Free Essays on Islam And Terrorism

Islam is one of the largest religions in the world. When a person says â€Å"La Illaha Ill Allah Mohammad eh Rasoullilah,† (There is one God â€Å"Allah† and Mohammad is his messenger) he or she becomes a Muslim. This phrase teaches peace and implies harmony; in no way does it mean to inflict harmful acts on others or to be a terrorist. Terrorism is not, in any way, affiliated with Islam; in fact, it contradicts the belief of Islam. In addition, there is a misconception that has developed which links Islam and terrorism together. The media has been a big contributor to this misconception in many ways. In the religion of Islam, there are five duties that a Muslim must obey. These are referred to as the five pillars of Islam. Nowhere in these pillars does it state that the killing of other human beings is an obligation. The first pillar consists of the recitation of the Muslim act of faith: â€Å"There is only one God, Allah, and Mohammad is His messenger.† The second pillar is the act of praying five times a day, facing in the direction of the Qa’aba in Mecca. The third pillar is the donation of a portion of the surplus of one’s wealth to charity. The fourth pillar is fasting during the holy month of Ramadan- a total abstinence of all food and drink from sunrise to sunset. The last pillar is to make a pilgrimage to Mecca (called the Hajj) at least once in a lifetime. These pillars, none of which implies terrorism, are what build the foundation for a Muslim. Islam in no way supports the killing of innocent people, the causing of destruction, or creating chaos in the world. In fact, it is one of the most peaceful religions in the world. Islam teaches patience, obedience, peace, and purity. The Holy Quran encourages the practice of obeying and following God, yet ordains his followers to avoid the creation of destruction, war, and any other kind of violence. Islam even teaches its followers not to take revenge against their enemi... Free Essays on Islam And Terrorism Free Essays on Islam And Terrorism Islam is one of the largest religions in the world. When a person says â€Å"La Illaha Ill Allah Mohammad eh Rasoullilah,† (There is one God â€Å"Allah† and Mohammad is his messenger) he or she becomes a Muslim. This phrase teaches peace and implies harmony; in no way does it mean to inflict harmful acts on others or to be a terrorist. Terrorism is not, in any way, affiliated with Islam; in fact, it contradicts the belief of Islam. In addition, there is a misconception that has developed which links Islam and terrorism together. The media has been a big contributor to this misconception in many ways. In the religion of Islam, there are five duties that a Muslim must obey. These are referred to as the five pillars of Islam. Nowhere in these pillars does it state that the killing of other human beings is an obligation. The first pillar consists of the recitation of the Muslim act of faith: â€Å"There is only one God, Allah, and Mohammad is His messenger.† The second pillar is the act of praying five times a day, facing in the direction of the Qa’aba in Mecca. The third pillar is the donation of a portion of the surplus of one’s wealth to charity. The fourth pillar is fasting during the holy month of Ramadan- a total abstinence of all food and drink from sunrise to sunset. The last pillar is to make a pilgrimage to Mecca (called the Hajj) at least once in a lifetime. These pillars, none of which implies terrorism, are what build the foundation for a Muslim. Islam in no way supports the killing of innocent people, the causing of destruction, or creating chaos in the world. In fact, it is one of the most peaceful religions in the world. Islam teaches patience, obedience, peace, and purity. The Holy Quran encourages the practice of obeying and following God, yet ordains his followers to avoid the creation of destruction, war, and any other kind of violence. Islam even teaches its followers not to take revenge against their enemi...

Differences Between Mass, Spree and Serial Killers

Differences Between Mass, Spree and Serial Killers Multiple murderers are people who have killed more than one victim. Based on the patterns of their murders, multiple killers are classified into three basic categories- mass murderers, spree killers, and serial killers.  Rampage killers is a relatively new name given to both mass murderers and spree killers. Mass Murderers   A mass murderer kills four or more people at one location during one continuous period of time, whether it is done within a few minutes or over a period of days. Mass murderers usually commit murder at one location. Mass murders can be committed by a single individual or a group of people. Killers who murder several members of their family also fall into the mass murderer category. An example of a mass murderer would be Richard Speck. On  July 14, 1966, Speck systematically tortured, raped and killed eight student nurses from South Chicago Community Hospital. All of the murders were committed in a single night in the nurses south Chicago townhouse, which had been converted to a student dormitory. Terry Lynn Nichols is a mass murderer convicted of conspiring with Timothy McVeigh to blow up the Alfred P. Murrah Federal Building  in Oklahoma City on  April 19, 1995. The bombing resulted in the deaths of 168 people, including children. Nichols was given a life sentence after the jury deadlocked on the death penalty. He then received 162 consecutive life terms on federal charges of murder. McVeigh was executed on June 11, 2001, after being found guilty of detonating a bomb hidden in a truck parked in front of the building. Spree Killers Spree killers (sometimes referred to as rampage killers) murder two or more victims, but at more than one location. Although their murders occur in separate locations, their spree is considered a single event because there is no cooling-off period between the murders. Differentiating  between mass murderers, spree  killers, and serial killers is the source for ongoing debates among  criminologists. While many experts agree with the general description of a spree killer, the term is often dropped and mass or serial murder is used in its place. Robert Polin is an example of a spree killer. In October 1975 he killed one student and wounded five others at an Ottawa high school after earlier raping and stabbing a 17-year-old friend to death. Charles Starkweather  was a spree killer. Between December 1957 and January 1958, Starkweather, with his 14-year-old girlfriend by his side, killed 11 people in Nebraska and Wyoming. Starkweather was executed by  electrocution  17 months after his conviction. Serial Killers Serial killers murder three or more victims, but each victim is killed on separate occasions. Unlike mass murderers and spree killers, serial killers usually select their victims, have cooling-off periods between murders, and plan their crimes carefully. Some serial killers travel widely to find their victims, such as Ted Bundy, but others remain in the same general geographic area. Serial killers often demonstrate specific patterns that can be easily identified by police investigators. What motivates serial killers  remains a mystery; however, their behavior often fits into specific sub-types. In 1988, Ronald Holmes, a criminologist at the University of Louisville who specializes in the study of serial killers, identified four subtypes of serial killers. The Visionary - Usually psychotic, the visionary is compelled to murder because they hear voices or sees visions ordering them to kill certain kinds of people.Mission-Oriented - Targets a specific group of people who they believe are unworthy to live and without whom the world would be a better place.Hedonistic Killer - Kills for the thrill of it because they enjoy the act of killing and sometimes becomes sexually aroused during the act of murder.Power-Oriented - Kills to exert ultimate control over their victims. These murderers are not psychotic, but they are obsessed with capturing and controlling their victims and forcing them to obey their every command. According to a report issued by the F.B.I., there is no single identifiable cause or factor that leads to the development of a serial killer. Rather, there is a multitude of factors that contribute to their development. The most significant factor is the serial killer’s personal decision in choosing to pursue their crimes.

Discussion Questions Essay Example | Topics and Well Written Essays - 250 words - 2

Discussion Questions - Essay Example (Craig Dobbins). This part has to do with the organizational structure of the said company. Organizational Structure is defined as â€Å"The  framework, typically  hierarchical, within which an organization arranges its  lines  of  authority  and  communications, and  allocates  rights  and  duties.  Organizational  structure  determines the manner and extent to which  roles,  power, and  responsibilities  are delegated, controlled, and coordinated, and how  information flows  between  levels of management.† (BusinessDictionary.com, 2012). If an organization has a flexible, decentralized organizational structure then it is easier for information to flow vertically through the different hierarchies and thus it’ll be easier for information about strategic environmental factors to come to the notice of strategy makers of the organization has a flexible structure. To make sure that the strategy makers use this information appropriately, top management can implement an internal audit/control system to keep check on subordinate management levels and what they are doing. Internal controls protect the organization against internal fraud, resource wastage, increases reliability, increases security and helps evaluate performance. (Internal Audit, Kansas State University, 2003). This way there is less chance of inefficiency and mismanagement. 2. Craig Dobbins. â€Å"Strategic Planning: External Environment Scanning†. Center for Food and Agricultural Business, Purdue University. Accessed on: June 20, 2012.

Modern Myths Essay Example | Topics and Well Written Essays - 500 words

Modern Myths - Essay Example The myths are based on the society’s culture, norms, practices and even daily activities. Man of steel is a 2013 superhero film. The film is based on the character of the Dc comic and superman. Its co-producer is Syncopy films and Legendary pictures companies. The film is distributed by the warner bros.It is a series of films which portrays the origin of the human character. The film was officially released to the public on 14th of June 2013. The film has an organized acting and narrative. The film also portrays well the fight scenes, reinvention of titular character and the visuals. The themes story is the character. The superman character portrays a very real story (Brown, 122). He portrays that everybody’s goal is to dig out the difficulties he or she faces. A person’s character faces difficulties due to its multiple identities. The boy as a young man discovers extraordinary powers. He, therefore, journeys to explore his origin and the mission he is sent to do. Superman is to become a symbol and hope for all men after emerging a hero. The afterlife in religion is a myth which is used to explain the continuous existence of an individual after death. According to afterlife’s myths a person’s body consists of several elements. The body contains the soul, mind and the heart. It is believed that after death, the human soul will continue to exist. Most of the religions in the world believe that there is heaven and hell. It is believed that those who are righteous will go to heaven and those who are sinners will go to hell. They will face a wrath of fire which will burn them continuously. The afterlife is believed to convey the truth about hell and heaven (Exline, 161). It also explains what happens after death. The theme of afterlife myths is to convey the truth of what will happen after death. Furthermore, it explains that the righteous will continue to live while the sinners will be burn to ashes in hell. Creation

Ethics In Education Essay Example for Free

Ethics In Education Essay Abstract Education has ever been considered as one of the strongest foundations for any civilized society. The success of any Nation is largely attributed the way in which education system is built up. There is growing importance the world over these days to incorporate importance of ethical standards in education. Ethical standards in education contain basic principles, procedures and behavior patterns based on commitment to core values that are deeply rooted in education. An ethical education will pave a way to uplift educational standards which in turn will instill right values among students who will certainly create landmark in their career as well as life. ETHICS IN EDUCATION The Concept Of Ethics The definition of ethics is shaped by personal, societal and professional values, all of which are difficult to specify. Some stress the importance of society’s interests and others stress the interests of the individual. These conflicting viewpoints have dominated the discussion of ethics for a long time and may remain in the future as well. Thus, the term ‘ethics’ will have to be defined in this context. The word ‘ethics’ is derived from the Greek word ‘ethos’ (character) and Latin word ‘moras’ (customs). Taken together these two words define how individuals choose to interact with one another. Thus, ethics is about choices. It signifies how people act in order to make the ‘right’ choice and produce ‘good’ behavior. It encompasses the examination of principles, values and norms, the consideration of available choices to make the right decision and the strength of character to act in accordance with the decision. Hence, ethics, as a practical discipline, demands the acquisition of moral knowledge and the skills to properly apply such knowledge to the problems of daily life. Philosophical Theories of Ethics Decision making based on intuition or personal feeling does not always lead to the right course of action. Therefore, ethical decision making requires a criterion to ensure good judgment. The philosophical theories of ethics provide different and distinct criteria for good, right or moral judgment. Three prominent philosophical theories of ethics are utilitarianism, rights and justice. They are normative theories of ethics, which provide a principle or standard on how a person ought to behave towards others by considering the right and wrong of an action. These normative theories are divided into two broad classifications, consequential and non-consequential. Consequential theories define ‘good’ in terms of its consequences, and a best known example is theory of utilitarianism. In contrast, non-consequential theories define ‘good’ not by its consequences but by its intrinsic value and the best known examples are the rights and justice theories. These theories are described below. (a) The theory of utilitarianism According to this theory, the ethical alternative is the one that maximises good consequences over bad consequences. Jeremy Bentham, who is considered as the father of utilitarian ethics, defines utilitarianism as the greatest happiness principle (the principle of utility), which measures good and bad consequences in terms of happiness and pain. He wrote as follows in his book ‘An Introduction to the Principles of Morals and Legislation’: Nature has placed mankind under the governance of two sovereign masters, pain and pleasure. It is for them alone to point out what we ought to do, as well as to determine what we shall do. On the one hand the standard of right and wrong, chain of causes and effects, are fastened to their throne. They govern us in all we do, in all we say, in all we think. The terms ‘happiness’ and ‘pain’ have broad meaning and encompass all aspects of human welfare, including pleasure and sadness, health and sickness, satisfaction and disappointment, positive and negative emotions, achievement and failure and knowledge and ignorance. Applying the utilitarian principle is a procedural process involving five steps: (1) Define the problem; (2) Identify the stakeholders affected by the problem; (3) List the alternative courses of action for resolving the problem; (4) Identify and calculate the short- and long- term costs and benefits (pain and happiness) for each alternative course of action and (5) Select the course of action that yields greatest sum of benefits over costs for the greatest number of people. Thus, ethical conduct by accountants based on this theory leads to consideration of all possible consequences of a decision for all parties affected by it. This theory takes a pragmatic and common sense approach to ethics. Actions are right to the extent that they benefit people (i.e. actions, which produce more benefit than harm are right and those that do not are wrong). Thus, the cognitive process required for utilitarian decision making appears similar to the cost-benefit analysis that is normally applied in business decisions. However, there are important distinctions between the two concepts in relation to the nature of consequences, the measurability of the consequences and stakeholder analysis. (b) The theory of rights The theory of rights stems from the belief that people have an inherent worth as human beings that must be respected. Therefore, according to this theory, a good decision is one that respects the rights of others. Conversely, a decision is wrong to the extent that it violates another person’s rights. In general, the rights can be divided into two categories: (1) natural rights (rights that exist independently of any legal structure) and (2) Legal rights and contractual rights (rights that are created by social agreement). The natural rights are commonly known as human rights or constitutional rights. Among many natural rights, the right to the truth is important to the function of accounting. The users of financial statements have the right to truthful and accurate financial information when making choices on alternative investment strategies. This right imposes a moral obligation on the accountant and the reporting entity to prepare and issue, true and fair financial statements. On the other hand, legal and contractual rights are important in the accountant-employer and the accountant-client relationships. These contractual relationships mean that employers and clients have a legal right to expect professional and competent service from the accountants. In turn, the accountants have a corresponding legal duty to perform their tasks to the best of their ability within the constraints of their expertise. (c) The theory of justice Understanding this theory requires understanding various notions of justice. Generally, justice is described as fairness, which refers to the correlation between contribution and reward. However, fairness alone cannot define the term justice. There are also other forms of justice, which include equality (assumes that all people have equal worth), procedural justice (concerns with due process) and compensatory justice (addressed the loss from a wrongful act). However, a comprehensive theory incorporating these various domains of justice has yet to be developed. Thus, the focus of this paper is on the theory of justice, which is based on the principle of distributive justice. It focuses on how fairly one’s decisions distribute benefits and burdens among members of the group. Unjust distribution of benefits and burdens is an unjust act and an unjust act is a morally wrong act. Hence, under this theory, an ethical decision is one that produces the fairest overall distribution of b enefits and burdens. Ethics In Education Basically there are three parties involved in ethical education system namely students, teachers and administrators. Teacher, being the most important facet of ethical education, is the torch bearer to the change the whole scenario of education system. He is the one who could exemplify his ethical behavior in front of students. Students most of the time learn their behavior from their teachers. Right approach of teacher to teach the students inside the class room will make ever lasting impact on the minds of students. It goes without saying that the principle of ethical conduct lie at the core of teaching profession. The whole society can be remolded by administering ethical practices. Secondly, the responsibility for promoting ethics in higher education lies with the leadership of colleges and universities. Like most efforts at organizational change, the energy, financing, and inspiration must start at the top and must anticipate and verbalize a long term commitment to ethical goals . â€Å"Bottom-up† schemes for change are seldom successful since they lack the organizational influence to create a sustained, well supported plan of action. Ethics issues permeate every aspect of university life from admissions to the classroom, from hiring to curriculum development and from research to the athletic field. To alter the ethics culture in an institution of higher education (or any organization) requires the highest level of commitment and realistic consequences for deviations. (a) Verbal and written commitment of the university president/chancellor, board of trustees, alumni association, faculty and staff to the implementation of an ethics plan of action; (b) Verbal and written commitment of departments heads overseeing student recruiting and admissions policy to an ethics plan of action for their areas of concern. Some possible action items might include advertising that the student body is governed by a â€Å"honor code†, the violation of which could lead to disenrollment. The hallmark of the admissions policy would focus on the ethical selection of students to include cultural difference, gender and racial equalities, socio-economic factors, as well as, academic excellence. (c) Faculty hiring guidelines that would include a thorough â€Å"vetting† of the applicant’s qualifications and background as well as a written commitment by the applicant to fully support the ethics initiative; (d) Faculty members to commit to and undertake curriculum revisions that would include the ethical aspects of their particular discipline; (e) Students to commit to a dormitory, fraternity/sorority, off-campus life-style code ethics; (f) Faculty members to commit to ethical guidelines for the research into the publication of scholarly materials; (g) Faculty members to commit to a faculty-faculty, faculty-student ethical relationships guideline. Lastly, students are also expected to contribute maximally by behaving honestly to their work, duties and responsibilities. They should never restore to any malpractices during examination or any class work. Conclusion The writer has reviewed just a fraction of the literature available on the subject of ethics in the workplace. The literature for the most part, supports the notion that the ethical behavior is good, that ethical behavior is needed in the workplace, and that progress is possible in raising men and women above their more prurient interests. Based on the writer’s experience and discussions with university leaders, however, the notion of total commitment by all stakeholders as outlined in the sample plan is probably unlikely. Cries of academic freedom, unreasonable restraints and loss of flexibility would be echoed from the â€Å"bell towers† of academia in spite of the intrinsic â€Å"good† intentions of the plan. All this does not augur well for the â€Å"fast track† implementation of ethics at the university level or in the workplace. Instead, progress in changing individuals towards a more ethical vision of their personal and professional life will be a p lodding effort, characterized by small successes and small failures for a long time into the future. References American Institute of Certified Public Accountants (2010). The Code of Professional Conduct. Retrievedfromhttp://www.aicpa.org/research/standards/codeofconduct/downloadabledocuments/2010june1codeofprofessionalconduct.pdf Audi, R. (2007). Can utilitarianism be distributive? Maximization and distribution as criteria in managerial decisions. Business Ethics Quarterly, 17(4), 593-611. Baiman, S. Lewis, B. (1989). An experiment testing the behavioral equivalence ofstrategically equivalent employment contracts. Journal of Accounting Research, (27)1, 1-20. Bazerman, M.H. Banaji, M.R. (2004). The social psychology of ordinary ethical failures. Social Justice Research, 17, 111-15. Bentham, J. (1843). The works of Jeremy Bentham. Edinburgh, Scotland: John Bowring. Bird, F.B. Walters, J.A. (1989). Moral muteness. Californian Management Review, 73-88. Brenkert, G.G. (2010). The limits and prospects of business ethics. Business Ethics Quarterly, 20(4), 703-9. Burton, B.K. Goldsby, M.G. (2009) . The moral floor: A philosophical examination of the connection between ethics and business. Journal of Business Ethics, 91, 145-54. Caldwell, C. Clapham, S. (2003). Organizational trustworthiness: An internationalperspective. Journal of Business Ethics, 47(4), 349-64. Caldwell, C., Hayes, L.A., Long, D.T. (2010). Leadership, trustworthiness, and ethical stewardship. Journal of Business Ethics, 96(4), 497-512. ETHICS IN ACCOUNTING 30 Caldwell, C. Karri, R. (2005). Organizational governance and ethical systems: A covenantal approach to building trust. Journal of Business Ethics, 58(1), 249-59. Calhoun, C. (1995). Standing for something. The Journal of Philosophy, 92(5), 235-60. Carlopio, J. (2002). The best articles about leadership from the last ten years. BOSS Financial Review, 71-4.

Arab Israeli Conflict and Holocaust. :: essays research papers

The Holocaust was the almost complete destruction of Jews and others by the Nazis during World War II, which lasted between1939 and 1945. We can learn much from this event and ways to prevent similar events from happening again. However, it can be compared to today’s Arab Israeli Conflict, which is the cause of a dispute over the land of Palestine. The Holocaust was the worst genocide in history. The Nazi dictator Adolf Hitler wanted to eliminate all Jews as part of his plan for world power. Jews were not the only victims of the Nazis during W.W.II. The Nazis also killed millions of other people whom Hitler regarded as racially lower or politically dangerous. After World War II began in 1939, Germany's powerful war machine conquered country after country in Europe. Millions more Jews came under German control. The Nazis killed many of them and sent others to concentration camps. The Nazis also moved many Jews from towns and villages into city ghettos. They later sent these people, too, to concentration camps. Although many Jews thought the ghettos would last, the Nazis saw ghetto imprisonment as only a temporary measure. Sometime in early 1941, the Nazi leadership finalized the details of a policy decision labeled "The Final Solution of the Jewish Question." This policy called for the murder of every Jew (man, wo man, and child) under German rule. The first Nazi concentration camps were organized shortly after Hitler came to power. These facilities held tens of thousands of political prisoners arrested by the Nazis. Later on (around 1940’s), several new camps were established, with specially constructed gas chambers disguised as showers. When the Jews arrived at a camp, a physician singled out the young and healthy while the others were sent directly to the gas chambers. For identification, camp personnel tattooed a number on the arm of each person. The prisoners were forced to work long hours under cruel conditions. When they were too weak to work any longer, they too were killed or left to die. During the Holocaust, the Nazis kept their actions as secret as possible, and they misled their victims in many ways to prevent resistance. Initially, the Jews in the ghettos either were not aware of the slaughter planned for them or simply could not believe it was happening. The Arab – Israeli Conflict is similar in a way like the Holocaust.

Writing a Thesis Statement about Discrimination

Thesis statement is a statement that conveys the ultimate message, intention or the main argument of your essay. In other words, thesis statement can summarize your whole essay within a single sentence. Your thesis statement will be enough for the examiners about which side or position you are taking in the discussion or debate. For example, in the question of â€Å"do you agree? † type, this statement will tell the reader whether you agree and to what extent. There are chaos surrounding how the thesis statement should be like.It is natural for you to think that this sentence should be long and complex, since it should summarize the whole essay. But as you get more confident with the use of language, you will know that a very short sentence can sometimes state a thesis more effectively than longer ones. Moreover, since the thesis statement is understood or interpreted in the light of the contextual information provided earlier, you might express only the core message in the th esis statement. Therefore, thesis statements can equally be written concisely or laconically.But for that, you should have a superior vocabulary and experience (practice). The thesis statement is usually written at the end of the introduction paragraph. How to write a thesis statement? Thesis statement by itself isn’t any different from ordinary statements. It is unique just because this single sentence can convey the message of the whole essay. Except this special characteristic there’s no any other difference. You do not need to learn any new rules to be able to write thesis statement. More likely, you might be already using such statements in your essays without your conscious knowledge.Now, I’ll present a few obvious examples about how thesis statement can be written! Example 1 James Tan Chuan Xun, Educator in Chief at Future Perfect Education, wrote a thesis statement for the following essay title as: Q. ?†There is little in the 20th century of which we can be proud of† Discuss. There is much to be proud of, much to be ashamed about, and much to hope for in the 20th century. This sentence clearly reflects his overall view on the question. He is aware of the positive developments of which we should be proud of; the negative aspects of those developments of which we should be ashamed about;and despite what happened there still is a need for us to be hopeful and optimistic. From this single sentence we can frame out how his whole essay will look like. We can more or less predict what he is likely to discuss in his body paragraphs. In a nutshell, we can know his overall view on this topic. Example 2 Similarly, here are other examples demonstrating how to write thesis statement: Q. To what extent are racism and other forms of discrimination a problem in yoursociety? While racism is absent, caste and gender discriminations are still huge problems in my society.Here we can easily infer that racism is nonexistent but caste discrim ination and gender discrimination are the burning issues in the author’s society. We can also expect that the author will outline the reasons behind such discriminations as well as justify why the problems concerned are highly intense in his society. This question is seeking answer to two particular questions: ?What kinds of discrimination problems are present in your society? (Identification and justification of the problem. ) ?To what extent are they problematic in your society?(Assessment of the intensity of the problem. Is the problem serious or mild? ) The thesis statement above has concisely answered these both questions. Example 3 Q. Can democracy be imposed or must it grow naturally? Democracy will still be the ‘rule of people’ even if established by imposition, however, for full acceptance of the people it should be allowed to grow naturally. From this thesis statement, we are clear that the author is very positive about democracy. Democracy is the rule of people no matter how we introduce it to a country.People are powered with various rights in a democratic nation and their decision, expressed through voting and/or referendum, on the major issues of national interest is the final one. The author seems to understand these facts about democracy. However, we can infer from his thesis statement that he is also aware of the possible consequences of imposing democracy. In the question, the word â€Å"imposing† contradicts directly with the principle of democracy. â€Å"Can we impose people to be free, even if they don’t want to? † can be an ethical question, a question for debate.Perhaps, the people do not want to take their decision themselves. Perhaps they find it easier, and totally comfortable to follow a dictator. For many reasons including religious, cultural and socio-economic, people might be accepting the rule of a non-democratic leader. In such conditions, they may even retaliate or revolt against any oth er forms of government, especially if imposed by some other people. The author also understands this possibility. Hence, he thinks that if the democracy has to gain full support from people, it should be allowed to grow naturally. ConclusionA thesis statement need not be difficult and complex. In fact, simpler and clearer thesis statements are better as they can communicate your argument more effectively than the difficult ones. Moreover, thesis statements are not that difficult to write if you practice writing them whenever you write a new GP essay. Just be clear in your mind what you are writing and remember that the length or structure of the sentence doesn’t matter. Only what matters is that it should be able to give a big picture of the whole essay. Your thesis statement is your answer to the question in a single sentence.

Personal Development Plan Essay

Section 1: So far, I have learned that the course I have taking to complete my education, is the right path me. I have also learned that I am a hard worker, and I have attainable goals to which if I remain dedicated I will attain. My hopes in doing this development plan is to list out a clear plan for myself to maintain the momentum in my educational goals. I know that a lot of what I like to accomplish within the next 5 years relies on how well I am able to accomplish this goal. I want to be realistic in this plan. I want to be able to put together attainable goals. In this plan it has to carry a certain expectations that will guide me to see where I am and any giving point in time. Because I want succeed in step towards completing my education, this plan is important to me. My Jungian Typology is INTJ â€Å"INTJs are idea people. Anything is possible; everything is negotiable. Whatever the outer circumstances, INTJs are ever perceiving inner pattern-forms and using real-world materials to operationalize them.† –Joe Butt I am very productive, whatever I set out to do in a day it will be done in a day. I am not easily distracted. I tend to be only curious in things that I need to understand. I am a mild external locus control, the variables in life affects our plans in ways that may not be easily to understand. Because of such possibilities, I believe our very best is required for whatever task we engage in so we can maximize our ability to succeed. So far I am not experiencing burnout, this is also a good reason to have a plan in place when you are pursuing goals. Even in work, we have to develop a plan to handle the challenges that we may face. I believe this is why I scored 16 on the stress test. If you have an idea how you intend to be in a giving situation, you tend to Lessing the stress level that comes with it. Section 2: OL 125: Personal Development Plan – SWOT Analysis (Milestone Two) Strengths (What do I do well?) Weaknesses (Where can I make improvements?) I am a creative person. I have an open mind, I listen to what people say. I am slow to anger, I tend to give people room to learn from their mistakes. I am brave, not because I am not afraid, I believe that what must be done has to be done. I can be overly accommodating which can compromise my wellbeing. I can be not forthcoming at times which can affect how decisions are made. I can be enabler at times also which can give the impression that I am not interested in a particular circumstances. I tend to procrastinate on things that are easy for me to do, because I know it will not take much effort. Opportunities (What kinds of things could I be doing based on my strengths?) Threats (Where could I be using my strengths and talents more productively?) I can be a writer. (novels, self-help books) I can be a teacher. I can be a motivational speaker I can be a director (corporate, business) The obstacles that I see that could prevent me from productive as I can be is the use of my time. I can also see that if I don’t continue to improve in my skill set through education I will not reach my professional goals. I have work on my procrastination over the little task. I have to trust in the process of my plans and focus on attaining the level of education that I want to have Reflection: The most interesting thing about the SWOT analysis is how simple it is to comprehend. We live out lives in parts, sometimes we never fully see how the other parts of our life affects all of our choices and action. Through SWOT analysis, we can begin to see how the parts fit. We can come up with a practical strategy to deal with our weakness and take advantage of our strength. SWOT analysis reveals that you need a plan to work right. SWOT analysis is a good strategic tool to use evaluate how we work. Quast, L (2013) Section 3: OL 125: Personal Development Plan – PEST Analysis  (Milestone Three) Factor Opportunity Threat Political 1. Taxes- I am concern about how the taxation system will affect my income. 2. Civil liberties- as governments fall all over the world and the threat of terrorist attack a growing reality in our days, I fear that my civil liberties will be affected 3. Healthcare- want to see harmonization of healthcare across America. The reluctance of the populace of the United States of America to accept the healthcare law, while there is nothing else in place to replace it, may make it difficult to harmonize healthcare across America. The increased pressure on the uninsured to get a healthcare insurance may lead to civil unrest. Economic 1. Domestic economic growth is slow and difficult to predict. 2. International economic growth is unstable and it affects our domestic economy. 3. Interest rate- the fluctuation interest rate makes it difficult to invest with confidence. Federal and State rules on taxation can improve the economy environment. If the economy growth does not improve, more people will be out of jobs and those out jobs will find it difficult to find new jobs. Socio-Cultural 1. Education-Society and culture has to continue to stress on the importance of education. 2. Terrorism- the international committee growing together to combat terrorism. 3. Lifestyle and attitude towards social culture changes I see more educated and skilled engineers on various projects that I work on. The need for tolerance in the work place is needed now more than ever without a social-cultural emphasis on education ignorance will cause many problems in the work place. Technological 1. Emerging technology- the Impact of emerging technology on daily business activities is increasing. 2. Outsourcing- globalization labor cost is catching up to domestic labor cost. 3. Economic Variable- The growth of technology is affecting the predictable pattern of global economic growth. Emerging technology is the foundation of the next technological boom. The pattern of sustainable growth in the technology sector may stall because of lack of skill labor force to guide its growth. Reflection: I see that by making effective use of PEST Analysis, one can ensure that whatever they are doing will be aligned positively with the agents of change that affect the global community. By paying attention and taking advantage of the observed changes, one can maximize the possibilities of being successful than if your activities oppose it. Section 4: Fill out the chart below with the three practical goals you have developed during this course: Goals Action Steps Potential Obstacles Plan to Overcome Try to attend class consistently. Create days and time to accomplish reading assignments then post on the discussion board early enough to get some feedbacks. Work schedule and obligation may interfere. Set a day to finish reading assignment and post in the discussion board. Work on one weak area from the assessment test. Pay attention to the areas in my leadership that may need a conscious effort to develop. Not every scenario from work allows me to implement the things I have learned. Be patient and wait for the opportunity to put in practice the improvement that I have learned. Apply myself to becoming a better manager. As an IT manager, there are so many crisis that sometimes you develop a routine of jumping in to help instead of letting the team leads to do their job. Some issue may be kept from me until it is too late to do something  about it. Trust in those who are put in place to lead, and allow them to do their job. Final Reflection: This plan will work because it is part of the basic principles that makes one a good student or a manager. It will show in my leadership, and those who are affected by my decisions will see me in a better light. It would also prove to me that making a decision to continue my education despite the success I now enjoy from professional career, has not been a waste of time.

Adjective Phrase Definition and Examples

Adjective Phrase Definition and Examples In English grammar, an adjective phrase is a group of words that functions as an adjective  in a sentence. An adjective headword may be accompanied by modifiers, determiners, and/or qualifiers  (all of which are called dependents). Also known as an  adjectival phrase.   Adjective phrases modify nouns. They may be attributive (appearing before the noun) or predicative (appearing after a linking verb), but not all adjectives can be used in both positions. Examples and Observations The prototypical adjective phrase consists of a single adjective, tall in Sally is tall, or an adjective headword and a qualifier, very tall. Even taller than the woman who coaches her volleyball team is more elaborate, but because it can substitute for the single adjective tall (Sally is even  taller than the woman who coaches her volleyball team), you can recognize it as an adjective phrase.(Thomas P. Klammer et al., Analyzing English Grammar, 5th ed. Pearson, 2007)Humans can be fairly ridiculous animals.(Barbara Kingsolver, Animal, Vegetable, Miracle: A Year of Food Life, 2007)The unicorn blinked and swished its tail and  looked fairly ridiculous  on the folding tabletop.(Steven R. Boyett, Elegy Beach, 2009)  Tina lost her dark brown briefcase.Mr. Sweet was a tall, thinnish man with thick kinky hair going dead white.  He  was dark brown, his eyes were very squinty and sort of bluish, and he chewed Brown Mule tobacco.(Alice Walker, To Hell With Dying, 1967)After Dons ac cident, his behavior grew stranger and stranger. You  want a second opinion? O.K.  says the doctor. Youre ugly, too.  She liked that joke. She thought  it was terribly, terribly funny.(Lorrie Moore, Youre Ugly, Too, 1990) Premodifiers, Postmodifiers, and Discontinuous Modifiers An adjective phrase consists of an adjective which may be preceded and/or followed by other words. The premodifier is always an adverb phrase, but the post-modifiers can be an adverb phrase, a prepositional phrase, or even a clause. It is also possible to have a modifier that is partly in front and partly behind the head, called a discontinuous modifier, abbreviated as disc-mod. (Marjolijn Verspoor and Kim Sauter, English Sentence Analysis: An Introductory Course. John Benjamins, 2000) Noun Phrases and Adjective Phrases There may be very little difference between a noun phrase and an adjective phrase in structures where the adjectives occur before the word it qualifies. Most noun phrases consist of a head noun plus one or more adjectives, or indeed an adjective phrase itself. Consider the examples in a, below. a. [ADJECTIVE PHRASES]It was cold, bleak, biting weather.Hes an extraordinary looking man, and yet I can really name nothing out of the way.In Beijing these days, one of the fastest-growing fortunes the world has ever seen is managed by fewer than two-dozen traders.This was a hearty, healthy, dapper, red-faced gentleman, with a shock of hair prematurely white, and a boisterous and decided manner. In each of these examples, if we include the italicized head nouns, we have noun phrases with embedded adjective phrases; without the head nouns, we have adjective phrases. The focus is always on the head word (HW). (Bernard ODwyer, Modern English Structures: Form, Function, and Position. Broadview, 2006) Phrases Within Phrases [C]onsider . . . our example: The young man picked the best bloom from the very delicate orchid. The sequence from the very delicate orchid is a prepositional phrase. The prepositional phrase consists of a noun phrase and a preposition. One can demonstrate that the sequence from the very delicate orchid is a coherent group of words by moving it as in: From the very delicate orchid the young man picked the best bloom. The word very is an intensifying adverb and it modifies delicate to form an adjective phrase within the noun phrase within the prepositional phrase. This phrase-within-a-phrase structure is shown by bracketing below: [The young man] picked the best bloom [from [the [very delicate] orchid]]. We could add very carefully to this sentence. Since carefully is an adverb and very is an intensifying adverb modifying it, very carefully would be an adverb phrase.(Barry J. Blake, All About Language. Oxford University Press, 2008)

The Answer to Petals Around the Rose Is ...

The Answer to Petals Around the Rose Is ... Petals Around the Rose is a puzzle game you play with dice and a friend who already knows how to play. The challenge is to answer the question how many petals are around the rose following each roll of the dice. The new player must use inductive reasoning to figure out what the rose is, what the petals are, and how to answer the question posed by the name of the game. How to Play Petals Around the Rose You need five dice (or more, if you want a harder game). They should be traditional dice with from one to six spots on each side. The player who already knows the answer to the game tosses the dice, looks at them and then tells the new player how many petals are around the rose, without revealing the logic behind the answer. The new player then tosses the dice. The player who knows the answer to the puzzle states how many petals there are around the rose of the new players toss without explaining how he arrived at the answer. The players continue to take turns tossing the dice. The player who knows the answer to the game states the number of petals around the rose of both his and the new players tosses, after giving the new player a chance to study his toss and figure out an answer. Eventually, the new player should figure out the secret and give the correct response. Just to confirm the player has solved the puzzle (and didnt make a lucky guess), he tosses the dice a few more times and states the correct answer each time. The Secret to Playing Petals Around the Rose When the dice are rolled, they come to rest with a single side facing upward. The rose is the dot in the center of an upward facing die side. The dice that show a one, three  and five sides each have a rose; the sides with two, four or six dots do not have a dot in the center of the die, so they do not have a rose. The petals are the dots that appear around the center dot (the rose). The one die doesnt have any petals because it doesnt have any dots other than the rose in the center. The two, four and six dies dont have any petals because they dont have a center rose. The three die has two petals around the center rose, while the five die has four petals around the center rose. On each toss of the dice, you need to look only at the dice that display a three and a five. They are the only numbers with both a rose and petals. Count the spots that are not in the center- two on a three die and four on a five die- and speak the total. That is the secret to playing the game.

Personal development planning Essay Example | Topics and Well Written Essays - 1000 words

Personal development planning - Essay Example A degree in Business Management is the best course that a person might undertake, especially at this age when big multi-billion dollar corporations rule the world. Business Management prepares the student for the business world by equipping them with the necessary skills that will enable them to excel from managing a local kiosk or a restaurant chain to offering them the capacity to possess and manage their own companies. Achieving such a feat may appear impossible, but with a Business Management degree, the student will be well equipped to achieve greatness. According to an Arcadia case study titled ‘Recruiting, selecting and training entrepreneurial managers’, â€Å"the success of any business depends heavily on the effectiveness of its managers†Ã‚  (Business Case Studies, 2015 p. 2). The obtaining of a business management degree guarantees the ‘opening of doors’ to a world full of opportunities for a vigilant pursuer of this common and most marketable course of study in the market. Without any exaggeration, the world is just a big string of businesses and business opportunities. From the grocery stall, to the rented apartment to the movie hall, everything is a business center waiting for the business management graduate to take advantage of. In essence, business management empowers its followers to rule the world. For a student to carry out the Business Management course, he/she will have to have or strive to achieve the following skills and knowledge. One of them is good organizational skills. In order to run the business, the manager must be able to take responsibility for bringing together different departments, be able to enforce and outline processes together with outlining what tasks each member of the organization is supposed to perform. The manager needs to be able to connect things together. Czarniawska (2004) expands on connection by suggesting that ‘connection’ is