Violence In Christianity And Islam Thesis Example | Topics and Well Written Essays - 1500 words - 1

Violence In Christianity And Islam - Thesis Example To a certain extent, one might point out that the religions which emerged on the latter stages of history often provided people with the tools to manage their aggression and refrain from violence. That is why one might suggest that the two notions, namely religion, and violence, are closely connected. Furthermore, the way they interact with each other is able to shed light on the peculiarities of the human nature. That is why it may be particularly significant to carefully examine an, compared how two different religions deal with violence in people. This paper will show that Christianity and Islam condemn violence, but have several provisions which are condition by history that justify it under specific and very concrete circumstances. While considering the moral framework of Christianity, one might think that there is no room for violence in it. Nevertheless, there are certain elements in this teaching which can prove quite the opposite. One of the most notable passages is taken from the Gospel of Matthew: "Do not suppose that I have come to bring peace to the earth. I did not come to bring peace, but a sword" (Matthew 10:34). As one can clearly see, these words clearly indicate that there is a part of teaching of Christ that is not peaceful. However, just like many parts of this book, the passage should be interpreted properly. Of course, it does not mean that a good Christian should follow the example of Christ and live with a sword in hand. The latter is a metaphor which urges people to direct their violence at their sins and fight them without fear (Sullender 16). However, there are some parts of the Christian doctrine that deal with real, not figurative violence.

Common ground Essay Example | Topics and Well Written Essays - 500 words

Common ground - Essay Example Prior to civil war, raw food materials were flooding the market because people prepared food like bread, cheese, vegetable etc. from the raw material, either bought from the local supermarket or home grown. Late nineteenth and early twentieth century saw the advent of processed food which immediately captured the interest of the consumer. Readymade food flooded the market and ‘two minute’ noodle became the craze. Similarly, the paint industry also went under transformation. Technology as well as the innovative approach to painting, became an instant hit with the consumers who loved the new technology. The emerging paint industries bought the smaller ones and grew rapidly, touching great heights in a comparatively short time. The changing consumer requirement became a vital market strategy in the coming years which saw the emergence of new industrial revolution that specialized in creating new market. The fast technological advancement became the hall mark of post civil war period. The corresponding change in the consumer behaviour was one of the most compelling factor in promoting fast industrialization which was highly original in ideas and became proficient in exploiting the market demand that was intentionally created. Hence the common ground of both the article is the changing consumer demand which moved from the traditional household industries to highly indigenous and technologically advanced industries in area of public interest and

The Impact of ICT on Education Sectors

The Impact of ICT on Education Sectors Knowledge, innovation and Information and Communication Technology have had strong on many economic sectors, e.g. the informatics and communication, finance, and transportation sectors. The knowledge-based economy sets a new scene for education and new challenges and promises for the education sector. Education is a requirement of the knowledge-based economy, the production and use of new knowledge both require a more educated population and workforce. Besides that, Information and Communication Technology is a very powerful tool for distributed knowledge and information, a fundamental aspect of the education process. The education sector has so far been characteristic by rather slow progress in terms of innovation development which impact on teaching activities. Educational research and development does not play a strong role as a factor of enabling the direct production of systematic knowledge. The fact, education is not a field that lends itself easily to experimentation, partly because experimental approaches in education are often impossible to describe in precisely enough to be sure that they are really being replicated. There is little classify knowledge in the department of education and only weak developed mechanisms whereby communities of faculty collectively can capture and benefit from the discoveries made by their colleagues. Information and communication technology potentially offer increased possible for codification of knowledge about teaching and for innovation in teaching activities through being able to deliver learning and cognitive activities. There are some real facts in the modern education. First, the Information and communication technology has been developing very rapidly nowadays. Therefore, in order to balance it, the whole educational system should be reformed and Information and communication technology should be integrated into educational activities. Other than that, the influence of Information and communication, especially the internet cannot be ignored in our studentà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s lives. So, the learning activities should be to formulate again, from the manual source centered to the open source ones. In this case the widely use of internet access has been an unavoidable policy that should be anticipated by schools authorities. Besides that, the companionship of games by internet have another serious problem that should be wisely handled by the educational institutions. The students cannot really extinguish from games. They can have and do with it wherever and whenever they want. In some situation, education establishment play an very important role to extinguish these problems. One of which is by facilitating the students to do edutainment or educational games. Schools can let their students be familiar with educational games adjusted by their teachers. Besides, they can also support and facilitate their students to have their own blogs in the internet. A lot of WebBlog providers are free to the users, such as WordPress. In their blogs, the students can create and write something, like an article, poem, news, short stories, features, or they can also express their opinion by an online forum provided in the internet. They are able to share experiences throughout their blogs to others from all over the world. I think it will be an interesting activity for them, and it will lessen their time to visit the negative or porn sites existed. I think our young generation will get more and more information and knowledge by browsing in the internet. So that, they can also create more new things in web design that it may be out of the formal curriculum content, but it will be useful for their future. Advantages of ICT on education sectors The first advantage is up to date and real world technology, to prepares the children for the modern world. Second, can let us more comfortable and reliability to the ICT when we are studying or working as well. Disadvantages of ICT on education sectors The disadvantage is never enough resources like computer for each classroom and you cant expect parents to buy their children a laptop to take to school and some teachers are from the old school and refuse to embrace it in their classrooms. Skills Needed in the Workplace of the Future Digital Age Literacy Functional literacy-Ability to decipher meaning and express ideas in a range of media; this includes the use of images, graphics, video, charts and graphs or visual literacy Scientific literacy-Understanding of both the theoretical and applied aspects of science and mathematics Technological literacy-Competence in the use of information and communication technologies Information literacy-Ability to find, evaluate and make appropriate use of information, including via the use of ICTs Cultural literacy-Appreciation of the diversity of cultures Global awareness-Understanding of how nations, corporations, and communities all over the world are interrelated Inventive Thinking Adaptability-Ability to adapt and manage in a complex, interdependent world Curiosity-Desire to know Creativity-Ability to use imagination to create new things Risk-taking-Ability to take risks Higher-Order Thinking-Creative problem-solving and logical thinking that result in soundjudgments Effective Communication Teaming-Ability to work in a team Collaboration and interpersonal skills-Ability to interact smoothly and work effectively with others Personal and social responsibility -Be accountable for the way they use ICTs and to learn to use ICTs for the public good Interactive communication-Competence in conveying, transmitting, accessing and understanding information High Productivity-Ability to prioritize, plan, and manage programs and projects to achieve the desired results. Ability to apply what they learn in the classroom to real-life contexts to create relevant,high-quality products The uses ICTs help improve the quality of education Information and communication can improving the quality of education and training is a critical issue, particularly at a time of educational expansion. Information and communication also can enhance the quality of education in several ways, first, by the increasing learner motivation and engagement, by facilitating the acquisition of basic skills, and by enhancing teacher training.14 Information and communication are also transformational tools which, when used appropriately. Advancing knowledge and the (knowledge) economy: the promises of e-learning The emergence of information and communication is represents high promises for the tertiary education sector. information and communication ia could indeed play a role on three fundamental aspects of education policy, is very access, quality and cost. information and communication is could possibly advance knowledge by expanding and widening access to education, by improving the quality of education and reducing its cost. All this would build more capacity for the advancement of knowledge economies. This section summarises the main arguments backing the promises. E-learning is a promising tool for the expanding access to tertiary education. Because they relax space and time constraints, ICTs can allow new people to participate in tertiary education by increasing the flexibility of participation compared to the traditional face-to-face model: working students and adults, people living in remote areas (e.g. rural), non-mobile students and even foreign students could now more easily participate in education. Thanks to ICT, learners can indeed study where and/or when they have time to do soà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬rather than where and/or when classes are planned. While traditional correspondence-based distance learning has long played this role, ICT have enhanced traditional distance education enabled the rise of a continuum of practices between fully campus-based education and fully distance education. More specifically, fully online learning can allow large numbers of students to access education. The constraints of the face-to-face learning experience, that is, the size of the rooms and buildings and the students/teacher ratio, represents another form of relaxation of space constraints. ICTs indeed allow a very cheap cost of reproduction and communication of a lesson, via different means like the digital recording and its (ulterior or simultaneous) diffusion on TV, radio or the Internet. The learning process or content can also be codified, and at least some parts be standardised in learning objects, for example a multimedia software, that can in principle be used by millions of learners, either in a synchronous or asynchronous way. Although both forms might induce some loss in terms of teachers-learners interactivity compared to face to face teaching, they can reach a scale of participation that would be unfeasible via face-to-face learning. When the needs are huge, fully online learning can be crucial and possibly the only realistic means to increase and widen rapidly access to tertiary education. Some developing countries have huge cohorts of young people and too small an academic workforce to meet their large unmet demand: given training new teachers would take too much time, notwithstanding resources, e-learning might represent for many potential students and learners the only chance to study (rather than an alternative to full face-to-face learning) (World Bank, 2003). E-learning can also be seen as a promising way for improving the quality of tertiary education and the effectiveness of learning. These promises can be derived from different characteristics of ICTs: the increased flexibility of the learning experience it can give to students; the enhanced access to information resources for more students; the potential to drive innovative and effective ways of learning and/or teaching, including learning tools, easier use of multimedia or simulation tools; finally, the possibility to diffuse these innovations at very low marginal cost among the teachers and learners. Distance E-learning has not only the virtue to be inclusive for students that cannot participate in tertiary education because of time, space or capacity constraints, as it was shown above. It can also in principle offer to students more personalised ways of learning than collective face-to-face learning, even in small groups. Although learning is often personalised to some extent in higher education through the modularity of paths, ICTs allow institutions to give students to choose a wider variety of learning paths than in non-ICT supplemented institutions à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ not the least because of the administrative burden this would represent in large institutions. This means that students can experiment learning paths that best suit them. Moreover, e-learning can potentially allow students to take courses from several institutions, e.g. some campus-based and others fully online. This possible flexibility of individual curricula can be seen as an improvement of the overall stude nt experience, regardless of pedagogical changes. In one word, e-learning could render education more learner-centred compared to the traditional model. CONCLUSION It is clear that ICT capacity will continue to expand at a rapid rate throughout the world. This expansion will be driven primarily for commercial purposes, but it will also provide the opportunity for economically important educational opportunities. Probably no country can afford to ignore this development. However, virtual education requires a very stringent set of conditions for it to work successfully. For these conditions to be met, there is a high cost in terms of investment and training. Most importantly of all, the technological infrastructure must be in place. While the technology underpinning virtual education is developing rapidly, the most valuable developments for poorer countries are not yet commercially available or developed. Virtual education is not the answer to many of the most pressing educational problemsfaced particularly by poorer developing nations. Other strategies, such as open universities, can provide greater access and more cost-effective delivery of education. Governments can do much to encourage the right environment for virtual education.Indeed, governments cannot afford not to expose at least a minimum number of its nationals to the benefits of virtual education. The poorer the country, the more focused itsefforts to support virtual education will need to be. Partnership with more developed countries, collaboration between countries with similar cultures and stages of economic development and well-targeted, small-scale projects will all help develop capacity and skills in virtual education.

Penelope, Clytaemestra, Athena, and Helen of Homer’s Odyssey Essay exam

The Ideal Women of Homer’s Odyssey      Ã‚  Ã‚  Ancient Greek society treated women as secondary citizens. Restrictions were placed on the social and domestic actions of many aristocratic women in ancient Athens.   The women depicted in Homer's Odyssey, on the other hand, are the ideal.   Penelope, Clytaemestra, Athena, and Helen are all women with exceptional liberty and power.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Before comparing the women of the Odyssey to those of Athens, it is beneficial to take a look into the lives of the latter.   A respected woman was to have characteristics including obedience, virtue, refinement, productivity, honor, beauty, talent and intelligence (social consciousness).   Sarah B. Pomeroy has studied this aspect of ancient life and discusses it in her book, Families in Classical and Hellenistic Greece.   She states that women from this Athenian polis (city-state) are part of their husbands' oikos.   Though, these women have some power within the oikos, their primary responsibility was the procreation of sons.   They held very little and most likely no political power.   They lived by guidelines set by society which were fairly restrictive.   They must not do tasks out of doors, for then they would become "the potential prey of rapists and seducers" (Pomeroy 21).   The wife must be kept chaste and pure, an d so there was a need for a slave-woman. Not only were the women not allowed outdoors, but they were not to come into contact with strangers, particularly men.   For, men would vie "to win honour for themselves at the expense of other men's honour, and wives were often mere adolescents" (Pomeroy 21). These "mere adolescent" wives were not only confined in their roles as women, they were also physically confined within the walls of ... ...ncient times.   Perhaps the men were in fear that the women, were they in the position of power, would be as repressive as men.   For whatever the many reasons for the situation in which the women lived, the truth holds that they are invaluable to society.   There may not be a female president for some years to come, but without women in modern society, there would be no male presidents either. Works Cited Aeschylus.   "Agamemnon."   Greek Tragedies. Ed. David Grene and Richmond Lattimore.   Chicago: U of Chicago P, 1953.   1-61. Homer.   The Odyssey.   Trans.   Robert Fagles. New York: Penguin, 1996. Pomeroy:   Pomeroy, Sarah B.   Families in Classical and Hellenistic Greece: Representations and Realities.   New York: Oxford UP, 1997. Pomeroy2:   Pomeroy, Sarah B. Goddesses, Whores, Wives, and Slaves: Women in Classical Antiquity.   New York: Oxford UP. Penelope, Clytaemestra, Athena, and Helen of Homer’s Odyssey Essay exam The Ideal Women of Homer’s Odyssey      Ã‚  Ã‚  Ancient Greek society treated women as secondary citizens. Restrictions were placed on the social and domestic actions of many aristocratic women in ancient Athens.   The women depicted in Homer's Odyssey, on the other hand, are the ideal.   Penelope, Clytaemestra, Athena, and Helen are all women with exceptional liberty and power.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Before comparing the women of the Odyssey to those of Athens, it is beneficial to take a look into the lives of the latter.   A respected woman was to have characteristics including obedience, virtue, refinement, productivity, honor, beauty, talent and intelligence (social consciousness).   Sarah B. Pomeroy has studied this aspect of ancient life and discusses it in her book, Families in Classical and Hellenistic Greece.   She states that women from this Athenian polis (city-state) are part of their husbands' oikos.   Though, these women have some power within the oikos, their primary responsibility was the procreation of sons.   They held very little and most likely no political power.   They lived by guidelines set by society which were fairly restrictive.   They must not do tasks out of doors, for then they would become "the potential prey of rapists and seducers" (Pomeroy 21).   The wife must be kept chaste and pure, an d so there was a need for a slave-woman. Not only were the women not allowed outdoors, but they were not to come into contact with strangers, particularly men.   For, men would vie "to win honour for themselves at the expense of other men's honour, and wives were often mere adolescents" (Pomeroy 21). These "mere adolescent" wives were not only confined in their roles as women, they were also physically confined within the walls of ... ...ncient times.   Perhaps the men were in fear that the women, were they in the position of power, would be as repressive as men.   For whatever the many reasons for the situation in which the women lived, the truth holds that they are invaluable to society.   There may not be a female president for some years to come, but without women in modern society, there would be no male presidents either. Works Cited Aeschylus.   "Agamemnon."   Greek Tragedies. Ed. David Grene and Richmond Lattimore.   Chicago: U of Chicago P, 1953.   1-61. Homer.   The Odyssey.   Trans.   Robert Fagles. New York: Penguin, 1996. Pomeroy:   Pomeroy, Sarah B.   Families in Classical and Hellenistic Greece: Representations and Realities.   New York: Oxford UP, 1997. Pomeroy2:   Pomeroy, Sarah B. Goddesses, Whores, Wives, and Slaves: Women in Classical Antiquity.   New York: Oxford UP.

Human Resource Management Essay

Human Resource Management (Fall 2013) MGMT 351 CASE STUDY 2 I Feel Great Les Partain, manager of the training and development department for Gazelle Corporation, was 64 years old and had been with the firm for over 30 years. For the past 12 years he had served as Gazelle’s training and development manager and felt that he had been doing a good job. This belief was supported by the fact that during the last five years he had received excellent performance reports from his boss, LaConya Caesar, HR director. Six months before Les’s birthday, he and LaConya were enjoying a cup of coffee together. â€Å"Les,† said LaConya, â€Å"I know that you’re pleased with the progress our T&D section has made under your leadership. We’re really going to miss you when you retire this year. You’ll certainly live the good life because you’ll receive the maximum retirement benefits. If I can be of any assistance to you in developing the paperwork for your retirement, please let me know.† â€Å"Gee, LaConya,† said Les. â€Å"I really appreciate the good words, but I’ve never felt better in my life, and although our retirement plan is excellent, I figure that I have at least five more good years. There are many other things I would like to do for the department before I retire. I have some excellent employees, and we can get many things done within the next five years.† After finishing their coffee, both returned to their work. As LaConya left, she was thinking, â€Å"My gosh, I had no idea that character intended to hang on. The only reason I gave him those good performance appraisals was to make him feel better before he retired. He was actually only an average worker and I was anxious to move a more aggressive person into that key job. We stand to lose several good people in that department if Les doesn’t leave. From what they tell me, he’s not doing too much of a job.† QUESTIONS 1. From a legal viewpoint, what do you believe LaConya can do regarding this situation? Discuss. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. What actions should LaConya have taken in the past to avoid her current predicament? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Banana Wars Case

1. If you were a member of the Organization of American States and its Permanent Council, with which one would you side? First of all, it depends on your vision of the problem. As for me, I can see two different approaches to this problem: * Economics; * Social. If you will take first approach into consideration, you have to choose Latin American countries, because they were discriminated by EU during long period of time. They had a quota of 2. 2 million tons with a tariff for all banana ($1,150 per ton) and former colonies had a preferential access to the EU market.Moreover, the unit-cost of production in the Caribbean is nearly 2. 5 times what it is for Latin American producers, so their product is much cheaper and easily to produce. As for social approach to this problem, you should choose the Caribbean countries, because banana exports are the mainstay of their economies, so they won’t win the competition of Latin American countries and their economies will fall down. Econ omics falls will affect lives of people in these countries, so in social approach you have to choose their side. 2. Given the WTO’s decision, what are the alternatives for the EU and the Caribbean banana growers?As for EU, they will have cheaper price for banana in their countries. But if there is a local producer inside the country, he won’t survive in this competition with Latin American countries. Taking into consideration Caribbean banana growers, their future is not very optimistic, because their banana export will continue to decline due to Latin American competition, so their workforce will seek for a new job. But mainly all of those who will lose a job won’t find a new one, because in Caribbean countries banana exports are the mainstay of their economies.So they should concentrate more on tourism, rather than banana’s export, because, as it was said in the case, the minister of tourism estimated that every acre of land used for tourism is three ti mes as profitable as one used for growing bananas. These steps will create more jobs for native people and will improve economic situation in these countries. 3. What types of strategic moves will an international marketing manager of Latin American banana exporter make? Well, first of all, he should improve export to EU after WTO’s agreement, because they have fewer tariffs, so they can compete with Caribbean countries.So, he should make some advertising in EU countries in order to win the competition and decide what amount of bananas he should exports to EU markets. Moreover, he should find out about European’s attitude to bananas from Latin American countries. If it is not good enough, he should make some things in order to improve this attitude, such as: * He should show the good quality of his product; * He should show that during the process of gathering and delivering bananas, they follow health-code standards; * He should promote this product in EU markets; * A nd so on.