertising Looking for report on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More When students have too much control, the teacher might perceive that his/her teaching efforts are hindered by technology. The beliefs and attitude of the teacher are importantly linked to his/her classroom practice. A belief by the teacher that teaching mathematics with technology is detrimental will lead to classroom practices that do not promote technology. The use of technology in teaching mathematics requires major changes to teaching practices. In most cases, the teacher will be required to adopt new teaching methods in order to exploit the technology resources available. Teaching mathematics with technology necessitates a significant change in the operation of teachers who have been teaching the subject using traditional methods, and who were themselves taught in traditional mathematics classrooms. Mkomange et al. (2012) reveal that teachers are likely to teach mathematics in the same way they are taught. Since majority of the experienced teachers were taught in the traditiona l classroom that did not make use of technology, they are therefore inclined to use the same methods for their students. The additional effort required to familiarize themselves with teaching mathematics with technology might dissuade most teachers from adopting a favourable outlook to technology since this will require additional effort. The increased workload for the teacher as he/she learns how to use the new technology is best articulated by Fuglestad (2011) who declares that familiarization with technology implies â€Å"not just learning to handle the computer with software and other digital tools, but relating the technology to the other knowledge areas† (p.3). Teaching efficiency for some teachers will reduce as they learn how to incorporate technology in their teaching practice. Teaching requires the teacher to demonstrate a deep level of understanding on the subject. When using technology, the teacher should have an in-depth knowledge of the digital tools to be used and demonstrate proficiency in using them. Ball et al. (2008) asserts that the teacher must know enough to enable him/her to guide the students as they use the technology to come up with solutions to the mathematical problems. Impact on Learning Positive Impacts Technology enhances learning in students by promoting interaction between students. BECTA (2003) reveal that through technology it is easier for students to share their findings and engage in discussions on various topics. An important concept is that technology encouraged interaction between students even when there was no supervision from the teachers. Effective use of collaboration to solve problems is one of the important lessons that educators hope to impart on students through their education since collaboration plays a crucial role in most work environments. The educational experience of the student is therefore enriched by the use of technology when ideas such as collaboration are emphasized upon. Technology encourag es students to take part in trial and error processes as they learn. In the traditional method where students utilize pencil and paper, students are pressured to get the answer right in the first trial. If they do not know how to go about achieving this, they are unlikely to experiment since the traditional method is time consuming and labour intensive. Using technology, students are provided with the means to compute mathematical problems in a speedy manner. Fuglestad (2011) demonstrates that as a result, technology encourages students to engage in trial and error to arrive at a solution to the question. When the student fails to get the right answer at the fist try, he can easily start over again until the correct answer is reached. As such, technology drives students to exercise independence in their search for answers. This increases self-efficacy, a quality that is desirable in students. Use of technology increases the interest that students have in the subject. Most applicatio ns are designed in such a manner that they appeal to the student through diverse presentation styles and engaging format. The student’s interest in learning is therefore triggered and maintained. Increase in interest is a desired quality since it leads to higher levels of understanding. When teachers make use of interactive whiteboards, they are able to present material in a lively and engaging way. BECTA (2004) states that active engagement is encouraged when whiteboards are used since these tools increase enjoyment of the learning process for the student. This engagement is associated with gains in motivation and this leads to good performance. Better learning outcomes are therefore promoted by the use of technology in Mathematics since the students’ learning experience is made enjoyable. Students make use of portable equipment such as laptops and PDAs in their learning. They are therefore able to carry their class work with them even outside the class environment. T echnology therefore makes it possible for the student to take part in continual knowledge construction as they use their portable equipment outside the class setting (Niess 2005). Student understanding of mathematical concepts is therefore enhanced since they interact with the subject even outside class. Technology assists in the development of a positive attitude to learning mathematics. Most Secondary school students perceive mathematics to be one of the more challenging subjects. They therefore have a negative outlook concerning the subject and this contributes to the poor results especially among lower achieving students. Use of ICT devices in the class leads to the development of a more positive outlook. Pierce and Ball (2009) state that most students demonstrate an improved attitude to learning mathematics when they are given the opportunity to work with technology. This is partly because of the personal pleasure that student derive from using computers. Technology fosters dee per understanding of mathematical concepts and rules. Students using calculators and computers are able to work at higher levels of generalization and abstraction. Research indicates that by use of technology, students are able to learn more mathematics more deeply. A key characteristic of technology is that it saves the student from having to engage in the time involving manual labour of computations (Jeng et al. 2010). In tasks such as drawing graphs, the student only needs to enter the correct data and the computer program will generate the graph. The student is therefore left with more time to engage in more important parts of learning mathematics such as analysing the computations made in a particular problem. Negative Impacts Technology might discourage learning in some students. While some students are encouraged to from a positive attitude to mathematics through technology, others are discouraged by the same. Research indicates that female secondary students are likely to de velop negative attitudes when exposed to computer-based mathematics (Pierce Ball 2009). These negative outcomes are prompted by the significantly lower confidence in female students about using technology. Use of technology can be detrimental to the learning process due to the high level of autonomy that students might have. In using technology, students might have to concentrate on their mobile devices or computers unlike in the traditional setting where all the attention would be focused on the teacher. When using their individual devices, it can be hard for the teacher to monitor student activity. Safdar et al. (2011) assert that this might lead to significant problems as students might deviate from the current lesson. Without following the guidance of the teacher the student’s performance in the subject will suffer. Discussion Technology is becoming more prevalent in our society today. In can be expected that technology will be incorporated in teaching and learning mathe matics even more extensively in the coming years. Teachers need to be adequately prepared for the transition from a traditional mathematics classroom to one where technology is used as a core part of the teaching process. Jurdak (2004) notes that even with the most sophisticated technology in place, significant enhancement in teaching and learning cannot be realized if teachers are not adequately trained to utilize the technology for teaching purposes. The school administration can assist in providing additional training opportunities for teachers to enable them to learn how to utilize the technology in an effective manner. Conclusion This paper set out to assess the impacts of teaching mathematics with technology. The paper has revealed that use of technology improves students’ learning and leads to better results in mathematics. Through this paper, it is clear that use of technology supports students in their appreciation of mathematics and fosters a deeper mathematical und erstanding. The effectiveness of teacher is increased when they make use of technology. The paper has acknowledged that technology has some notable negative effects on the teaching and learning of mathematics. However, these negative impacts can be overcome by improving the teachers’ proficiency in technology and ensuring that students are properly supervised as they interact with technology. References Ball, DL, Thames, M Phelps, G 2008, ‘Content knowledge for teaching: What makes it special?’, Journal of teacher education, vol. 59, no. 1, pp. 389-407. BECTA 2003, What the Research says about using ICT in Maths, Department for Education and Skills, Norwich. BECTA 2004, Embedding ICT at Secondary: Use of interactive whiteboards in mathematics, Department for Education and Skills, Norwich. Fuglestad, B 2011, Challenges Teachers Face With Integrating ICT With An Inquiry Approach in Mathematics, http://www.cerme7.univ.rzeszow.pl/WG/15a/CERME7-WG15A-Paper02_Fuglesta d.pdf. Jeng, Y, Wu, T, Huang, YM, Tan, Q Yang, S 2010, ‘The Add-on Impact of Mobile Applications in Learning Strategies: A Review Study’, Educational Technology Society, vol. 13, no.3, pp.3–11. Jurdak, M 2004, Technology and Problem Solving in Mathematics: Myths and Reality. Proceedings of the International Conference on Technology in Mathematics Education, Lebanon. Mkomange, C, Bahati, I Ajagbe, M 2012, ‘The Roles and Importance of Technology in Mathematics Teaching and Learning-A Literature Review’, IJCRB, vol. 3, no. 11, pp. 476-486. Niess, ML 2005, ‘Scaffolding Math Learning with Spreadsheets’, Learning and Leading with Technology, vol. 32, no. 5, pp.24-48. Pierce, R Ball, L 2009, ‘Perceptions that may affect teachers’ intention to use technology in secondary mathematics classes’, Educational Studies in Mathematics, vol. 71, no. 3, pp. 299–317. Safdar, A, Yousuf, M, Parveen, Q Malik, G 2011, ‘Eff ectiveness of Information and Communication Technology (ICT) in Teaching Mathematics at Secondary Level’, International Journal of Academic Research, vol. 3, no. 5, pp. 67-72. This report on The Impact of Technology on the Learning and Teaching of Mathematics was written and submitted by user Skyler Miles to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

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buy custom Post Cold War essay After the cold war, the United Nations peacekeeping practices have undergone many changes. During the cold war the deployments usually operated under the ideology of unbiased, non-forcible intervention with the permission of the conflicting parties. As a result, the United Nations principles have been under -increased strain with the United Nations performance coming under severe criticism. The United Nations has been seen to act to gain credibility rather than address the needs in the world. For example the United Nations assisted in fewer activities in the Bosnian war and also over involved itself with Somalia. The concern coming from peacekeeping, which arose from the experience in Somalia, has been under review, favoring new methods that try to find a stronger approach with a greater capacity for peace building (Voeten, 2005). After the cold war the first mission unequivocally labeled as a peacekeeping mission was the UN Emergency Force (UNEFI). This mission was sent to the Sinai Peninsula in rejoinder to the 1956 Suez Crisis to foresee the withdrawal of the British and Israeli forces from the Egyptian territory. As the first armed force to the UN, UNEFI was an important example for other UN missions in the future. The first mission also served as a case study for armed and neutral forces working to restrain conflict. The mission was successful in its objectives since it led to establishment of asset of principles which have served as important guidelines for future missions (Frieden, 2009). The principles derived were as follows The mission should have assent by the parties to the dispute. Avoiding the use of force except for cases of self defense; The force should comprise of intentional assistance of contingents from small, non-partisan countries. The united nation should be impartial The peacekeeping operations must be controlled by the Secretary General. During the Cold War, 13 peacekeeping operations were created. The missions one and only function was to keep an eye on borders and establish buffer zones after cease-fires agreements. From late 1980s to 1994, the peacekeeping missions undertaken worldwide dramatically increased. At the commencement of 1988, there were only five operations which were actively involved in the field, that is three in the Middle East, the Kashmir mission, and the UN Peacekeeping Force located in Cyprus (UNFICYP) (Voeten, 2005). This noteworthy increase in the number of the peacekeeping operations was accompanied by essential changes in their nature and in their composition. The single function that was associated with the UN traditional operations evolved into a variety of tasks as the variety of tasks increased, the composition of peacekeeping operations after the cold war became diverse and complex with peacekeepers being drawn from wider varieties of occupation (that is the military, civilian police and diplomats), nations and cultures. Modern peacekeeping can be fittingly characterized as bilateral, multidimensional, global and multicultural. All deployments after 1988 are redefined under new military doctrines which sought to explain the principles under which they operate. The missions after 1988 are referred to as multidimensional operations due to their wide variety of activities. As peacekeeping activities diversified notably in recent past as they strove to adapt to the new tasks and various challenges, the context and environment in which the missions are deployed have also bcome complex. Even though various exceptions such as ONUC in DRC Congo and UNIFIL in Lebanon, the peacekeeping operations created before the 1990s operated in permissive environments only where they had the permission and support of host governments (Voeten, 2005). In the 1990s, various missions have been deployed to solve internal wars or provide humanitarian assistance in complex political emergencies. In such situations the UN is forced to work under the conditions of lawlessness and violence, where militias act autonomously. In such cases the UN agencies are often opposed and confronted by the militia. This occurred as a result the United Nations principles of neutrality and the unifying role .This failure to stop loss of human lifes greatly affected the credibility of the United Nations with fewer countries willing to work with the united nations in future since they were viewed as inferior and could not contain major crisis arising. In the Somalia war the United Nations wanted to restore its lost name hence resulted to massive force. This resulted to loss of the war since the military operation was guided by sinister motives (Frieden, 2009). The United Nations has been blamed for selective involvement in various wars and only works when there is global pressure to see the United Nations prove its might in conflict resolution and peacekeeping. This has further been coupled by damning criticism that the United Nations was an institution being used by the western world to spread neocolonialism. However the United Nations remains the only organization capable of providing humanitarian aid as well as military activities in the whole world. There in the current past has been the development of the doctrines to ensure that the military involvement in humanitarian assistance was boosted. The United Nations aim is to avoid failure in protecting civilians as seen in Bosnia and Rwanda and to ensure adequate self-defense measures for peacekeeping forces and UN staff .The United Nations supporting nations resolved not to send their personnel to missions where they are inadequately equipped to handle (Voeten, 2005). Why UN was involved in some occasions not others. There have been substantial changes both in the practice and concept of United Nation (UN) peacekeeping since the end of the Cold War. Deployment during the cold war for example was based on the principles of impartial, non-forcible intervention. There had to be consent from the conflicting parties. There also had to the precondition of an agreed peace. After the cold war however, the peace keeping missions have been carried out on the context of internal wars (Sambanis, 2004). This change in tactic has subjected the UNs performance in the latest missions to severe criticism. The big question is why it would it do so little in countries like Bosnia and Darfur and so much in other countries. Why is it that some interventions are too little too late, poorly resourced, poorly executed and misconceived like in Somalia, Rwanda and Bosnia. Although such criticisms have lead to an overhaul in the UN peace keeping operations, this section seeks to establish why the UN was involved in some peace keeping operations and not others. Why we there delayed involvement in some peace keeping missions and not in others. It also seeks to point out clearly whether there are limitations as far as UN military interventions mechanisms are concerned. The overhaul of the UNs approach to peace keeping and peace keeping has made its structure to allow very little room for effective military intervention. Partly, this is because the UN does not support quick and decisive action. There are always varying innstitutional structures that do get in the way. The Security Councils permanent members for example can do undermine intervention. In addition to that, intervention is always politically costly, thus the actors especially the Veto powers have an incentive to avoid it (Bannon, 2006). A new lens through which peace keeping is viewed has also been conceived in the condos of UNs intervention strategies. This is the concept of called Responsibility to Protect. It asserts that the international community has the obligation to intervene in a state if and only if the state clearly fails to protect its citizens from mass atrocities and also when the peaceful measures are not working (Voeten, 2005). The first intervention would be in a diplomatic manner, then more coercively, and as a last resort into using military force. It is within this lens that the UN reacts to any conflict or not. It is a sort of selection bias in terms of cases that have a high number of deaths or that are ethnic or religious. The challenge is how to determine the exact point when a state has failed to protect its citizens. This explains why the UN has not reacted towards many conflicts or why it has delayed too many conflicts. This contravenes the concept of the right to intervene. Lastly, the reason why the UN does not respond to other conflicts is inadequacy of troops. The major western economies should consider contributing more troops to UN peacekeeping missions in such situations (Frieden, 2009). How they changed after that period external and Internal The mandate of peacekeeping shifted dramatically after the cold war. After the cold war the mandates and range of activities for peacekeepers expanded exponentially. The peacekeepers today help promote human rights, build government institutions, set up local police forces, and disarm former combatants. Before then, their role was limited to maintaining ceasefires and stabilizing violence in order to make diplomatic solutions more reachable. The UN peacekeeping shifted dramatically from inter-state conflicts to intra-state conflicts and civil wars in the 1990s. This is because of the ever present internal struggle for power over territorial control in many of the warring countries (Regan, 2000). Besides, under the various security systems, when disputes arise between two nations, the concerned parties are required to first seek an amicable solution by peaceful means. This is according to Chapter VI of the UN Charter on peace keeping. The peace is to be sought mainly by squaring off, concession, mediation, peaceful settlement or resort to regional agencies. The 7th chapter of the UN Charter comes into action if the peaceful means fall short and the dispute continues into an armed conflict. This chapter asserts that in the case of a menace to the peace, violation of the peace or an act of belligerence the Security Council may take relevant measures to restore peace. These measures are for all intents and purposes complete or partial economic sanctions, separation of diplomatic relations and arms embargoes (The United Nations Charter, 1945). Conclusion As there are chances that the UN is more likely to send a peacekeeping mission to a smaller and richer country, there are also chances that it is more likely to intervene in a longer and bloodier war. A selection bias would be important because in all the cases there is public outcry and international pressure for the United Nations to get involved in ending a civil war. If the UN intervention has no effect on post-conflict recovery and democratization, then the energy, money, and political resources needed to enact a UN peacekeeping mission would be better not spent. Buy custom Post Cold War essay

Writing a History Book Review

Writing a History Book Review There are several acceptable ways to write a book review, but if your teacher doesn’t provide you with specific instructions, you might feel a little lost when it comes to formatting your paper. There is a format used by many teachers and college professors when it comes to reviewing history texts. It isn’t found in any style guide, but it does contain aspects of the Turabian style of writing. Although it might seem a little strange to you, many history teachers like to see a full citation for the book you’re reviewing (Turabian style) at the head of the paper, right below the title. While it might seem odd to start with a citation, this format mirrors the appearance of book reviews that are published in scholarly journals. Below the title and citation, write the body of the book review in essay form without subtitles. As you write your book review, remember that your goal is to analyze the text by discussing the strengths and weaknesses- as opposed to summarizing the content. You should also note that it’s best to be as balanced as possible in your analysis. Include both strengths and weaknesses. On the other hand, if you think the book was either dreadfully written or ingenious, you should say so! Other Important Elements to Include in Your Analysis Date/range of the book. Define the time period that the book covers. Explain if the book progresses chronologically or if it addresses events by topic. If the book addresses one particular subject, explain how that event fits into a broader time scale (like the Reconstruction era).Point of view. Can you glean from the text if the author has a strong opinion about an event? Is the author objective, or does he express a liberal or conservative viewpoint?Sources. Does the author use secondary sources or primary sources, or both? Review the bibliography of the text to see if there is a pattern or any interesting observation about the sources the writer uses. Are the sources all new or all old? That fact could provide interesting insight into the validity of a thesis.Organization. Discuss whether the book makes sense the way it is written or if it could have been better organized. Authors put a lot of time into organizing a book and sometimes they just don’t get it right!Author inf ormation. What do you know about the author? What other books has he/she written? Does the author teach at a university? What training or experience has contributed to the author’s command of the topic? The last paragraph of your review should contain a summary of your review and a clear statement that conveys your overall opinion. It is common to make a statement such as: This book delivered on its promise because...This book was a disappointment because...This book contributed significantly to the argument that...The book [title] provides the reader with deep insight into... The book review is an opportunity to give your true opinion about a book. Just remember to back up a strong statement like those above with evidence from the text.

Global Transportation Providers APL; OHL; COSCO Essay

Global Transportation Providers APL; OHL; COSCO - Essay Example OHL OHL is one of the largest third party logistic services providers in the world. It provides supply chain management services to top organizations of the world. Its services include transportation, custom brokerage, warehousing etc. Its tracking system is one of the most sophisticated in the world. Its shipment tracking system is based on GPS and EDI shipment tracking system and offer real time tracking system. OHL also does not provide facility to track the shipments online from any web browser whereas APL provides such facility. COSCO COSCO is relatively young company with over 25 years of experience in the industry. It uses an innovative and new technology to track its shipments. It serves mostly Asian markets including Japan, rest of Asia, North America and Europe. It manages IRIS-2 system which helps to manage its shipment tracking. It is considered as one of the most sophisticated systems in the industry. Advantages & Disadvantages One of the most important advantages of shipment tracking system for any transportation firm is the fact that it provides the company necessary flexibility as well as depth and breadth to mange cargos on large scales. Though most of the systems used by modern shipping companies are technology based therefore they enjoy the necessary advantages due to their technological superiority. As for as the system of APL is concerned, it is considered as one of the highly sophisticated and state of art system. In its essence, this is wireless system based on RFID. APL attaches RFID tags to most of its shipments to track their shipments. (Cox, 2006). However, the real draw back of this system is the fact the tags need to past certain posts in order to located therefore if a new container replaces another one the it may take a bit longer for the system to accurately give the real time location of the shipments based on their time. It is also important to understand that APL is also using WAVES which is based on a very complex technology which provides a much greater advantage over its competitors because it is not used by any other transportation firms in the world. This propriety use of a very complex and sophisticated system provide necessary competitive advantage. The shipment tracking system of OHL is a bit old and is considered as less sophisticated than APL. Based on GPS and EDI, this system is bit slower especially in terms of downloading the data from the real time location to the servers of the firm therefore accurate tracking takes slightly higher than other systems such as with APL. COSCO's system is supported by Sybase Inc. Sybase is one of the highly regarded company in terms of producing robust and sophisticated systems. COSCO adapted "Sybase's Adaptive Server Enterprise, Replication Server, Open Client and jConnect in its IRIS-2 System for data collection, storage, conversion, processing and analysis" (Connolly, 2008). The system employed by COSCON is much more sophisticated than the systems at APL and OHL. It not only provides a much more comprehensive tracking of the shipments but also enable COSCON to analyze the data on real time basis. However, it is also importan

Comparative paper between aboriginal people of canada and palestinian Essay

Comparative paper between aboriginal people of canada and palestinian people - Essay Example As a result of introduction of Indian Act, the government took the power of controlling the lives of aboriginal people and their lands (Hallett 100). The Aboriginal people were denied their rights. The Indian Department that was in charge of the Indian affairs took the full control over the lands that was reserved for the aboriginal people. They also took control of the resources and trade among the aboriginal people. The government took advantage of the act and used as a way of controlling these people. The government decided where these people could live. However, this legislation was never following what it stood for; it was being violated. The aboriginal people had so many social issues. In 1600s, the aboriginal people were engaging in trading activities that involved trade of firearms, minerals, and fur. Due to competition in trading, conflicts between tribes emerged that resulted in division of these people. The aboriginal people lost their self knowledge (McNab & Ute 51). Loss of self knowledge, according to the anishinaabe, was just like losing their culture that was assisting them in development. The aboriginal people lost these through the introduction of integration of residential schools and pilot programs. These programs were not favoring the aboriginal people but they were meant to westernize them. The current generation of aboriginal people is not able to access their knowledge of the past and anything concerning their culture. As a result, they are no longer able to keep their culture (Neu & Richard 98). Furthermore, this lack of self knowledge has led to the loss of identity of the aboriginal people. They are no longer able to set goals and objectives for themselves. Without identity, aboriginal people have lost their culture and this is shown by the way they present themselves in the society. In addition, loss of language by anishinaabe people is another social issue.

An analysis of why economic sanctions are good Essay Example for Free

An analysis of why economic sanctions are good Essay A person may cause evil to others not only by his actions but by his inaction, and in either case he is justly accountable to them for the injury. John Mills OR Senator John Kerry once said We must retool our nation to prepare for the challenge we already face to maintain our position in the global economy. And this much is certain: America will not have national security without economic security. Therefore, I negate the resolution that: Resolved: Economic sanctions ought not to be used to achieve foreign policy objectives Definitions: Economic Sanctions- Economic penalties, such as stoppage of trade and financial transactions, imposed upon a country to force compliance with another countrys or UNs or WTOs demands. (businessdictionary.com) Ought- used to express obligation. Foreign Policy- the policy of a sovereign state in its interaction with other sovereign states. Objectives- : an aim, goal, or end of action. (In case of argumentation relating to resolve not confined to U.S.A) Sovereign- one that exercises supreme authority within a limited sphere. All unspecified definitions are from Merriam Webster Core Value: Societal Welfare- What is best for most of society Value Criterion- The neg shall prevail if I can prove that economic sanctions are a worthwhile method to achieve foreign policy objectives. But the aff shall prevail if, and only if he can prove otherwise C1: Smart economic sanctions are needed to compel foreign leaders. The resolution calls for a general ban on economic sanctions in dealing with foreign policy objectives. One of the foremost arguments against sanctions is the harm they may potentially bring. But these potential harms are mostly caused the imposition of broad, wide-ranging sanctions. But not all sanctions are harmful- there are good sanctions. The sanctions in the 21st century are targeted and narrow, not general. One of the common criticisms of economic sanctions is that they have injured civilian populations in the past. The problem with this line of reasoning is that it assumes that there is only one type of sanction to use, and that this type of sanctioning must necessarily hurt civilians. Most countries now understand that wide, indiscriminate sanction use may be counterproductive, so they take a smarter, tailored approach to economic sanctions that make sanctions more likely to achieve their policy objectives. Many countries now tailor their sanctions to specific goods. For exa mple, many countries place specific sanctions on narcotics related items or on materials that could be used to make weapons. These tailored sanctions still allow civilians to meet their basic needs, but also make it so that rogue states are unable to use their material resources to cause further harm. Additionally, economic sanctions are now being used to freeze assets and limit the travel of high ranking state officials, which puts pressure only on them to change their countrys policies. These smart sanctions create an opportunity for change without the harms that occurred from past sanctions. Another line of argument for the Neg is the toolbox argument: that the Affirmative would remove critical tools, including targeted sanctions, from the governments disposal. This would lead to a second dilemma, this time for the Affirmative: without the carrot and stick of economic sanctions, the government is left with a feather of non-economic sanctions and the bloody spike of war. C2: Economic sanctions are necessary foreign policy tools So what are the alternatives to sanctions? More diplomacy and military action. These have the problem of being two extremes meaning that there needs to be something in the middle. Diplomacy is the most obvious alternative. It would be lovely if all foreign policy objectives could be met simply by diplomacy but with contradictory interests, this is never going to happen in all cases. Many countries, particularly dictatorships but quite often also democracies such as the US, feel they can just ignore diplomacy if it is not backed up by anything more than a verbal lashing. Diplomacy needs something backing it up. At the moment this is the threat of some form of sanction (be it direct economic sanctions or more indirect be reducing the opportunities for that countries firms to operate in your market) or military action of some kind. Using military action as a threat can be extreme. How do you move between diplomacy and on to military action without something in the middle to show how serious your country is? If a country does not believe your threats, and you dont really want to attack him you have to be the one to back down. Providing economic sanctions creates a way of hurting him without having to go to the worse stage which is military action. Military action is the obvious hard alternative to sanctions. However it is not always possible. This could be because of domestic politics or because there is other significant actors in the international system who would react unfavorably to you engaging in military action, or else the consequences might be too severe. There are quite a few problems with military action apart from that it cant always be used due to politics. The most obvious is that it is an immense step up from diplomacy. The country you are going to attack needs to have done something serious to be able to justify an attack. Even if it is justifiable there are problems. Military action relies upon your country being powerful and being able to engage in military action whereas anyone can implement some form of sanctions and it is very costly. This is not only of course in terms of monetary cost to your country but also in lives lost and destroyed. There can also me many unintended consequences. You can intend the action to be a small police action but there is no guarantee that your opponent will see it that way so he may well strike back escalating towards full scale war. At the other extreme your actions my push a country towards falling apart and becoming a failed state. Yes it provides a very powerful tool for changing a states behavior- but most people would believe that it is not worth keeping the possibility of military action while getting rid of sanctions. Get rid of both and you essentially have no stick at all. States do not always respond to carrots you need to provide a big enough carrot that they can forgo a national interest after all. In the case of two interests being diametrically opposed then this cost could be immense. C3: Violation of Human Rights Natural rights of citizens are selfishly violated by corrupt leaders of governments. This impacts not only the natural rights of citizens from other countries; it also affects the natural rights of their own citizens. a. Citizens of countries oppressed by economic sanctions suffer when intended relief efforts are suppressed by their own government intercepting supplies. The citizens are never the target, but rather the behaviors of corrupt leaders. Natural rights of citizens are denied when a corrupt leader interrupts the harmonious relations and it becomes necessary to impose sanctions. Further, I extend my VPC in that when the naturals rights of other nations are infringed upon by these corrupt leaders, political justification demands punishment in the least destructive manner after diplomacy has failed. b. Citizens are justified to demand their natural rights which are being denied to them by the very government which is supposed to protect them. When corrupt leaders give in to decency and cooperate, the sanctions go away. Sanctions are nothing more than a legitimate form of punishment to achieve a defined and acceptable code of behavior. Natural rights of citizens are denied when a corrupt leader interrupts the harmonious relations and it becomes necessary to impose sanctions. Further, I extend my VPC in that when the naturals rights of other nations are infringed upon by these corrupt leaders, political justification demands punishment in the least destructive manner after diplomacy has failed. Possible Rebuttal: Although careful studies of economic sanctions have cast doubt on their effectiveness, 1 anecdote can be powerful rhetorical tools. A single important case that demonstrates sanctions potential allows advocates to argue that their cause is more akin to the success than to the failures. Frequently, advocates point to the case of sanctions applied in the mid-1980s against the apartheid regime in South Africa as just such a case. On the face of it, South African sanctions appear to have been successful. In response to the outrages of apartheid, many countries adopted trade and financial sanctions and a significant amount of foreign investment was withdrawn from South Africa. After the adoption of sanctions, South Africa experienced economic difficulty and numerous domestic actors commented on how the economic situation was untenable and required political change. By 1994, Nelson Mandela had been elected President of South Africa. He and other black leaders attributed to economic sanctions a significant role in bringing about the democratic transition.

Cancer Ward The Old Doctor Essay -- essays research papers

Cancer Ward: â€Å"The Old Doctor†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  In this chapter Ludmila goes to visit her former mentor Dr. Oreshchenkov. He lives in a nice home and it is filled with things of the past and who he is. Ludmila has realized that she has cancer. However, she is not willing to except her own intuition and goes to Oreshchenkov to be sure and even to be told that â€Å"it’s nothing serious†. While she is there she has a small sense of release and calm. Later the two of them get in to a discussion over the need for the â€Å"family- doctor†. These scenes have deeper meaning than just the literal sense. This chapter can be interpreted by using Dante’s â€Å"Four Levels of Interpretation†. The first level of interpretation is the literal. This level focuses on what literally happened in the story. The second level of interpretation is the allegorical. This level is concerned with the meaning hidden beneath the words in the literal sense. It tells of the nature of man and what we do in certain situations. The third level is the moral level. It is the message behind the story. This level teaches us a lesson that we should use in our lives. The fourth and final level is the anagogical level. This is the level that is the sense beyond. It is not only literally true but shows a truth of greater glory and truth of the spirit. Dante used the example:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"...in the departure of the people of Israel from Egypt,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Judea was made holy and free. [7] For even though   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   the literal truth of this passage is clear, what it means   Ã‚  Ã‚  Ã‚  Ã‚   spiritually is no less true, that in the departure of the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   soul from sin, it is made holy and free.† [8] The doctor lives in a better-than-average home in a nice neighborhood. It is full of things from his past and is well maintained. He has an old Grand piano and there are many books on the shelves. Some of these books were recently acquired by Oreshchenkov from a fellow doctor. This doctor had just retired and became a bee-keeper. He did not enjoy being a doctor and now he was free of it. He could now do what he really wanted and was... ...hich occupied them, which they believe was central to their lives, and by which they were known to others. The meaning of existence was to preserve unspoiled, undisturbed and undistorted the image of eternity with which each person is born.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  (P 432) The doctor sees the people of his past, not as their accomplishments, but who they really are. He sees that they are so preoccupied with the things they are doing that they think that that is all they are and that is how other people saw them. They become objects of their work and activity and loose who they are. The doctor sees that the purpose of life is to remain true to yourself. Don’t allow yourself to distort what you really are. See yourself as a person. If you do that you will continually keep your soul pure. If you live your life a human being your soul will remain unspoiled and will last for eternity. To live a human being you must be and treat everyone as a beloved creation of God for your entire life. That is â€Å"the truest of all tests† for a man.

Marketing Channel Management Exam Essay

Please start each section on a new page. 3. Please write clearly and neatly. Marks will be penalized for bad writing. 4. Cross out any unwritten pages in the answer sheet. 5. Calculators are allowed to be used during the exam. Section A 5 X 2 Marks = 10 Marks This section consists of Multiple Choice questions. Please mark you answer in the answer sheet by writing only the option number after the question number. Please write only what is asked. As a thumb rule, write a maximum of a page for each 10 marks and half a page for a 5 marks question. 1. Define Marketing Channels. Explain how and why marketing channels are managed. marks 2. What are the responsibilities of a sales executive? 5 marks 3. Illustrate the sales call process and write down all the steps involved in the sales call. 5 marks 4. Draw a typical marketing channel for a mass product and illustrate the flow with directions for the following A. Money B. Stock C. Information 10 marks Section C This section consists of numerical questions. Please illustrate all steps and try to show calculations wherever possible. Please state any assumption you are making clearly. Question: 15 marks Please estimate the number of sales executives, and supervisors needed for the following Channel Partner for Hindustan Singleshaft which is a top FMCG company in India. The channel partner has to service 1000 outlets. The categorization is given below along with the time required to complete a sales call at each outlet and the frequency of visiting the outlets. The time required to travel from one outlet to another is 10 minutes on an average. Each Sales Executive has a six day work week and works for 10 hours a day including an hour long lunch break. So each sales executive has 9 effective hours of work for 6 six days a week. Assume a 10% buffer sales force in your estimation. For every 4 sales executives one supervisor is required to supervise them.

Paul’s Missionary Journey Essay

The Apostle Paul was the great leader in the momentous transition which characterized the apostolic age, the transition from a prevailingly Jewish to a prevailingly gentile Christianity. Under his guidance Christianity was saved from atrophy’ and death, which threatened it if it remained confined in Palestine. At the same time, by reason of his insight into the truth of the Gospel and fidelity to it, as well as by his devotion to the Old Testament and loyalty to the highest Jewish ideals in which he had been reared, he saved Christianity from the moral and religious degeneracy to which it would surely have been brought if it had broken with its past, and had tried to stand alone and helpless amid the whirl of Greek religious movements of the first and second Christian centuries. In Paul a great force of onward movement and a profound and conscious radicalism were combined with fundamentally conservative principles. Paul appears to have been born at not far from the same time as Jesus Christ. According to Acts, Paul was born in Tarsus (Acts 9:11; etc. ), received the double name Saul/Paul (13:9), and through his family possessed Tarsian and Roman citizenship (22:25-29 (Murphy-O’Connor 32-33). Overall, Paul can be described as an able and thoroughly trained Jew, who had gained from his residence in a Greek city that degree of Greek education which complete familiarity with the Greek language and the habitual use of the Greek translation of the Scriptures could bring. At bottom he ever remained the Jew, in his feelings, his background of ideas, and his mode of thought, but he knew how to make tolerably intelligible to Greek readers the truths in which, as lie came to believe, lay the satisfaction of their deepest needs. At Jerusalem Paul entered ardently into the pursuit of the Pharisaic ideal of complete conformity in every particular to the Law. He was, he tells us, â€Å"found blameless† (to every eye but that of his own conscience), and, he says, â€Å"I advanced in the Jews’ religion beyond many of mine own age among my countrymen, being more exceedingly zealous for the traditions of my fathers†. With fiery passion he entered into the persecution of the Christian sect, was present and took a kind of part at the murder of Stephen, and undertook to carry on the work of suppression outside of Palestine at Damascus, whither he journeyed for this purpose with letters of introduction from the authorities at Jerusalem (Murphy-O’Connor 52-57). At this time took place his conversion. That he was converted, and at or near Damascus, his own words leave no doubt. â€Å"I persecuted,† he says in writing to the Galatians, â€Å"the Church of God. . . But when it was the good pleasure of God, who separated me, even from my mother’s womb, and called me through his grace, to reveal his Son in me, that I might preach him among the gentiles; straightway I conferred not with flesh and blood: neither went I up to Jerusalem to them which were apostles before me: but I went away into Arabia; and again I returned unto Damascus† (Gal i. 13-17). The change evidently presented itself to Paul’s mind as a direct divine interposition in his life. It came to him in a revelation of Jesus Christ, whereby (and through no human intermediary) he received the Gospel which he preached, and the commission to be an apostle. He refers to it as to a single event and an absolute change of direction, not a gradual process and development; the two parts of his life stood sharply contrasted, he did not conceive that he had slid by imperceptible stages from one to the other. â€Å"What things [i. e. his advantages of birth and Jewish attainment] were gain to me, these have I counted loss for Christ . . . or whom I suffered† — as if in a single moment —†the loss of all things† (Phil. iii. 7. 8). From Paul’s own words, then, we know that he was converted from a persecutor to a Christian, at a definite time and at or near Damascus, by what he considered to be the direct interposition of God; and it seems to be this experience of which he thought as a vision of the risen Christ (Hubbard 176-77). After Paul’s conversion, which took place in the latter part of the reign of Tiberius (14-37 a. d. ), about fifteen years passed before the missionary career began of which we have knowledge from Acts and from Paul’s own epistles. During this time Paul was first in Arabia, that is in some part of the empire of which Damascus was the most famous city, then in Damascus, and later, after a brief visit to Jerusalem, in Cilicia, doubtless at his old home Tarsus. In this period we may suppose that he was adjusting his whole system of thought to the new centre which had established itself in his mind, the Messiahship of Jesus. With the new basis in mind every part of his intellectual world must have been thought through. Especially, we may believe, will he have studied the relation of Christian faith to the old dispensation and to the ideas of the prophets. The fruit of these years we have in the matured thought of the epistles. They show a steadiness of view and a readiness of resource in the use of the Old Testament, which testify to through work in the time of preparation. Epistles written years apart, like Galatians, Romans and Philippians, surprise us by their uniformity of thought and unstrained similarity of language, in spite of the richness and vivacity of Paul’s thought and style. So, for the most part, the characteristic ideas even of Epliesians and Colossians are found suggested in germ in Corinthians and the earlier epistles. Paul’s epistles represent the literary flowering of a mind prepared by years of study and reflection (Murphy-O’Connor 90-95). At Paul’s missionary journey and the beginning then made of churches in Asia Minor we have already looked in a previous chapter. After his return to Antioch followed that great and pivotal occasion of early Christian history, the so-called Council, or Conference, at Jerusalem, described in the fifteenth chapter of Acts and by Paul in the second chapter of Galatians. At that time Paul established his right to carry on the work of Christian missions in accordance with his own principles and his own understanding of the Christian religion. His relation with the Twelve Apostles seems then and at all times to have been cordial. His difficulties came from others in the Jewish Church. To this we know of only one exception, apparently somewhat later than the Conference, the occasion at Antioch when Peter under pressure from Jerusalem withdrew from fellowship with the gentile brethren, and called out from Paul the severe rebuke of which we read in Galatians. There is reason to believe that the rebuke accomplished its purpose. At any rate, at a later time there is no evidence of a continued breach. The idea of missionary travel had evidently taken possession of Paul, for after returning from Jerusalem to Antioch he soon started out again, and was incessantly occupied with missionary work from now until the moment of his arrest at Jerusalem. Leaving Antioch on his second journey he and his companions hurried across Asia Minor, stopping only, it would appear, to revisit and inspect churches previously established. They were led by the Holy Spirit, as the writer of Acts believed, to direct their course westward as rapidly as possible to Greece, which was to be the next stage in the path to the capital of the world. In Macedonia and Achaia Paul and his companions worked with varying success at Philippi, Thessalonica, Ber? a, Athens, Corinth. At Corinth, the chief commercial city of Greece, the Christians arrived in the late autumn. The work opened well, and Paul remained at that important centre until a year from the following spring. The date of his arrival cannot be exactly determined, but is probably one of the five years between 49 and 53 a. d. While at Corinth he wrote the First and (if it is genuine) the Second Epistle to the Thessalonians. Somewhere about this time, perhaps before leaving Antioch for this journey, the Epistle to the Galatians was written. The churches of Galatia, to which it is addressed, were probably the churches known to us in Acts as Pisithan Antioch, Iconium, Lystra, and Derbe. After a flying trip to Syria and perhaps to Jerusalem Paul returned to Ephesus in Asia Minor, where he settled down for a stay of three years. A few incidents of this period have been recorded in the Book of Acts, and are among the most striking and realistic that we have. They include a remarkable number of points of contact with facts known to us from archeological discoveries, and in no chapters of Acts is our confidence more fully reassured in the contemporary knowledge and the trustworthiness of the writer of the book. While at Ephesus Paul had much communication with Corinth, and wrote I Corinthians, which had clearly been preceded by another letter. There are indications in II Corinthians that after this he found the difficulties in the church at Corinth such that he wrote them at least one letter which has been lost, and made a short, and in its outcome exceedingly painful, trip to Corinth and back to Ephesus. Finally he was impelled by danger to his life to leave Ephesus, and went through Macedonia to Corinth. On the way he wrote, to prepare for his own presence, the epistle we call II Corinthians. Arriving at Corinth in the early winter he stayed until spring. His literary impulse continued active, and to this winter we owe the Epistle to the Romans. Earlier letters had been’ called out by special need in one or another church; in Romans Paul comes nearer to a systematic exposition of his theology than in any of his earlier writings. He knew the importance that would surely belong to the Christian Church of Rome. He had made up his mind to go there. But first he must go to Jerusalem, and there were dangers both from the risks of travel and from hostile men. Of each hind his life had had many examples. Accordingly he provided for the Roman Christians a clear statement of his main position, together with a reply to several of the chief objections brought against it, notably the allegations that his presentation of Christianity involves the abrogation of God’s promises to his chosen people, and that it opened the way to moral laxity. This letter Paul sent as an earnest of his own visit to Rome. He had been for a year or more supervising the collection by the churches of Asia Minor and Europe of a contribution for the poor Christians at Jerusalem; the gentile churches should thus make a repayment in carnal things to those who had made them to be partakers of their spiritual things. This contribution was now ready, and Paul himself with a group of representatives of the chief churches took ship at Philippi and Troas for Jerusalem. The voyage is narrated in detail in Acts, evidently by one who was a member of the company. At last Paul reached Jerusalem, and was well received by the church; but, followed as he was by the hatred of Jews from the Dispersion who had recognized the menace to the Jewish religion proceeding from the new sect, he was set upon by a mob, rescued only by being taken in custody by the Roman authorities, and after a series of exciting adventures which will be found admirably told in the Book of Acts, was brought to C`sarea. There he stayed a prisoner for two years and more until on the occasion of a change of Roman Governor his case was brought up for trial, when he exercised the right of a Roman citizen to appeal from the jurisdiction of the Governor to that of the imperial court at Rome. It was late autumn, but he was dispatched with a companion whom we may well believe to be Luke the beloved physician, and from whom our account certainly comes. The narrative of Paul’s voyage and shipwreck, of the winter on the island of Malta, and the final arrival at Rome early in one of the years between 58 and 62 a. d. is familiar. It is the most important document that antiquity has left us for an understanding of the mode of working an ancient ship, while the picture which it gives of Paul as a practical man is a delightful supplement to our other knowledge of him(Murphy-O’Connor 324). In Rome, while under guard awaiting trial, Paul probably wrote Philippians, Colossians, Philemon, and the circular letter, seemingly intended for churches in Asia Minor, known to us as Ephesians. They show some new development of ideas long present with him, and some new thoughts to which his other writings give no parallel, and the style of some of them has changed a bit from the freshness of Galatians and Romans; but these are not sufficient reasons for denying that Paul wrote the letters. They are, indeed, as it seems to me, beyond reasonable doubt genuine. The Book of Acts ends with the words, â€Å"And he [Paul] abode two whole years in his own hired dwelling, and received all that went in unto him, preaching the Kingdom of God, and teaching the things concerning the Lord Jesus Christ with all boldness, none forbidding him. † This period of two years is sufficient to include the composition of the four epistles to which reference has just been made, Philippians, Colossians, Philemon, and Epliesians, the so-called Epistles of the Captivity. What happened at the expiration of the period? Apparently Paul’s case, long postponed, then came to trial. Did it result in his release or his execution? The evidence is meager and conflicting, and opinions differ. It is perhaps a little more likely that he was released, and entered on further missionary work, probably carrying out his original purpose of pushing on with the proclamation of his Gospel to the west, and establishing it in Spain; but of this period there is no narrative. If after two years Paul’s imprisonment at Rome ended with his release, as the absence of well-founded charges against him would lead us to expect, he must have been later again apprehended, probably in connection with the persecution artfully turned against the Christians at the time of Nero’s fire in July of the year 64. It is probable that he was beheaded, to which privilege his Roman citizenship entitled him, and that he was ultimately buried on the Ostian Way at the spot where now stands the splendid basilica of St. Paul Outside the Walls.

Intransitive Verbs Definition and Examples

Intransitive Verbs Definition and Examples In  English grammar, an intransitive verb is a  verb (such as laugh) that does not take a direct object. Contrast with a transitive verb. Many verbs have both a transitive and an intransitive function, depending on how they are used. The verb ​write, for instance, sometimes takes a direct object (Shyla writes an essay every week) and sometimes does not (Shyla writes well). Examples and Observations My little mother . . . saw me and fainted.(Maya Angelou, Mom Me Mom. Random House, 2013)Fern had not arrived for her usual visit.(E.B. White, Charlottes Web. Harper, 1952)It rains, the leaves tremble.(Quoted by Rabindranath Tagore in The Religion of Man, 1930)We must have the courage to be patient. . . . If you fell down yesterday, stand up to-day.(H.G. Wells, The Anatomy of Frustration, 1936)Overhead the swallows of Sarlat swooped and dove around the medieval houses.(Fenton Johnson, Geography of the Heart. Washington Square, 1996)Sometimes imagination pounces; mostly it sleeps soundly in the corner, purring.(Attributed to Leslie Grimutter)My heart aches, and a drowsy numbness painsMy sense, as though of hemlock I had drunk.(John Keats, Ode to a Nightingale)I cut down trees,I skip and jump,I like to press wild flowers.(Terry Jones, Michael Palin, and Fred Tomlinson, The Lumberjack Song. Monty Pythons Flying Circus, 1969)The woman with the short, upcurling hair slept in a twisted si deways heap.(Martha Gelhorn, Miami-New York. The Atlantic Monthly, 1953) The Difference Between Intransitive and Transitive Verbs Most people already know something about verb constructions in the form of a dim memory of the distinction between intransitive and transitive verbs. Intransitive verbs like snore appear without a direct object, as in Max snored; it sounds odd to say Max snored a racket. Transitive verbs like sprain require a direct object, as in Shirley sprained her ankle; it sounds odd to say Shirley sprained. (Stephen Pinker, The Stuff of Thought. Viking, 2007) Intransitive Complementation Some verbs are complete in themselves and do not require any further elements to make their meaning complete: although there may be further elements in the sentence, these are not essential. This is called intransitive complementation. It involves verbs such as: appear, arrive, begin, break, come, cough, decrease, die, disappear, drown, fall, go, happen, increase, laugh, lie (tell an untruth), matter, rain, rise, sneeze, snow, stop, swim, wait, work. (Ronald Carter and Michael McCarthy, Cambridge Grammar of English. Cambridge University Press, 2006) The Intransitive Use of Be Intransitive verbs are verbs that do not take an object or subject attribute in the sentence. Also note that the verb be, when followed by an adverbial expressing place or time, is used as an intransitive verb.(Marjolyn Verspoor and Kim Sauter, English Sentence Analysis. John Benjamins, 2000) He is running.He is reading.He is turning around.He is in London at the moment.

10 TED Talks to inspire teachers

10 TED Talks to inspire teachers Summer is on the way out, and the school year is underway. Everything is shiny and new. But if you’ve taught before, you know it’s not long until the gleam wears off and the grind of the school year sets in. These 10 Ted Talks from teachers who are changing the world around them will inspire you long after September has passed. Watch when you’re feeling burned out, and know that you, too, have a personal hand in molding the lives of the kids you see every day.1. Rita F. Pierson: â€Å"Every Kid Needs a Champion†Pierson has been a teacher for the past 40 years. Her bottom line: you have to connect with your students on a human, personal level. Her response to a colleague who said he wasn’t paid to like the kids? The kids can tell.2. Linda Cliatt-Wayman: â€Å"How to Fix a Broken School†Her answer to this question? â€Å"Lead fearlessly, love hard.† This principal of a once-failing North Philadelphia school has a lot to say about the com plexities of running â€Å"low performing and persistently dangerous† schools and how a true love of the students is the only foundation for any change.3. Sakena Yacoobi: â€Å"How I stopped the Taliban from shutting down my school†The Taliban shut down every girls’ school in Afghanistan. Yacoobi set up new ones- secret schools to educate thousands of girls and boys. This inspirational talk shows just what a teacher is capable of in the face of terrifying obstacles.4. Nadia Lopez: â€Å"Why open a school? To close a prison.†Lopez is the founder of Mott Hall Bridges Academy in Brownsville, Brooklyn- one of the most violent and underserved neighborhoods of New York City. Here, she talks about finding out what each child is capable of and how they can plan for a bright future.5. Christopher Emdin: â€Å"Teach teachers how to create magic†Emdin’s focus is making learning come alive. Whatever gets a kid interested and engaged allows you to teach- anything from rap songs to barbershop banter to church sermons. He’s also the founder of Science Genius B.A.T.T.L.E.S. with GZA of the Wu-Tang Clan.6. Ramsey Musallam: â€Å"3 rules to spark learning†Musallam was jarred awake after 10 years of what he calls â€Å"pseudo teaching† by surgery and the surgeon who saved his life. Here, he talks about the three principles he used to turn his classroom around.7. Fawn Qiu: â€Å"Easy DIY projects for kid engineers†Trying to figure out how to get kids into STEM? Qiu’s practical advice gives great ideas to teachers hoping to find low-cost, innovative ideas for projects for students of all levels to get them excited by STEM fields.8. Reshma Saujani: â€Å"Teach girls bravery, not perfection†Girls are often socialized to be perfect- and not just that, but to meet impossible standards of perfection. If they feel they can’t live up to these impossible ideals, they’ll often give up. Saujani wants to teach girls to respond to challenges with bravery and confidence.9. Eduardo Briceà ±o: â€Å"How to get better at the things you care about†No matter how much you want to be good at something, there will always come a time when your work will stagnate, no matter how persistently you’re working. These times require a bit of extra determination. Briceà ±o also offers up a strategy- alternating between learning and performance modes- to keep things fresh and forward moving.10. Stephen Ritz: â€Å"A teacher growing green in the South Bronx†A tree grows in the Bronx? Ritz focuses on urban landscaping and agricultural projects that help his students learn new skills effortlessly while improving an underserved community’s access to nutritious food. He’ll help you learn how to think outside the box. Prepare to be inspired.

Development of Tourism in Saudi Arabia Essay Example | Topics and Well Written Essays - 11250 words - 1

Development of Tourism in Saudi Arabia - Essay Example The researcher tried not to choose participants who visited Saudi Arabia just once. People who visited the country twice but with short intervals (probably in months) were also not considered to be taken as participants for this paper’s survey, as this could impact the results and this could also prevent in finding out the reality. This is because, to notice the development of any country, months are really not enough. At least one and the half year is ideal to notice some of the changes. Normally, countries strive and work on several projects which take months to be finalized and to be actually executed. Operations do not just start. It takes a lot of time because each project involves a lot of finance and that financial plan or budget needs to be planned, designed, tested, approved and need to pass several stages before being operational. This point is very important. For active developers, one and the half year of a gap is considered as reasonable, while in third world coun tries with lazy executors, identical changes take more than five to seven years. For any country, the growth and the development in the industry of tourism brings a number of positive results. This, not only, includes the foreign investments but a lot more than that in a number of ways. A country receives investments when it is rich in resources. Especially, the oil reserves and the petroleum reserves are normally considered as the blessings and fortune of any country. The foreign investments open doors to the foreign engineers and to the other foreign employees. When the investment projects are a little more than the average number of projects, a country faces a lot of problems in acquiring professional services from the local workforce. Therefore, it opens doors to the foreign professionals to apply and offer their services. However, the local engineers and professionals are given priority over the outsiders in many cases. A company may acquire foreign services for a long-term or for a short-term contract.