News Essay Example | Topics and Well Written Essays - 750 words - 1

News - Essay Example Allegedly several secrets were established and the worst trouble ensued when the public came to know the fact that she possible had known about the attack of US embassy in Libya without sharing the delicate information with the relevant authorities, this amounted to the Benghazi case on an attack on the U.S. embassy (Collinson, 2015). Fox Network news also aired another controversial story on Clinton. The broadcast network placed the story as a second airing. It entailed the claims that a gentleman named George Stephanopoulos had donated to the benevolent Clinton foundation. The donations, however, were undisclosed to the public. That instigated controversial questions surrounding the probable intents of the whole act. The airing was brief as compared to the CNN’s case (it took six minutes). From this observation, it is notable that both the broadcasts had stories in their headlines about Hillary Clinton, which were interestingly controversial and detrimental to her reputation. George Stephanopoulos had served in the Bill Clinton presidential campaign in 1992 and even held some top positions in the administration including being the spokesperson and senior advisor of Bill Clinton. This story was viewed as more credible as compared to the previous case where the public had claimed that the emails had nothin g incriminating against the former first lady. In a second CNN coverage, it aired a planned nationwide memorial day despite the death of 17 bikers who died in the supposedly biker shoot out in Waco, Texas between rival groups (Karimi, 2015). The news lasted for about 8 minutes. The news portrayed the bikers as a violent and unlawful lot that threatened public peace. On the dreadful day set to honor the fallen soldiers of the Second World War, the bikers threatened to honor the17 lost lives of their fellows (Karimi, 2015). The bikers had promised to hold motorcycles’ rallies in a manner to honor their fallen mates.

Criminal Law Assignment Example | Topics and Well Written Essays - 1000 words

Criminal Law - Assignment Example The guilty act/omission of the defendant must be the factual and legal cause of the death. To establish factual causation, the court in White1 established the ‘but for’ test: but for the defendant’s act, would the victim have suffered harm? If the answer is negative, factual causation is established. Legal causation requires that the death be attributable to a culpable act. However, the culpable act does not have to be the only cause. In Benge2, it was held that it is sufficient if it was more than minimal. However, some contributing acts may excuse the defendant from liability. If subsequent acts occur to break the chain of causation, the accused is not liable in law. Nevertheless, regardless of such intervening acts, where the acts of the accused remain the substantial and operative factors of the death, the defendant is not excused from culpability. This was established in the case of Smith3. Actus reus must be accompanied by mens rea. For the crime of murder, it must be proved that the accused had ‘malice aforethought’.4 That is, the accused had the intention to cause the unlawful death. Section 18 of the Offences Against the Person 1861 requires that the accused wounded or caused grievous bodily harm with intent to do some grievous bodily harm. In Mohan,5 the court held that foresight of death or injury was not tantamount to an intention. The test to establish presence of intention was laid by the house of the Lords in Nedrick.6 The court stated that the defendant must recognize that death or serious injury is virtually certain to result from his conduct. Additionally, the House of Lords decision in Woollin7 concluded that the jury could only infer intention when satisfied that death was virtually certain from the defendant’s conduct, and that the defendant appreciated this fact. Gerald will be charged with the crime of murder of Victoria. But for his conduct to hide Victoria in a secret air-tight compartment, she would not have died. His act

Analysing Learning Theories That Have Informed Knowledge Development Nursing Essay

Analysing Learning Theories That Have Informed Knowledge Development Nursing Essay The purpose of this write up is to explore and analyse how learning theories informed knowledge development and competence in promoting health and psycho education in clinical settings. I will examine the principles underpinning the facilitation of learning and assessment. I will demonstrate my knowledge and understanding of the theoretical concepts in an episode in which I facilitated learning to clients while on placement at a Mental Health Rehabilitation Centre. Finally, I will use the reflective model by (Gibbs, 1988) to reflect on the strategies used within the episode and discuss the implications in relation to my future role as a nurse. The NMC (2008) stipulates that as nurses we must maintain our professional knowledge and competence regularly. You must keep knowledge and skills up to date throughout your working life and that you must take part in an appropriate learning and practice activities that will maintain and develop your competence and performance. In view of the aforementioned this essay is aimed at enhancing my knowledge and competence in facilitating learning through understanding of the underpinning concepts. I observed most residents having fast foods such as burgers, kebab, and chocolate as well as fuzzy drinks which are rich in saturated fatty and sugar for lunch regularly and they were also smoking a lot. I was really concerned because of my duty of care as a nurse (NMC, 2004) and due to findings from several researches for example (Bottomley and Mckeown, 2008 and Hallpike, 2008) which shows the risk of malnutrition was commonly associated with people with psychosis which predisposes them to host of physical health problems. I had a chat with my mentor of my intention to use the weekly communal meeting to carry out a teaching session to raise awareness and sensitise the residents on the effects of fatty foods and fuzzy drinks on their body chemistry and the need to improve and develop a healthier eating habits and life styles, considering the fact that most of them were on various antipsychotic medication which predisposes them to becoming obese. Timms (2008) said that a huge majority of people with mental health problems are most likely to have weight issue due to side effects of their antipsychotic medication. My mentor agreed to table it before the resident in the next meeting to gain their consent in compliance with NMC (2008). The residents consented to it and were quite interested because some them were really concerned about their weight and really wanted to do something about it. We agreed on a date for the teaching. The onus was now on me to facilitate the learning process that will empower the residents to take responsibility for their health and make a positive change. A vast majority of physical health problems are caused by people life styles and their failure to see the risk associated with their daily habits. Kiger (1995) defined health as state of balance between different facets of life suggesting that it is a dynamic concept which he termed movable. What this means is that our life styles can alter the balance resulting in an adverse effect on our health. As facilitators it is essential that we have a clear understanding of the different learning styles in order to tailor our teaching to meeting the varied approach of our learners. This is because learners are intrinsically different and preferred different ways of learning. Teaching is an act of imparting knowledge, a purposeful intervention aimed at promoting learning and causing learning to happen. Kemm and Close (1995) defined teaching is an act of assisting others to learn and putting it to use in their life. While Kiger (2004) defined teaching as a process of enabling people to learn through the dissemination of information and advice; it creates room for people to express their feeling, clarify their thought and acquired new skills. Learning is the acquisition of knowledge through education and experience. It is essentially important because it enable people to make informed choice about their own health. Roger (1996) defined learning as a kind of change often in knowledge but also in behaviour. Reece and Walker (2002) stated that learning brings about change and that teaching and learning proceeds pari passu and cannot be considered in isolation. I spent time engaging with the residents so as to build a therapeutic relationship based on trust whilst observing their behaviours as I gather information to facilitate the learning process. This was to enable me identify their preferred style of learning so as to increase ease of transmission of knowledge. There are a host of approaches available in health promotion. Ewles and Simlet (2003) identified five approaches which include medical, client-centred, behaviour, education and societal change. In his word all these approaches must be taken into cognition when undertaking health promotion to clients. Kolb (1984) developed the experimental learning theory (learning by doing) by this he suggested that learning is not fixed but formed from previous experiences. Kolb learning theory which is cyclical affirmed that people have different learning style and he identified four distinct learning styles as shown in figure 1 below includes concrete experience (having an experience ), reflective observation( taking time to reflective on their experience from different perspective), abstract conceptualization ( drawing their conclusions) and active experimentation ( putting theory into practice). For effective learning to happen Kolb said all this four must be taking into context when planning a teaching session. Honey and Mumfords learning cycle is slightly different from Kolb system. http://www.nwlink.com/~donclark/hrd/styles/honey_mumford.html Figure 1 Honey and Mumfords variation on the Kolb system Honey and Mumford (2000) said that there four different types of learners which must be taken into consideration when planning a teaching session as shown in figure 1 above. These include the activists, like learning situation that presents them with new challenges, problem solving, and role play and uses the first opportunity to experiment; reflector like brainstorming and learning activity that gives room for observation, thinking and reflecting on they have learned; theorist like to research into fact before taking it onboard, they prefer a step by step approach and pragmatist like practical based learning and been given the opportunity to try out techniques and getting feedback in return. In view of fact that people have varied approach to learning considering the fact that its a group teaching. I intend to present my teaching to my mentor first to get feedback on whether I have considered all the four learners identified by both Kolb and Honey and Mumford. As nurses the education of our clients about their health is a vital aspect of our nursing process. It is important that we use an approach that encompasses congruence, empathy and respect in assisting our client (Roger, 1996) instead of coercing them to change their life style. Therefore it is imperative that we aware that teaching the client requires consent and that the client has the right and autonomy to refuse any intervention even when it can result to death provided they have the mental capacity to make informed decision (Mental Capacity Act, 2005 and NMC, 2008). DH (1996) states that the client must be provided with vital information about their health, so that they can make informed choice about the treatment options, life styles changes and behaviour. The subject was brought before the residents for them to make informed decision with regards to the teaching and they consented to because they wanted to do something about their weight. Kemm and Close (1995) wrote that there is high tendency for client to learn if teaching is directed to meeting their needs, interest and within their ability. Effective communication plays a vital role in facilitating learning. As nurses the way we communicate and the kind of rapport we build with our client plays an essential role in empowering or disempowering them (Brown, 1997). Good communication skills act as therapeutic tool in delivery a holistic and person-centred care (Burnard, 1992). Our role as facilitator should be to explore and support our client to build that intrinsic motivation to make a change in their life, strengthen their commitment to change and then develop a plan to fulfill that change (Miller and Rollnick 2002). The responsibility for change lies purely on the client however as facilitator we should use an approach that confront the client with the idea of need for change without been persuasive and argumentative rather we should create an environment that show a sense of genuinity, respect and empathic understanding through collaboration and working in partnership with the client. Based on my assessment of the residents needs and considering the fact that they were adult learners capable of self-directing their learning, I decided to use andragogical instead of the pedagogical teaching style so as to enhance collaboration and for it to have a positive impact in residents lives. Pedagogy is the art and science of teaching children, it is a teacher- centred education and the teacher decided what, how and when it will be learned while andragogy is the art and science of assisting adults to learn and it is learner-centred education. Andragogical approach help learning to take place because of the clients own effort or willingness and it helps learners to learn what they want to learn (Knowles, 1990). Over the years educational psychologist and educationalist have developed models and learning theories (Hincliff, 2004). These include the behaviourist, cognitive or humanistic. Three domain of learning exist; Cognitive, psychomotor and affective (Bloom, 1972). The way we learn is however dependent on some other factors even though these three domains are the dominant. Individuals personal values, beliefs and altitude are motivating factors for self-directed learners. I decided to use the humanistic approach in facilitating the awareness and sensitization of the need for them to improve their diet and life style In order to meet the residents learning needs. The humanist theory as explained by (Maslow, 1943) is concerned with individual fulfillment and self-actualisation. The influence of the environment on the residents and their relationship with others is explained by the socio-cognitive theory. Bandura (1977) stated that learning take place as a result of social interaction throu gh observation and mimicking others whom the learner look up to for example family , peers and health professionals. To facilitate learning; a conducive learning environment, learning material suited to the learners need and their literacy level must be considered (Quinn, 1995).In view of this, I gathered all the necessary resource taking into account the residents individual learning styles and planned the teaching in such a way that it is tailored to meeting their varied learning styles. Based on my engagement with the residents I identified that majority of them belong to the theorist, pragmatist and reflector learning styles from (Honey and Mumford, 1982). Prior to the start of the teaching session I made sure the environment was conducive for leaning, spacious, quite and with the right temperature. I introduced myself to the residents and my mentor and other member of staff present. I explained the rationale for the teaching session. I gave them handout I prepared for the session which contain literature and pictures, which were simple to understand and which they could keep with them and refer to later at their convenience and I also use video from YouTube http://www.youtube.com/watch?v=pp0nc4kY-tc to explain the potential side effects of fatty food and fuzzy drink on their heath and I highlighted the main topic, which is the makeup of the food they eat and its functions in the body and the calories recommended daily. I brought in several fatty foods like ground oil, butters in different make to explain to them the difference between the good product and the bad product. I explain to them that the one that contain high saturated fat and low unsaturated is not good because the body find it difficult to break down the saturated fatty into small unit which is used by body instead they are gradually deposited thereby raising their cholesterol level. The deposition of fat gradually blocks the artery wall which could lead to anterosclerosis, stroke and heart diseases while product rich in unsaturated fats and low saturated fats are better. I encouraged them to always check for this information on the food product whilst shopping. I asked them if they know what cholesterol means and if anyone has check out their cholesterol level. I then brought out some more products for them to point out which one was better to check if the understood the lectures and they did perfectly well in identifying the good and the bad product and I offered them praise f or a job well done. I then showed them they kind of food that is good for the body from you Tube http://www.youtube.com/watch?v=mAFTcfaA-pcfeature=channel and what constitute a balance diet. The teaching session was an interactive one and as facilitator I suggested and encouraged them to adopt a healthier lifestyle by eating more fruit and vegetable instead of chocolate, drink more water instead of fuzzy drink and to cook their meal which was more nutritious and economical and to exercise by going to gym or taking a light work every day. I suggested that we could contribute one pound to cook for the weekly communal meeting and then see how it goes from there and the feedback was positive. I gave room for question and answer session. I thanked them for their collaboration and for making the teaching successful. Their willingness to learn was quite beneficial. I provided information on what make a balance diet and some activities aim at dealing with weight issues in the communal loung e. As nurses its imperative that we take time to reflect daily on our professional and clinical practice. Gibb et al (2005) stated that constant reflection allows learning to occur at every given opportunity and it improves practice. I felt competent though initially nervous teaching the residents on the need for healthy eating and life style change. Ewles and Simnett (2003) stated that health promotion is the process of empowering people to take proactive action over and improve their health. I was able to facilitated residents learning by building a rapport and through process I observed their learning styles and knowledge base which made it possible for me to tailor the teaching to their varied approach of learning. I believe the teaching session had a positive impact in enlightening the residents on the need for them to improve their diet and lifestyles change from the feedback I got at the end of the teaching. I use the humanistic approach clearly stating the rationale for the sess ion because I wanted them to have the knowledge so that they can take responsibility for their own health. The session was collaborative and interactive with the residents fully involved in the discussion and asking appropriate when seeking clarification. During the evaluation Amos felt that the learning outcome had been achieved and also said that the handouts and leaflets given during the teaching session were very useful and helpful. My mentor suggested that I could have done more and it would have been good, if I had used an overhead projector. But his feedback was encouraging. I had to rush towards the end of the session due to time factors. But I realised that as a student nurse, my professional development is still in progress and as my course develops I will become confident in dealing with this type of situation. My experience of teaching on this occasion will improve my professional practice. During the session I adopted a personal counselling approach based on the Beattie (1991) model, (cited in Ewles and Simnett 2003), which is a combination of the educational and client centred approach. According to Rogers (1983) people experience the world differently and know their own experiences better than anyone else. Amos ability to take responsibility for his actions helped to be more independent. In conclusion, I have been able to facilitate a teaching session by building a therapeutic relationship with Amos and through achieving effective communication. I found out from this experience that empowering clients does not mean that nurses should enforce decisions on clients but rather that; they should encourage and motivate them to achieve a desired result. I feel the experience was an interesting one. Looking back on the teaching skills demonstrated and the assessment of the clients need, I think the aim of the teaching was achieved. The feedback received from the learner and my mentor has given me an insight on how to improve in my teaching in future. I hope to use video clips and overhead projector in future teaching and to continue using the lecture learnt in taught module to enhance my skills and knowledge in my future role as registered mental health nurse.

The Bubonic Plague: A Snapshot of Recovery; A Comparison of Tuscany An

On October 21st 1629, near the border of Switzerland, the Florentine Observer in Milan wrote to Florence reporting that a captain of Lecco arrived in great haste to inform â€Å"virulent plague had been ascertained†. In the absence of knowledge concerning the plague, or any way to prevent it, they placed all affairs pertaining to public health in the hands of guards who would naturally be the first line of defense. However, after laborious trial and error, Florence and Tuscany experienced deaths of enormous proportion. In the 17th century the Italian economy entered a long recession. Trade and industry declined, Italian agriculture stagnated, and poverty and banditry increased. Meanwhile Italy was struck by plague. One of the most advanced parts of Italy had fallen from grace. Interestingly, this situation is rather similar to the American recession in 2008. In both, governmental leaders in aftermath-implemented solutions, which helped improve their citizen’s quali ty of life, while enhancing the relationship between an individual and the appropriation of goods. The Emblem Of Public Health—An Unraveled Fabric Along with sudden outbreak, it was widely agreed that the incidence of plague was much greater among the lower classes than that of the upper. Concomitant with any overcrowded or unsanitary conditions, this is logical for despite nobilities â€Å"more delicate and tender† characteristics, they were free to flee and able to afford remedies unable to the common man. With little known about vaccinations, the establishment of a sanitary â€Å"cordons† was the first â€Å"preventative measure people could resort to besides prayers and processions†. In spite of the limited remains of a once fruitful population, the government tried to r... ...Giulia. Histories of a plague year: the social and the imaginary in baroque Florence. Berkeley: University of California Press, 1989. Print. Cipolla, Carlo M.. Before the Industrial Revolution: European society and economy, 1000-1700. New York: Norton, 1976. Print. Cipolla, Carlo M.. Cristofano and the plague; a study in the history of public health in the age of Galileo. Berkeley: University of California Press, 1973. Print. Fletcher, Robert. A tragedy of the great plague of Milan in 1630. Italy: The Lord Baltimore Press, 1898. Print. Kleiner, Fred S., and Helen Gardner. Gardner's art through the ages: a global history. 13th ed. Boston, MA: Thomson/Wadsworth, 2009. Print. Labarge, Margaret Wade. A baronial household of the thirteenth century. Brighton: Harvester, 1980. Print. Pollitzer, R.. Plague. Geneva: World Health Organization, 1954. Print.

Concerns of Ethics in Management

What is the status of ethics in management? This is a very hard question to address in a three to four page paper because there is no definite answer. As with many society-wide concerns, ethics runs the entire spectrum of behaviors; from Wal-Mart being very customer oriented and a friend of charity to those fly-by-night repair scams that tend to prey on the elderly. When does a business cross the line from making a profit to stealing a profit? That is a hard line to gauge. Laws are designed to make that line a little clearer but laws can't out think the mind of man. If a way can be thought of to make money it already has been or is being thought of. It's where people are taken advantage of that we need to worry. There are many business in place that simply prey on the people who don't know any better. Whether its the feature on Prime-Time that shows elderly people tricked into phony home repairs or the local business that offered a friend of mine a computer at an inflated price with an outrageous financing plan, some business practices are unethical. What I will focus on today is not the clearly right or the clearly wrong but that vast amount of items that are in the middle. Looking at more of a gray area, Wal-Mart is generally viewed as an ethical company but even they have a reputation for unfair competition. Wal-Mart has a marketing plan that targets smaller cities with large-volume discount stores. While this may not appear to be unfair on its face, many people have felt it's negative effect. When Wal-Mart moves into a market, many of it's smaller competitors go out of business. Small business in small towns can't compete with the prices, availability, or selection of a huge conglomerate like Wal-Mart. People in the towns don't have much of a choice. Pay more for less or pay less for more? Not are hard decision. But the ultimate effect is that many small business can't survive the competition. Is that ethically wrong? That is a very hard call to make. I recently had an experience of buying a new car. I shopped around Coos Bay and also in Roseburg while on a recent trip. I was in the market to buy a Dodge Ram. The prices seemed to be about the same in these two markets. My father and I decided to drive to Portland to look further. When we got there, the first dealership that we saw had over thirty Dodge Rams on the front lot with a recent shipment of more in the back. Compared to the Coos Bay dealership which had nine. Immediately, I noticed that the price at that dealership was $1,300 less than the same model with the same package in Coos Bay. Both stickers said the price quoted was the manufacturers suggested retail price. Already over $1,000 to the good, we decided to look further. We found six Rams that had an additional mark down of $2,000. This was because of an engine style in the process of being phased out that had an additional rebate. Looking at the two different models from Portland and Coos Bay we would save $3,300 by buying here. We decided to look no further. We selected the color and bought my truck. Overall, we had a very pleasant experience but what about the people who buy from the Coos Bay dealership and spend over $3,000 more? Are they being unethically taken advantage of? That's a hard call as well. I took an equal opportunity class in High School and during that class someone inevitably brings up car prices in Coos Bay as being unfair. Are these prices unfair or is it just the law of supply and demand? Was the two thousand dollars that I saved in Portland because that model car wasn't available to the dealership in Coos Bay? That difference can be easily excusable. The other $1,300 I have a harder time with. I took detailed notes and both stickers were basically identical with the exception of price. Each indicated a different manufacturers suggested retail price. Ethically, I think the line has been crossed. There can't be two different manufacturers suggested retail prices for the same car. One has to be wrong. I had a good experience buying this car but not everyone will. I've been to the dealerships in the past that have used those high pressure tactics to coerce people into buying or spending more than they can afford. Those are the kind of ethical issues that can't be legislated. Thinking through the ethics issues reminded me of my car buying experience because just like in the ethical issues, there is no clear cut answer. In ethics, one would think that there is right and wrong but in real life cases of ethics in business there is not. There is no black and white answer only millions of shades of gray. Think about junk faxes, what is so wrong about sending an unsolicited advertisement to someone. People get them almost every day in their mailbox. It seems like a reasonable response but the differences are great. The junk fax ties up an important communication tool of the company and the costs are split between the sender and the recipient without the recipient's permission. The cost to the sender is simply the cost of a telephone call. While the cost to the recipient is the cost of paper, ink, and power to receive the call in addition to the loss of use of the machine during reception. I wouldn't want to get junk mail in my mailbox, if I had to pay for it!. I don't like it much even when I don't have to pay for it. But is this practice of junk faxing wrong? I say no. Ethically, I feel that it's not wrong if the faxes are reasonable in length and company has a process to quit sending faxes if a recipient requests. I was the recipient of one junk fax. It came into my mailbox here in Talent at the Anjou Club. It was an advertisement to buy office supplies. Now there is no law, either civil or military, that prohibits this but I realized this isn't something that the Apartment complex should pay for. I took the fax to the manager's office and they drafted a letter to request that it be stopped. They stated that if any more faxes were received, Anjou Club apartment's would no longer do business with this company. This was motivation enough for them not to do it. I never received another fax. With business, that is how the system must work. If the pursuit of the bottom line goes to far, then the bottom line must be threatened. I don't think there is anything ethically wrong with many business practices. It's all a matter of people being satisfied with the product that they are getting. If they are satisfied, the business will flourish. If not, it will suffer. That is probably the best way to measure ethics in management. Overall, I think the status of ethics is management needs some work. There are very good companies out there that charge a fair price to make a reasonable profit but there are many business in place that prey on the weak and poor.

Process Flow Chart

The Flow Process Chart In analysing processes, particular actions along the way are often significant, especially if you are looking to eliminate sources of waste (or muda, as the Japanese call it) such as having documents piling up in in-trays or materials being moved from pillar to post. How it works The Flow process Chart is a simple half-text, half-picture method of showing the steps in a process, using symbols to indicate the type of action being taken and text to give details of the action. The chart can selectively be used to show what happens to selected people, materials or equipment. [pic] Parts of a Flow Process Chart A particularly useful feature of the chart is that it can be drawn up as the process is happening. Thus you can follow a part around a factory floor, for example, noting how and when it is machined, stored, moved, etc. The table below shows many of the symbols that may be found in Flow Process Charts. |Symbol |Title |Description | |[pic] |Operation |A complex action or process (possibly described elsewhere), often | | | |changing something. |[pic] |Transport |Movement of people or things. May be accompanied by a distance | | | |measurement. | |[pic] |Delay |Idle time of people or machines, or temporary storage of materials. | |[pic] |Storage |Permanent storage of materials or other items. | |[pic] |Inspection |Checking of items to ensure correct quality or quantity. | [pic] |Combined operation |Overlay symbols for actions which combine types. Put the main activity | | | |outside. | |[pic] |Reject |Rejection of item. Parentheses show percentage of items rejected. Line to| | | |right l ead to consequent action. | |[pic] |Differentiated operation|Letter shows type of operation, e. g. C = clerical, | | | |M = machine, etc. |[pic] |State change |Description indicates change in state, for example a liquid cooling into | | | |a solid. | |[pic] |Alternating processes |Down-arrow indicates one of several possible actions. This can show | | | |alternative or simultaneous processes. | How to do it 1. Identify the process to be charted and the objective for charting it. 2. Identify the symbol set to be used. 3. Record the steps of the process as it happens, starting at the top of the page, with symbols on the left overlaying a vertical line with appropriate notes about what is happening to the right. Try to record significant activities which are generally of approximately equal size (unless the problem is at the detail level, do not try to capture too much detail). You can also make the diagram more useful by such tricks as numbering the different action types in sequence (for example so you can see how many times the item under examination was moved) and changing the direction of ovement arrows to show input or output activity. You can also put the time taken in each activity to the left of the symbol. [pic]Using the Flow Process Chart 4. If you are watching the process as it happens, you may want to repeat the analysis several times to ensure you have captured the normal chain of events. 5. Analyse the final chart, for example totalling times taken in non-value-adding activities such as storage, movement and inspection. Process Flow Chart The Flow Process Chart In analysing processes, particular actions along the way are often significant, especially if you are looking to eliminate sources of waste (or muda, as the Japanese call it) such as having documents piling up in in-trays or materials being moved from pillar to post. How it works The Flow process Chart is a simple half-text, half-picture method of showing the steps in a process, using symbols to indicate the type of action being taken and text to give details of the action. The chart can selectively be used to show what happens to selected people, materials or equipment. [pic] Parts of a Flow Process Chart A particularly useful feature of the chart is that it can be drawn up as the process is happening. Thus you can follow a part around a factory floor, for example, noting how and when it is machined, stored, moved, etc. The table below shows many of the symbols that may be found in Flow Process Charts. |Symbol |Title |Description | |[pic] |Operation |A complex action or process (possibly described elsewhere), often | | | |changing something. |[pic] |Transport |Movement of people or things. May be accompanied by a distance | | | |measurement. | |[pic] |Delay |Idle time of people or machines, or temporary storage of materials. | |[pic] |Storage |Permanent storage of materials or other items. | |[pic] |Inspection |Checking of items to ensure correct quality or quantity. | [pic] |Combined operation |Overlay symbols for actions which combine types. Put the main activity | | | |outside. | |[pic] |Reject |Rejection of item. Parentheses show percentage of items rejected. Line to| | | |right l ead to consequent action. | |[pic] |Differentiated operation|Letter shows type of operation, e. g. C = clerical, | | | |M = machine, etc. |[pic] |State change |Description indicates change in state, for example a liquid cooling into | | | |a solid. | |[pic] |Alternating processes |Down-arrow indicates one of several possible actions. This can show | | | |alternative or simultaneous processes. | How to do it 1. Identify the process to be charted and the objective for charting it. 2. Identify the symbol set to be used. 3. Record the steps of the process as it happens, starting at the top of the page, with symbols on the left overlaying a vertical line with appropriate notes about what is happening to the right. Try to record significant activities which are generally of approximately equal size (unless the problem is at the detail level, do not try to capture too much detail). You can also make the diagram more useful by such tricks as numbering the different action types in sequence (for example so you can see how many times the item under examination was moved) and changing the direction of ovement arrows to show input or output activity. You can also put the time taken in each activity to the left of the symbol. [pic]Using the Flow Process Chart 4. If you are watching the process as it happens, you may want to repeat the analysis several times to ensure you have captured the normal chain of events. 5. Analyse the final chart, for example totalling times taken in non-value-adding activities such as storage, movement and inspection.

Thylakoid Definition and Function

Thylakoid Definition and Function A thylakoid is a sheet-like membrane-bound structure that is the site of the light-dependent photosynthesis reactions in chloroplasts and cyanobacteria. It is the site that contains the chlorophyll used to absorb light and use it for biochemical reactions. The word thylakoid is from the Green word thylakos, which means pouch or sac. With the -oid ending, thylakoid means pouch-like. Thylakoids may also be called lamellae, although this term may be used to refer to the portion of a thylakoid that connects  grana. Thylakoid Structure In chloroplasts, thylakoids are embedded in the stroma (interior portion of a chloroplast). The stroma contains ribosomes, enzymes, and chloroplast DNA. The thylakoid consists of the thylakoid membrane and the enclosed region called the thylakoid lumen. A stack of thylakoids forms a group of coin-like structures called a granum. A chloroplast contains several of these structures, collectively known as grana. Higher plants have specially organized thylakoids in which each chloroplast has 10–100 grana that are connected to each other by stroma thylakoids. The stroma thylakoids may be thought of as tunnels that connect the grana. The grana thylakoids and stroma thylakoids contain different proteins. Role of the Thylakoid in Photosynthesis Reactions performed in the thylakoid include water photolysis, the electron transport chain, and ATP synthesis. Photosynthetic pigments (e.g., chlorophyll) are embedded into the thylakoid membrane, making it the site of the light-dependent reactions in photosynthesis. The stacked coil shape of the grana gives the chloroplast a high surface area to volume ratio, aiding the efficiency of photosynthesis. The thylakoid lumen is used for photophosphorylation during photosynthesis. The light-dependent reactions in the membrane pump protons into the lumen, lowering its pH to 4. In contrast, the pH of the stroma is 8.   Water Photolysis The first step is water photolysis, which occurs on the lumen site of the thylakoid membrane. Energy from light is used to reduce or split water. This reaction produces electrons that are needed for the electron transport chains, protons that are pumped into the lumen to produce a proton gradient, and oxygen. Although oxygen is needed for cellular respiration, the gas produced by this reaction is returned to the atmosphere. Electron Transport Chain The electrons from photolysis go to the photosystems of the electron transport chains. The photosystems contain an antenna complex that uses chlorophyll and related pigments to collect light at various wavelengths. Photosystem I uses light to reduce NADP to produce NADPH and H. Photosystem II uses light to oxidize water to produce molecular oxygen (O2), electrons (e-), and protons (H). The electrons reduce NADP to NADPH in both systems. ATP Synthesis ATP is produced from both Photosystem I and Photosystem II. Thylakoids synthesize ATP using an  ATP synthase enzyme that is similar to mitochondrial ATPase. The enzyme is integrated into the thylakoid membrane. The CF1-portion of the synthase molecule extended into the stroma, where ATP supports the light-independent photosynthesis reactions. The lumen of the thylakoid contains proteins used for protein processing, photosynthesis, metabolism, redox reactions, and defense. The protein plastocyanin is an electron transport protein that transports electrons from the cytochrome proteins to Photosystem I. Cytochrome b6f complex is a portion of the electron transport chain that couples proton pumping into the thylakoid lumen with electron transfer. The cytochrome complex is located between Photosystem I and Photosystem II. Thylakoids in Algae and Cyanobacteria While thylakoids in plant cells form stacks of grana in plants, they may be unstacked in some types of algae. While algae and plants are eukaryotes, cyanobacteria are photosynthetic prokaryotes. They do not contain chloroplasts. Instead, the entire cell acts as a sort of thylakoid. The cyanobacterium has an outer cell wall, cell membrane, and thylakoid membrane. Inside this membrane is the bacterial DNA, cytoplasm, and carboxysomes. The thylakoid membrane has functional electron transfer chains that support photosynthesis and cellular respiration. Cyanobacteria thylakoid membranes dont form grana and stroma. Instead, the membrane forms parallel sheets near the cytoplasmic membrane, with enough space between each sheet for phycobilisomes, the light harvesting structures.

Film Review for Macbeth essays

Film Review for Macbeth essays From start to finish the story of Macbeth proved to be a gripping, powerful, and very illustrious and graphic dipiction of an army general turned king going mad with power, as did the film we watched after finishing reading the play. Both the book and movie had their good, and bad parts or points. Some, actually many thing's between the two were the same. Some good points about the movie, that made it better in certain aspects then the book was that the movie was a lot easier to comprehend, this is probably due to the constant visual aid which a movie offers the viewer, as opposed to the book which gives you an occasional picture here and there, but this doesn't really help because ancient Elizabethan english is not, in my opinion easy to comprehend to an untrained ear. The book however does offer total, and complete explanations of every part of the play, total clarity, if you can understand it, to it's full extent. The movie provided a more exciting, and interesting approach t o studying shakespear, I think that it was a great way to end off our study of Macbeth in any event. But if I had to chose between the book and movie, I would definately, like most of the people I assume, chose the movie. The movie had everything you could have wanted, action, suspense, mystery, and at the same time, told the story of Macbeth pretty accurately. I really enjoyed this film, and this play as a whole. Macbeth has proved to be one of my more favoured Shakespearean plays, probably because of the fact that it was short, and to the point, with no beating around the bush, and plenty of gripping action along the way. This is definately a film I would watch again, even a play I would read again. I'll be perfectly honest, when we first got our Macbeth books, I immediately thought, "yes", sleep time for Nathan, but as we got more into the play I started to get more into it myself, actually paying attention. When we watched the film I actually ...

A Failure to Hide One’s True Motives in The Lame Shall Enter First

A Failure to Hide One’s True Motives in The Lame Shall Enter First In the short story The Lame Shall Enter First, author Flannery OConnor describes a widowers attempts to mask his grief over his wifes death. In order to fill the void in his heart, the widower, Sheppard, throws himself into miscellaneous charitable endeavors. He shows this philanthropy most notably in his treatment of a young delinquent named Rufus Johnson, whom he takes in and cares for as his own son. Through his treatment of Rufus, Sheppard also tries to teach his son Norton-whom he judges as extremely selfish-about sharing. What Sheppard fails to realize, however, is that he is actually just as selfish as he judges his son to be-they are using the same coping mechanisms to try to deal with their loss. Consequently, his generosity and kindness will not profit anyone; in fact, it will actually cause harm. OConnor uses devastating irony-manifested through parallel descriptions of the characters and various interactions between them-to convey the idea that artificial philanthropy wil l accomplish nothing. O Connor uses parallel descriptions of Sheppard and Norton in order to expose the same character flaws in Sheppard that he scorns in his son. Throughout the story, she describes them in such similar ways that their shared traits become obvious. Nortons apparent self-centeredness is revealed at the very beginning, when he gorges himself until he vomits (Walters 103). Sheppard then looks upon him with disdain, thinking, his own child, selfish, unresponsive, greedy, had so much [food] that he threw it up (OConnor 374). Although Sheppard is criticizing his son for being selfish, he later realizes that he had stuffed his own emptiness with good works like a glutton (403) and had thus behaved no better than his son had in attempting to cope with his wifes death. Though this shared reaction to their loss is their most obvious similarity, Sheppard and Norton also have other parallel characteristics. Sheppard criticizes Nortons lack of intelligence near the beginning of the story when he lam ents, Norton was average or below and had had every advantage (374). When Rufus (whose intelligence Sheppard revered, in stark contrast to his own sons lack thereof) joins the household, however, Sheppard finds that the tables have been turned and he is now the one being criticized for his stupidity. Rufus insults Sheppards intelligence several times and in fact compares him unfavorably to Norton when he says, He [Sheppard] dont know his left hand from his right, he dont have as much sense as his crazy kid! (402). He later verbally attacks Sheppard to his face when he tells him, You aint any smarter than that cop (396). Through these descriptions, OConnor paints similar pictures of father and son-making Sheppards criticisms seem even more ironic and his character less credible. In addition to juxtaposing the characters of Norton and Sheppard, OConnor further reveals Sheppards flaws and inconsistencies through various interactions with Rufus. From his first meeting with the boy, it is obvious that Sheppard seems to take pleasure in analyzing Rufuss motives and behavior, failing to realize how it mirrors his own. For example, Sheppard, of course, seizes upon the foot as the unquestionable source of Rufuss delinquency, interpreting his criminal behavior as simple compensation for his physical defect (Walters 103). What Sheppard does not immediately see, however, is that he is also trying to compensate for his own defect-his overly philanthropic gestures are an attempt at filling the hole in his heart left by his wifes death. It is not until much later that he realizes he has been stuffing his emptiness with good works (OConnor 403) in order to find fulfillment. Sheppard is also the object of Rufuss discrepancy between the Christlike image Sheppard tries to co nvey and his actual selfish motives, and he openly accuses Sheppard of confusing himself with Christ (Walters 102). He first does this behind his back during a conversation with Norton, exclaiming, God, kid, how do you stand it? He thinks hes Jesus Christ! (383). In a subsequent conversation, while explaining to Norton the concept of heaven, Rufus mocks Sheppard outright when he says, Ill tell you all about it [heaven] tomorrow, kid, when Himself has cleared out (387). In fact he takes this even further, later calling Sheppard a lying stinking atheist (403)-a stark contrast to the Christlike character Sheppard attempts to show. In the midst of Rufuss criticism, Sheppard valiantly attempts to maintain his image as a genuine humanitarian by saying, If I can help a person, all I want is to do it. Im above and beyond simple pettiness (383). Rufus, however, does not believe anything Sheppard says, as he tells Norton: Yaketty yaketty yakand [Sheppard] never says a thing. Gas. Gas (279). T hrough these and other insightful, yet derogatory comments, Rufus reveals Sheppards selfish, hypocritical character. As Rufus helps to point out, Sheppard is so entrenched in his grief-induced selfish ambitions that he completely loses sight of his son Nortons struggles and makes himself a hypocrite; however, with Rufuss further assistance he is able to begin the process of self-discovery that eventually leads to his revelation. Sheppard is arguing with Rufus when he begins to see the first glimpses of his true self-and he is understandably taken aback. He thinks, The boys eyes were like distorting mirrors in which he saw himself made hideous and grotesque (397) and a moral leper (398). His violent epiphany comes shortly after this moment of clarity. He realizes that he had done more for [Rufus] Johnson than he had done for his own child (403) and that in so doing he had failed to help Norton through his grief like a loving father would. He also realizes how self-centered he had been-even as he had lectured Norton about being selfless, he had ignored his own child to feed his vision of himself (40 3). The hypocrisy in his actions is readily apparent-although he was preaching generosity and compassion, he was in reality practicing selfishness and thoughtlessness. This is in itself ironic, and OConnor takes advantage of this throughout the story. In fact, she uses mankinds innate selfishness as the source of nearly all her irony (Malin 36), and nowhere is this more apparent than in Sheppards situation. OConnors final, most heart-wrenching use of irony occurs when Sheppard at last realizes his grave mistake through a violent revelation and is overcome with love for Norton-only to learn that his epiphany has come too late and all his apparent benevolence has failed him. He is shocked and horrified when he recognizes how he has neglected his child in the name of charity, and he promises, He would make everything up to him, He would never let him suffer again. He would be a mother and a father (404). Sheppard immediately rushes to Nortons room to begin making amends for his past behaviors-only to discover that the child hung in the jungle of shadows, just below the beam from which he had launched his flight into space (404). Sheppards neglected child had killed himself in an attempt to be reunited with his mother in heaven. Sheppard is absolutely devastated, because he knows that Nortons extreme action is evidence of his acute longing for love (Walters 103). Sheppard grieves because h e had deprived Norton of the love he so desperately needed-and when he is ready to give that love, it is too late. It is also cruelly ironic that he had previously thought, in his efforts to reform the intractable Rufus, he had fatally neglected his own son (103). The most frustrating irony of all, however, is that of the timing of Sheppards revelation-had he recognized the error of his ways only minutes earlier, he could have saved his sons life. At this point he fully realizes that all his philanthropy has gained him nothing-in fact, it has caused him to lose everything. This painful irony makes The Lame Shall Enter First an unforgettable tale of hypocrisy, frustration, and ultimately tragedy. Bibliography Frieling, Kenneth. Flannery OConnors Vision: The Violence of Revelation. Contemporary Literary Criticism, Vol. 2. Detroit: Gale Research Company, 1974. Malin, Irvin. Flannery OConnor. Contemporary Literary Criticism, Vol. 13. Detroit: Gale Research Company, 1980. OConnor, Flannery. 3 by Flannery OConnor. New York: New American Library, 1983. pp. 371-404. Walters, Dorothy. Flannery OConnor. Boston: Twayne, 1973.

Case Anaylasis of Nike Inc Assignment Example | Topics and Well Written Essays - 2750 words

Case Anaylasis of Nike Inc - Assignment Example As a result of a fact acceptance of the single mode of connectivity which has developed on the lines of internet powered virtual platform in various corners of the world, it needs to be mentioned that the world has transformed into a single connected global entity. This has increasingly paved the way for easy synchronization of various trends related to globalization that are emerging from the different corners of the world. It is of significant interest to mention that because of the trends of globalization, there is a tremendous amount of demand that is emerging from various new as well as well established countries and economies around the world. As a result of this surge in demand, it can be said that there is a tremendous amount of business opportunity that is emerging in the global marketplace. It needs to be mentioned that many new as well as established companies that are located in various geographical locations are increasingly focusing on the process of market expansion as well as the process of entering in the new markets to capitalize on the new business opportunities. However, talking in regards to the project, it can be said that this particular research based assignment focuses on the process of providing an in-depth analysis of Nike Inc, which is considered as one of the most popular multinational brands of the division related to athletic footwear and apparel in the recent times. Existing Mission, Objectives and Strategies It needs to be mentioned that the globally popular sports company is been actively perceived as an organization that promotes highly innovative products for athletes around the world. While talking in regards to the project, the mission based issues needs to be discussed. It can be said that the mission of a company talks about the organization’s plans to achieve the goals in the upcoming short term. The mission of the company talks about the long term effort of the company to provide inspiration as well as innovation to every single athlete around the world (Nike.com, 2013). Talking more in regards to the mission of the company, it can be said that the case study highlights the issue of continuing with the legacy of Bowerman in regards to innovative thinking as well as product development that will help the athletes to simply excel in their arena. Now while talking about the company’s objectives, it can be said that the organization is more focused providing the athletes around the world with the needed motivation and encouragement that is required to excel in their field of sports. It needs to be mentioned that for the purpose of attaining significant growth in the market, it is very important to have a well crafted strategy. It needs to be mentioned that Nike in an attempt to attain significant growth in the market has designed a very effective growth strategy. It can be said that because of increase in performance of the company on a year on year basis, the sports accessories manufact urer has raised the financial target to around 28 – 30 billion USD for the financial year of 2015 (Nikeinc.com, 2011) New Mission Statement It has to be said that the

The gospel of Mark Essay Example | Topics and Well Written Essays - 1250 words

The gospel of Mark - Essay Example It is a critical time in the history of the Church and the passage in Mark 7:1-23 must be seen against this particular historical background. There is one major theme throughout this passage, and that is the difference between purity and defilement, and the key motivation of Jesus appears to be to announce a very significant shift from Jewish to Christian thinking. It is a transitional passage, therefore, and this can be seen in two ways. Jesus signals a transition from the Old Covenant based on the law, to something that transcends the law, and he shifts his mission from the Jewish heartlands to the Gentile territories. These two dimensions are, of course, connected. The passage in question introduces a phase of preaching and teaching in the Gentile territories. The major difference between Jews and Gentiles is the observance of Jewish law by the Jews only. As a Jew himself, Jesus attracted much criticism from Jewish authorities for his liberal attitude to some of the Jewish command ments, and no doubt also some apprehension from the Gentiles who would need to know whether following Jesus would mean converting to Judaism with all that this entails. It is clear from the text that some of the followers of Jesus observed the Jewish dietary rules, and some did not. The issue was, therefore, not clearly settled and this was a potential cause of disunity in the early Church. In fact this issue is documented again and again, as reported in Acts2 and in the letters of Paul.3 The gospel passage spells out what the Jewish laws entail, even though the disciples are already well aware of these rules. This detail is evidence that the teaching of these points is designed for Gentile listeners in the first instance, to explain what the issue is about and invite them now to join with the followers of Jesus on an equal basis, not constrained by the laws that had previously separated all those of Jewish heritage form all those of gentile birth. In other words, this is a message intended for non-Jews. This point is raised now because it is necessary in order to remove social boundaries that could hamper Jesus’ mission to the Gentiles.4 The issue is not completely resolved, however, and commentators note that the position of Jews who became followers of Christ is left open, suggesting that continued observance of the dietary laws is an option for them.5 In the first part of the passage, Mark 7:1-14 the writer of the Gospel clearly is setting down a definitive teaching here which absolves Gentile followers from having to obey the Jewish laws. The position for the disciples is further discussed in the remainder of the section, and in this case the message is taken to a different level. Some commentators suggest that the passage signifies a departure from the old Jewish laws: â€Å"the Markian Jesus declares that in fact all people are defiled – not by what they eat and drink but by what they will say and do†.6 This utterance signals a depa rture from the situation that pertained when God gave the law to the Jews, since, in the words of Boring it is â€Å"not descriptive, but performative; not explaining what has always been the case, but changing the situation by Jesus’ authoritative declaration†.7 The distinction between purity and impurity is maintained, but the source of defilement is now defined in terms of what a person does, and not what kind of food he or she eats. It opens the door for Jesus to go on and mingle with lepers, male and female Gentiles, and all kinds of sinners without fear of defilement in the traditional Jewish sense. When Jesus or his disciples are accused of defilement, he responds â€Å"by dismissing these boundaries as â€Å"

Happiness in ancinet cultures Essay Example | Topics and Well Written Essays - 1000 words

Happiness in ancinet cultures - Essay Example This paper will seek to establish hat culture influenced happiness in the past. The ancient Egyptians struggled to live a happy life as well as eternal joy in the eternal life. They believed in life after death therefore; they had to make sure that their deeds here on earth guarantee them a next lifespan in eternity. They believed that a person, who keeps and observes the ways of the god, is guaranteed a whole life of joy and riches than all his peers. They too believed that an obedient person lives long up to old age in his own city, earning a lot of respect from other people, as well as being blessed with numerous children (Snape 29). This shows that since prosperity is associated with material wealth as well as happiness, everyone would struggle to obey culture and its beliefs. The ancient Egyptians had different gods who were responsible for different events in people’s lives. For instant, Osiris was a god of death, and would punish evil doers. This means that people would try very hard to avoid wronging their neighbors’ or the society to avoid death punishment. In return, quarrels were minimal and people lived in harmony and happiness in their villages. This kind of perception on happiness and eternity has been passed to the current generations due through kingdoms and dynasties. This means that inheritance and cultural practices have been passed from one generation to the next one because people are willing to live a longer life and continue their family lineage. The Egyptians had a positive view of life especially life after death since they invested in prestigious tombs with food and personal belongings for life after death. Marriage life was full of happiness since poetry was important and men were responsible for protecting their women as well reciting love poems for their wives. In Mesopotamia, population grew fast due to industrialization and plantation

The advantages and disadvantages of E-recruiting Research Paper

The advantages and disadvantages of E-recruiting - Research Paper Example The study involved employees and human resources personnel in various categories of companies in order to establish the experiences of employees and employers with this process (Schmesser, et.al, 2011, p. 26). In the study, forty-five companies were sampled randomly and in each business the human resource personnel were required to respond to the question and five employees were issued with questionnaires randomly to respond to a similar question. The question was open-ended in order to give the respondents an opportunity to discuss in details personal opinion about online hiring of workers and possibly suggest the necessary actions for improving the online hiring process. The objectives of this investigation were to examine the benefits and challenges of online hiring process, identify the weaknesses of online recruitment process and examine the areas that need improvement in order to increase efficiency of online recruitment process. Although online recruitment of workers is becomi ng the most common method in the modern society, it is not necessarily very accurate because it has other drawbacks that prohibit the jobseekers and employers to achieve their goals. Online recruitment is a process in which companies choose their prospective candidate via internet to fill job vacancies in the business. The candidate posts their curriculum Vitae and cover letter electronically to the company’s or recruiter’s website (Kapse, et.al, 2012, p.2269). The recruiter will retrieve the applicants CVs and screen them using special software in order to select those who qualify for the job advertised. The online advertisements for the jobs can reach all the jobseekers irrespective of their locality. This gives the companies an opportunity to reach as many potential employees as possible thus creating potential for the employers to get the best candidates for the advertised position (Schmeser, 2013, p. 35). Furthermore, the advertisement posted online is

Cyber search Research Paper Example | Topics and Well Written Essays - 250 words

Cyber search - Research Paper Example As extra letters are added to the list, the sequence is updated to reduce the words that have been entered. When the required word shows on the screen, the learner simply selects the word or letter to insert into the text written (Mueller, 1992). Whether through enhanced accountability or more determining support, the major goal of a teacher is to make continuous improvement in learning and teaching. To achieve this objective, a teacher reflection system should be designed and practiced with teacher learning and growth at his or her core, as opposed to being appended afterwards as an addition. Professional development is often linked to â€Å"results† of the reflection rather than recognized as an essential part of the reflection itself. Thus, reflection generates greater teaching effectiveness (Harris, Bruster, & Peterson, 2010). According to Naef, 2008, the learning environment should be more welcoming if the learners, staff and the faculty are assisted to improve their attitudes towards disabled individuals. This can be done using new information that may result in cognitive dissonance, which gives the chance for change in behavior. Through offering information regarding these individuals, training programs improve attitudes in several services such as in cafeterias, sports, and rehabilitation. Another important step is interpersonal relations with the disabled learners to create positive attitudes. The learning institutions should work together with the Local Special Education Advisory institutions to develop a culture of mutual respect, equal opportunities, and understanding for all learners, inclusive of the disabled (Scot & Lawson, 2002). For instance, a disability awareness head at each school should arrange special events to spread awareness and make out the achievements and differences of all learners throughout history and in the community in particular, so that each learner is appreciated as a useful member. Naef, k. (2008). Yong Adult

Happiness in ancinet cultures Essay Example | Topics and Well Written Essays - 1000 words

Happiness in ancinet cultures - Essay Example This paper will seek to establish hat culture influenced happiness in the past. The ancient Egyptians struggled to live a happy life as well as eternal joy in the eternal life. They believed in life after death therefore; they had to make sure that their deeds here on earth guarantee them a next lifespan in eternity. They believed that a person, who keeps and observes the ways of the god, is guaranteed a whole life of joy and riches than all his peers. They too believed that an obedient person lives long up to old age in his own city, earning a lot of respect from other people, as well as being blessed with numerous children (Snape 29). This shows that since prosperity is associated with material wealth as well as happiness, everyone would struggle to obey culture and its beliefs. The ancient Egyptians had different gods who were responsible for different events in people’s lives. For instant, Osiris was a god of death, and would punish evil doers. This means that people would try very hard to avoid wronging their neighbors’ or the society to avoid death punishment. In return, quarrels were minimal and people lived in harmony and happiness in their villages. This kind of perception on happiness and eternity has been passed to the current generations due through kingdoms and dynasties. This means that inheritance and cultural practices have been passed from one generation to the next one because people are willing to live a longer life and continue their family lineage. The Egyptians had a positive view of life especially life after death since they invested in prestigious tombs with food and personal belongings for life after death. Marriage life was full of happiness since poetry was important and men were responsible for protecting their women as well reciting love poems for their wives. In Mesopotamia, population grew fast due to industrialization and plantation

Cyber search Research Paper Example | Topics and Well Written Essays - 250 words

Cyber search - Research Paper Example As extra letters are added to the list, the sequence is updated to reduce the words that have been entered. When the required word shows on the screen, the learner simply selects the word or letter to insert into the text written (Mueller, 1992). Whether through enhanced accountability or more determining support, the major goal of a teacher is to make continuous improvement in learning and teaching. To achieve this objective, a teacher reflection system should be designed and practiced with teacher learning and growth at his or her core, as opposed to being appended afterwards as an addition. Professional development is often linked to â€Å"results† of the reflection rather than recognized as an essential part of the reflection itself. Thus, reflection generates greater teaching effectiveness (Harris, Bruster, & Peterson, 2010). According to Naef, 2008, the learning environment should be more welcoming if the learners, staff and the faculty are assisted to improve their attitudes towards disabled individuals. This can be done using new information that may result in cognitive dissonance, which gives the chance for change in behavior. Through offering information regarding these individuals, training programs improve attitudes in several services such as in cafeterias, sports, and rehabilitation. Another important step is interpersonal relations with the disabled learners to create positive attitudes. The learning institutions should work together with the Local Special Education Advisory institutions to develop a culture of mutual respect, equal opportunities, and understanding for all learners, inclusive of the disabled (Scot & Lawson, 2002). For instance, a disability awareness head at each school should arrange special events to spread awareness and make out the achievements and differences of all learners throughout history and in the community in particular, so that each learner is appreciated as a useful member. Naef, k. (2008). Yong Adult

The Life and Times of a Nobel Laureate Essay Example for Free

The Life and Times of a Nobel Laureate Essay One of the more important historical figures within the scientific community was what Werner Heisenberg contributed to quantum physics. Born in Germany on December 5, 1901 to Dr. August Heisenberg and Annie Wecklem, the influences were already prominent for Werner to excel in sciences as he father had already excelled in his own dominance of â€Å"Middle and Modern Greek languages at the University of Munich† (Nobel Foundation, n. d. ) After graduation from the University of Munich in 1920, he excelled substantially in the field of physics and worked under such great physicists as Max Born, Franck and Hilbert and became an assistant under Max Born after receiving his Ph. D. in 1923. Heisenberg’s life moved on to become one of the better known physicists in German and until the Second World War he was a â€Å"Professor of Physics at the University of Berlin and the Director of the Kaiser Wilhelm Institute of Physics. † (Nobel Foundation, n. d. ) Dominance in Physics Heisenberg continued his dominance in the field of physics well after the War and continued to pursue his lifelong love of physics well past the War with his â€Å"return in 1946 to Germany and reorganized, along with colleagues, the Institute for Physics at Gottingen and in 1948 it was renamed the Max Planck Institute for Physics†. (Nobel Foundation, n. d. ) Perhaps the best association the world of physics has with the Heisenberg name is through the publishing of his â€Å"theory of quantum physics, published in 1925, when he was only 23 years old. For this theory and the applications of it which resulted in the discovery of allotropic forms of hydrogen, Heisenberg was awarded the Nobel Prize for Physics in 1932† (Nobel Foundation, n. d. ). This theory was based only â€Å"on what was observed, that is to say, on the radiation emitted by the atom. We cannot, he said, always assign to an electron a position in space at any given time, nor follow it in its orbit, so that we cannot assume that the planetary orbits postulated by Neils Bohr actually exists. Mechanical quantities, such as position, velocity, etc. should be represented, not by ordinary numbers, but by abstract mathematical structures called â€Å"matrices† and he formulated his new theory in the terms of matrix equations. † (Nobel Foundation, n. d. ) Heisenberg’s theories were not simply limited to quantum physics but he was also famous for his â€Å"principle of uncertainty† which â€Å"lays it down that the determination of the position and the momentum of a mobile particle necessarily contains errors the product of which cannot be less than the quantum constant h and that, although these errors are negligible on the human scale, they cannot be ignored in the studies of the atom†. (Nobel Foundation, n. d. )

The Morgan Report 1991: Crime prevention strategies

The Morgan Report 1991: Crime prevention strategies The Morgan report of 1991 identified the local authority as being central to the delivery of crime prevention strategy. How successful have local authorities in fact proved to be in implementing this strategy? There can be little doubt that crime and crime prevention strategies are two of the most socio-political important issues facing Britain in the contemporary era. The crime prevention strategies that were in place for the vast majority of the twentieth century were established to deal with nineteenth century social and political problems pertaining to urban expansion – itself a direct cause of industrialisation and the expansion of technology in the Victorian era (Elmsley, 2003:66-84). Yet the social and political problems facing late twentieth century and early twenty first century pose new logistical problems that old and outmoded crime prevention strategies have proved unable to solve. Globalisation, migration and the triumph of liberal political ideology have all conspired to radically alter the concept not only of policing but also of human rights. This, in turn, has had a major effect upon the implementation of crime prevention strategies – most notably with regard s to the de-centralisation of policing. It is the aim of the following essay to analyse the consequences of this shift from central to local control with regards to the delivery of crime prevention strategies in modern Britain. Before we can commence our analysis, though, we need to look at the specific policy context in order to establish a conceptual framework for the remainder of the discussion. Although the de-centralisation of policing was officially enshrined in the Crime and Disorder Act of 1998, the impetus behind this reform was located in the Morgan Report of 1991, which was set up by the Home Office to look at the delivery of local crime prevention strategies. The subsequent report made two recommendations that have since formed the backbone of the central government’s anti-crime and disorder approach. Firstly, the report recommended the implementation of â€Å"the two concepts of community safety and (increasingly) crime and disorder reduction to signify a comprehensive and targeted local approach to crime control† (Hughes and Edwards, 2005:19). Secondly, the report recommended that the state establish a clear statutory responsibility for local authorities – constituting the genesis of the multi-agency, ‘partnership’ approach to crime prevention. This, then, is the birth of the de-centralisation of policing and crime prevention with local authorities being charged with taking a more ‘hands-on’ role with regards to policing in the context of less high-risk crime such as youth crime and social disorder with the state remaining responsible for the policing of more high-risk crimes such as the contemporary ‘war’ against terrorism. As Anthony Giddens (the chief social policy advisor to the Blair government after New Labour first came to power in 1997) duly notes, â€Å"professional policing involves mainly concentrating on serious issues† (Giddens, 1998:88). Thus, although the kind of policing envisaged for local authorities remained very professional in focus after 1998, we should also be aware that the local authority was expected to deal with the less serious issues facing contemporary crime. As such while we should interpret local authorities as indeed being central to crime prevention we shoul d take care to understand the nature of the crimes that these authorities were expected to assist preventing. It should also be noted that this development did not constitute a United States style federal or quasi-federal approach to crime prevention in modern day Britain. Rather, the Home Office and the Home Secretary remain the key centres of arbitrary legal and political power with regards to the implementation of crime prevention strategies in the UK and decisions taken by these centralised bodies remain the definitive ruling in all criminal proceedings. This is an important point to remember when attempting to deduce the ultimate success or failure of local authorities in reducing crime and social disorder. As is the case with education and health care, the New Labour government can be seen to have presided over a situation best characterised as ‘policy overkill’ – creating conflicting spheres of interest and influence with regards to social policy without necessarily offering anything substantial or ‘new’ (Fulbrook, 2001:243-259). It is essential, therefore, to understand that the increased relevance that has been attached to statutory local authorities is part of the government’s broader strategy of initiating multi-agency partnerships between public sector services (such as local authorities), private enterprises and public initiatives (such as community watch or neighbourhood management). In theory, these multi-agency partnerships should involve a free exchange of ideas between each of the public, private and voluntary sectors, mirroring the democratic environment in which they have all been conceived. In this way, it is hoped crime can be tackled by utilising the logistical resources of the state, the financial resources of business and the knowledge-based resources of local communities. However, as Gordon Hughes (1998:76) observes, the reality has tended to be less a reflection of democratic ideals and more a manifestation of corporate ethos with the concept of both ‘multi-agency’ and the ‘community’ lost within the broader parameters of the de-centralisation of policing and anti-crime powers. â€Å"This slippage between the terms ‘multi-agency’ and ‘community’ is somewhat problematic. It glosses over the key feature of multi-agency crime prevention which is that it is chiefly a ‘top-down’, neo-corporatist strategy from both central and local state regimes. In this strategy situational crime prevention techniques predominate and there is minimal ‘bottom-up’ communal participation and minimal popular democratic ownership.† This is an important point to remember and one that has a direct impact upon the limitations of local authorities with regards to effectively delivering crime prevention measures. Because of the two-tier structure of the multi-agency partnerships – whereby the capital of private enterprise and the political capital of the public sector are elevated over and above the ‘grass roots’ advice of community leaders and neighbourhood managers – local authorities are frequently unable to formulate local policies that are devised to combat crime within any one specific local authority. Dialogue between the agencies is in many cases limited. This clearly impacts upon the ability of local authorities with regards to fighting crime as the impetus behind crime prevention strategies remains rooted in the top tier of decision and policy making, located at central government and think-tank level. Moreover, where there is dialogue between the often competing agencies involve d within the multi-agency framework, the language is shrouded in protocol characterised by excessive paperwork, red tape and bureaucracy. The Crime and Disorder Reduction Partnerships (CDRP) initiative, for instance, dedicates little attention to implementing crime prevention strategies, preferring to donate more time to analysing and developing ‘strategic assessments’ to use as theoretical ‘toolkits’ in the fight against crime and social disorder (Home Office, 2007). We should consequently note the way in which the existence of the partnership strategies themselves, coupled with the policy overkill of the New Labour government, has directly contributed to excessive red tape and bureaucracy at the exact moment when greater initiative needs to be taken at a grass roots level. Until this underlying chasm between theory and practice has been bridged, we ought to expect local authorities to continue to deliver crime prevention strategies that are wholly out of synch with the social realities of policing everyday life in a diverse, multicultural society (Clements, 2008). None of this, we should note, is to conclusively state that the decentralisation of crime prevention strategies has been a failure throughout Britain. Rather, the point being highlighted above has been that the partnership scheme comes with inherent structural weaknesses that cannot help but hinder the broader initiative of tackling crime. However, measuring in real terms the ultimate success or failure of local authorities’ drives to reduce crime is also an inherently difficult task. Not only are facts and figures manipulated by both the local authorities themselves, the mass media’s intense interest in crime and social disorder as a mainstream journalistic story means that facts and figures are similarly manipulated by the media in order to sensationalise a story (Jewkes, 2004). The mass media’s over-riding commercial desire to ‘sell’ a story completely negates any sense of unbiased, impartial journalistic integrity. Thus, much in the same way as t he neo-corporatist undercurrent pervades through the two-tier structure of multi-agency partnerships in the community so the same corporatist, capitalist dimension affects the measurement of success or failure with regards to crime prevention strategies. We must also take note of the way in which statistics can trick the spectator outside of the ideological parameters of political engineering and outside of the sphere of influence of the global mass media. For instance, the statistics for ‘all crime’ committed in England and Wales appears to show a clear reduction in the number of crimes being committed per one thousand persons with the figure falling from 26.4 per one thousand people between April and June 2005 to 24.9 per one thousand people between January and March 2006 (Home Office Website; first accessed 10.06.08). These crimes, though, cover the entire spectrum of criminality with many of these crimes falling within the jurisdiction of the Home Office and the Home Secretary. Specific target groups such as young offenders, on the other hand, have witnessed vast increases in the numbers of crimes being committed since the Morgan Report and the implementation of the Crime and Disorder Act. The UK charity TheSite.org (first accessed 11.06.08) notes how the number of fifteen to seventeen year olds currently being held in custody has doubled in the last ten years. All of these figures are easy to manipulate and rather than offering conclusive evidence as to the success or failure of the multi-agency initiative, these figures only serve to further cloud the reality of devolution of crime prevention strategies in contemporary Britain. Conclusion The recommendations contained with the Morgan Report, in addition to the Crime and Disorder Act in which these recommendations were encapsulated, were correct in citing the need to expand the concept of crime prevention to incorporate local authorities. Furthermore, because of the nature of power in a social democracy in the contemporary era, this shift from voluntary to statutory status, incorporating a multi-agency approach, was also a necessary move (Phillips, 2001:163-181). However, as we have seen, this multi-agency approach has predominantly conspired to further cloud what were already murky issues with regards to responsibility, accountability and the implementation of the broader anti-crime strategy. Not only has bureaucratic procedure hampered the process of cooperation and conciliation between the private, pubic and voluntary sectors that make up these multi-agencies, there has also been a lack of foresight with regards to the arbitration of political and judicial power. For instance, where the local authorities are expected to initiate measures to tackle such measures as anti-social behaviour, it is the centralised state that continues to set the quotas with regards to immigration figures, housing as well as setting the budget which decides the amount of policemen that are able to patrol the streets. The recent strike over police pay highlights the extent to which local authorities’ hands are tied when it comes to tackling crime at a regio nal level. Furthermore, the lack of communication recently exposed with regards to the police and hospitals over the release of the number of victims being admitted with stab wounds further underscores the ground that needs to be made up before we can say that the local authorities are truly in charge of tackling crime in contemporary, decentralised Britain. Consequently, we need to acknowledge first and foremost the structural weaknesses inherent in the multi-agency approach to crime prevention. Furthermore, we need to acknowledge the rapidly changing nature not only of crime but also of society in the twenty first century and the impact that this is bound to continue to have upon contemporary policing methods. It is, in the final analysis, much too soon to attempt proclaim the ultimate success or failure of a project that should still be understood as being in its embryonic stage. References All Crime Statistics for England and Wales, April 2005 to March 2006, in, Home Office Website; http://www.crimestatistics.org.uk/tool/ Clements, P. (2008) Policing a Diverse Society: Second Edition Oxford: Oxford University Press Developing a Strategic Assessment: An Effective Practice Toolkit for Crime and Disorder Reduction Partnerships and Community Safety Partnerships (2007) London: The Home Office Elmsley, C. (2003) The Birth and Development of the Police, in, Newburn, T. (Ed.) A Handbook of Policing Uffculme: Willan Publishing Fulbrook, J. (2001) New Labour’s Welfare Reforms: Anything New? , in, The Modern Law Review, Volume 64, Number 2, 243-259 Giddens, A. (1998) The Third Way: The Renewal of Social Democracy Cambridge: Polity Press Hughes, G. (1998) Understanding Crime Prevention: Social Control, Risk and Late Modernity Maidenhead: The Open University Press Hughes, G. and Edwards, A. (2005) Crime Prevention in Context, in, Tilly, N. (Ed.) A Handbook of Crime Prevention and Community Safety Uffculme: Willan Publishing Jewkes, Y. (2004) Media and Crime: A Critical Introduction London and New York: Sage Phillips, C. (2001) From Voluntary to Statutory Status: Reflecting on the Experience of Three Partnerships Established under the Crime and Disorder Act 1998, in, Hughes, G., McLaughlin, E. and Muncie, J. (Eds.) Crime Prevention and Community Safety: New Directions London and New York: Sage Young Offenders, in, The Site.Org Website; http://www.thesite.org/homelawandmoney/law/introuble/youngoffenders

Insomnia Essay -- essays research papers

Insomnia How many times during the night do we toss and turn, check the clock, and find it ticking away and tell ourselves, "If I could fall asleep right now I would get at least five hours of sleep"? But, sleep doesn't come so we continue to toss and turn. This happens to many people and may suffer from a disorder known as insomnia. People who suffer from this disorder have many complaints, and many have similar symptoms. Symptoms can vary from stress to pain to always feeling tired. Insomnia is a very difficult disease to have to live with. It is hard for both those that suffer from it and their family members. According to Linde and Savaley's, The Sleep Book, (1974), "the person who has trouble sleeping is not alone" (p. 9). They also claim, "An estimated thirty million people suffer from chronic insomnia" (p.9). Many non-insomniacs have occasional periods when they wonder if they'd make it through a sleepless night. Many insomniacs can't fall asleep because of pain and discomfort. Those that can fall asleep but can't stay asleep might be caused from depression, or too many things to worry about. In Ernest Hartmann's The Sleeping Pill (1978) some causes of insomnia (p. 113). He states that pain and discomfort do indeed play an important part in the difficulty remaining asleep. For those having difficulty remaining asleep might be because of depression or having too much to worry about. In Linde and Savary's, The Sleep Book (1974), Dr. Dale C. Friend claims, "insomnia can be classified by four causes: tension, fatigue, discomfort, and in and out insomnia" (p. 100). Tension insomnia occurs mostly in executives or people who worry about their businesses. Tension builds up inside during the day and is still inside at bedtime, it won't come out, so they tend to worry and are not able to go tot sleep. Fatigue insomnia happens when people who get tired during the day and then they take a nap in the early afternoon and as a result they cannot go to sleep at bedtime. People suffering from discomfort insomnia often complain of stomach upsets, such as ulcers, toothaches, or arthritis. This causes them to wake up during the night, which gives them discomfort. In and out insomnia occurs when patients feel that they didn't sleep at all during the night when they really did, but only stayed in the first stages of light sleep ... ... our minds and ourselves. We need to exercise right, at appropriate times, sleep at the right time and never get ourselves so stressed out that we can't sleep at night. Insomnia can affect a person really fast and it's hard to get rid of this disorder without a lot of effort. If we follow the advice given here, we will have an easier life. References Eddy, M.; & Walbroehl, G. (1999) Practical therapeutics : insomnia. American Academy of Family Physicians [Online] Expanded Academic Index. Available www.web6.infotrac.galegroup.com Hartmann, E. (1978). The sleeping pill. New Haven and London: Yale university press Linde, S.; & Savary, L. (1974) The sleep book New York NY: Harper and Row Mendelson, W.B. (1977). Human sleep and it's disorders New York NY: Plenum Press President and Fellows of Harvard College (1998, Dec. 1). Insomnia: Get a good nights sleep. Harvard health letter [Online] Expanded Academic Index Available.www.web6.infotrac.galegroup.com Roberts, S. (1999, April 1) Ten tips for better sleep. American family physicians p.1911(1). [Online] Expanded Academic Index. Available. www.web6.infotrac.galegroup.com

The Vietnam War :: Vietnam War Essays

The Vietnam War The Vietnam War is truly one of the most unique wars ever fought by the Unites States of by any country. It was never officially declared a war (Knowll, 3). It had no official beginning nor an official end. It was fought over 10,000 miles away in a virtually unknown country. The enemy and the allies looked exactly the alike, and may by day be a friend but by night become an enemy (Aaseng 113). It matched the tried and true tactics of World War Two against a hide, run, and shoot technique known as "Guerrilla Warfare." It matched some of the best trained soldiers in the world against largely an untrained militia of untrained farmers. The United States' soldiers had at least a meal to look forward to unlike the Communist Vietnamese soldiers who considered a fine cuisine to be cold rice and, if lucky, rat meat. The Vietnam War matched the most technically advanced country with one of the least advanced, and the lesser advanced not only beat but humiliated the strongest military in the wo rld (Aaseng, 111). When the war was finally showing signs of end, the Vietnamese returned to a newly unified communist country while the United Stated soldiers returned to be called "baby killers", and were often spat upon. With the complexities of war already long overdrawn because of the length of the war it is no wonder the returning solders often left home confused and returned home insane. Through an examination of the Vietnam War, in particular an event know as the My Lai Massacre, and the people involved with both, it can be proven that when the threshold for violence of a person is met or exceeded, the resulting psychological scarring becomes the most prominent reason for war being hell. Although officially, the Vietnam Conflict had neither a beginning nor an end, for the purpose of this paper it can be best examined through the decade the United States was involved: February 6, 1965 - August 30, 1975. During World War Two the French had been a major ally to the United States in the defeat of Adolph Hitler and the Axis Powers. France occupied and claimed the small coastline country of Vietnam in Indochina. In this region there had been recent Communist uprisings funded by the USSR The Vietnamese were willing to accept Communism in return for what they had been fighting for over 2000 years: self rule.

Mesopotamian and Egyptian Culture on the Creation of the Old Testament

The Bible has been around for so many years now, that’s why most people think that it is the most comprehensive book on ancient history. For some, it is even the basis for the creation of other scriptures of other religion, as well as the creation of other religions. However, record shows that there are some important details that is the same in the Bible, the Old Testament with the writings of other culture. This means that there are some significant parts of the holy book that might have been patterned with the writings in other religions or cultures.This means that no matter how old the Bible is, its creation has been influenced by other culture’s and other religion’s writings. The Epic of Gilgamesh Gilgamesh, the Sumerian King from the city of Uruk who lived and ruled around 2500 years B. C. There are no concrete relations of relating the account on Gilgamesh with human history, other than that it was passed through word of mouth some 3,700 years ago – around 2100 B. C. as a part of the oldest works of literature that man knows of which is The Epic of Gilgamesh.As compared to the part of the Book of Exodus wherein Moses liberates the Hebrew slaves out of Egypt, it would be around 1300-1200 B. C. if ever it actually existed. But with these dates, that would make the stories of the Epic of Gilgamesh be around 800-900 years older than that of the Old Testament’s Book of Exodus. This is to build upon the facts of which of them comes first, so that it is easier to tell which of them adopts the ideas of whom. Gilgamesh seemed to have encountered a great flood as well, in The Epics of Gilgamesh.It was when Utanapishtim confided to Gilgamesh about an old city where the gods might reside. It has been moved by the Greater Gods so that they can flood out the whole region to purge the evil-doers. This is much like the Great Flood which was inflicted by God in order to punish the human race. There were also groups of people who were sp ared, those who were given a warning before the punishment was actually inflicted. They were carefully instructed on what ways they will be spared and what they have to do for that matter.Noah was to build an ark with specific dimensions and materials, as for Gilgamesh, he was instructed to tear down a house and build a large boat with a roof. The similarities are obvious. They were both instructed to load up their boats with all animal life forms that they can find. Gilgamesh is considered to be the Babylonian Noah who has lived his purpose and took part in purging the world of sinful elements. The great flood will end all lives on earth, and the only thing that would save them is through constructing a huge ark.This ark will also be filled with all types of animals for them survive the flood. These facts could mean that the part of the Bible telling about Noah could be an adaptation of the earlier Epics of Gilgamesh, as manifested by their similarities in content. Hammurabiâ€℠¢s Laws The sixth king of the Babylonian Dynasty, King Hammurabi, existed some time between 1792 to1750 B. C. and is the known author of the Code of Hammurabi. His existence was about 300 years earlier than that of Moses, the one who liberated the Hebrew slaves from their Egyptian masters, the one has been shown the Ten Commandments of the Lord.Again, this is to establish which comes first, who could’ve copied whom, in the context of Moses and King Hammurabi. The fist concept was on the respect for parents, which established the importance of the family, the most basic unit of daily life. According to Hammurabi, there should always be respect to one’s parents. If a son has struck his father, then the appropriate punishment would be to cut-off his arms. In Mosaic law, death awaits for those who cursed their father and mother and acted stubbornly or rebelliously. Another important aspect would the vitality of marriage.According to Hammurabi, it is ok to send away oneâ₠¬â„¢s wife as long as the husband provides sustenance for their children to be raised properly. On the other hand, Mosaic Law allowed divorce on the grounds that when a spouse is found indecent or unfaithful. Both suggested death for both man and woman if ever they get caught committing adultery. Both has also forbade incest, wherein the punishment would be severe and would more or less be death. Another aspect that showed relevant similarities was on slavery. Both Hammurabi and Mosaic laws permitted to own slaves.However, they are also held liable with the death of any of their slaves. They are the ones who are responsible for their slaves’ actions. Another point of similarity is regarding theft. These cases are not to be treated lightly for both the Mosaic and Hammurabi’s laws. Mosaic law states that for those proven to have stolen something, they must return it five folds if it was killed and if it was alive, it should be returned. Meanwhile, for Hammurabi, it would depend whether thirty or ten times over, depending on the social status.However, if one is caught on the act of robbery, then punishment would be death. The one that manifests great similarity was their point on the laws regarding physical injury. For Mosaic law, if the injury was not serious, the guilty person is fined and the money will be given to the one who the damage was done to. But if the injury was serious, just like what Hammurabi said, it was right to take life for life, an eye for an eye, a tooth for a tooth. Hymn to Aton The Old Testament has also borrowed some texts from important Egyptian texts.The Hymn to the Great God Aton showed some relevant similarities with praises for the Lord, thanking him for all His blessings. Some passages on Psalms are the same with tomb scriptures in the tomb of some relevant figures in Egyptian history to have ever existed. It may be a coincidence, but to bear almost similar thoughts on the same concepts would be nearly impossible. Sina i Covenant The Sinai Covenant, as mediated by Moses, can be considered as the last defining moments in the priestly history of the bond which is formed the divine entity and the human beings.The main components and proponents of this covenant are the brave people of Israel, and were however hampered by the laws and regulations being set by other books like Exodus and Leviticus. So, order to show their grateful nature, they have assigned a whole day for worship. It is the Sabbath day which is also the sign o that covenant, used to keep and uphold the laws. Having this Sabbath day is common for many cultures. This is because people devoted time and effort to their gods, that’s why they have to assign certain days for worship to the Lord. This is also a way to check on everyone’s faith in the religion that they belong to.