Bible - 1395 Words

Master Guides Summaries Desire of Ages Summary – Christopher Pennerman The book The Desire of Ages was a book about the life and death of Jesus Christ written by Ellen G. White. It contains 87 chapters in total. Chapter 1 â€Å"God With Us†, talks about The Father and Son covenantedâ€â€" together to save fallen mankind, and answers the question was their plan conceived before or after the fall of man. It then goes on to talk about the importance that Christ had in becoming human. Next in chapter 2 â€Å"The Chosen People†, is based on Genesis 12:1-3, where it talks about Israel failing to be a blessing to the nations. It then goes on to explain about how you can be a blessing to your community. Chapters 10-12 go on to talk about Christ Baptism†¦show more content†¦Our human nature does not help us either on this question because we are naturally curious and we always want to know the answers for everything. Therefore, we have to help those who do not understand this concept and explain to them that there will be a day when we w ill have all the answers to our questions and that our human minds are too simple to comprehend the complexity of our Lord. The first chapter of the book, Gods Love for Man† was written to show us the quality of Gods love. It illustrates the inclusiveness and the acceptance presented to us by God and how we can just look around us and to the nature that surrounds us to understand a little more about God and his mercy. The first step of knowing God is to understanding His love for you personally. God demonstrates His love by providing your needs in ways that steer you toward salvation. Not a blade of grass, fruit or vegetable can grow without receiving life from God. All this He does for you. Though He cursed the earth for man’s sake, God again and again shows He is trustworthy, and that He desires an intimate relationship with you. Satan, on the other hand, has done his best to represent God as a vicious tyrant awaiting His first opportunity to destroy anyone who even slightly strays from God’s path. Christ came not only to save you and me but to show the Father’s true characte r, which exposes Satan’s lies. Gods and Jesus characters are theShow MoreRelatedThe Bible Vs. Bible874 Words   |  4 Pagesthis book of the Bible before? I never fully read the Bible, because â€Å"they† picked out what â€Å"they† wanted to be taught. They give us passages to remember such as, â€Å"I will lead the blind by ways they have not known, along unfamiliar paths I will guide them; I will turn the darkness into light before them and make the rough places smooth.† (Isaiah 42:16), but never, â€Å"Do not wear clothing woven of two kinds of material.† (Leviticus 19:19). I never truly sat down, and read the Bible. Even, when I wasRead MoreThe Bible And The Holy Bible766 Words   |  4 PagesMany evangelical Christians believe that there is no error in the Holy Scriptures. Since the Bible was written many years ago, we must reconcile our understanding of passages that seem to make contradictory statements. The Holy Scriptures as a whole is the Word of God. The doctrine of inerrancy of Scripture states that there are no errors in the bible. Two passages in 1 John, however, make seemly contradictory statements. But the author wrote under the inspiration of the Holy Spirit. The meaningRead MoreThe Bible Vs. Bible1597 Words   |  7 PagesIn our society today, we can see many bible verses being talked about, being referred to, being preached about, but what in reality does that all mean? Many of us use and interpret different verses in the bible to give someone else a bit of hope and love, a bit of knowledge about Jesus Christ or even to give ourself a boost of confidence and hope in our own personal life. For example, when I personally am â€Å"down† or I feel overwhelmed with certain situations in life going on and I talk to my motherRead MoreThe Bible And The Holy Bible Essay1730 Words   |  7 PagesFrom its first pages, the Holy Bible indicates that the most terrible even ts in the annals of space occur due to the human actions. From the theological point of view, the man is designated with such importance due to the fact of being the reason of war between God and Lucifer. Unfortunately, after the Fall of man, the evil was allowed into the world, and thus the world got secluded from God. God can speak to people, is able to remind them of His existence, but the whole tragedy of the pre-ChristianRead MoreThe Bible And The Holy Bible2735 Words   |  11 PagesMesser says that for Christians, the Holy Bible is the rich mixture of writings of various kinds, written over many centuries in many different settings collected together in the Hebrew Bible, and the New Testament; and by calling this collection of writing â€Å"Scripture† we are marking it off from other writings that come from the same places and times and claiming that is has some kind of special status and authority within the community of Christian faith. (Messer p5) One way for Christians toRead MoreThe Importance Of The Bible In The Bible2127 Words   |  9 Pagesare shown to us through His Word. The Bible proves that what the student did was unethical. As a result, the college was ethically acting when they decided to punish the student for wrong doing. The Bible will prove that words are very powerful, the student’s actions were unethical, and the college has the ethical right to punish those who breaks the rules. This is not a case of right or wrong it is all about should this student be punished. While the Bible does show why the student was acting unethicallyRead MoreThe Bible And The Hebrew Bible2344 Words   |  10 PagesThe book â€Å"Deuteronomy†, of the Hebrew Bible, describes the reiteration of laws that the people of Israel are to follow upon entrance to the Promised Land. Upon reviewing Deuteronomy, the people of Israel versus Moses and why Moses was refused entry to the land raises interesting questions. By predo minantly focusing on the behavior of the people of Israel, the behavior of Moses, their interactions with the God, and the language used by the author(s) it provides some insight into how and why eventsRead MoreThe Study Bible And Bible Commentary Essay765 Words   |  4 PagesScriptural Response Four In this paper, I will write a scriptural response to the assigned reading of the NIV Study Bible and the Wiersbe Bible Commentary. I will write my response to the reading from Leviticus and Numbers in the NIV Study Bible and Wiersbe Bible Commentary. Holiness God stress the importance of holiness all through Leviticus. God stresses this in the way that the Israelites are to approach him and worship him. God gives expressive and specific details on who and how to bring sacrificesRead MoreThe Bible And The Wiersbe Bible Commentary Essay763 Words   |  4 PagesIn this paper, I will write a scriptural response to the assigned reading of the NIV Study Bible and the Wiersbe Bible Commentary. I will write my response to the reading from Deuteronomy in the NIV Study Bible and Wiersbe Bible Commentary. Obedience God stresses the importance of obedience all through Deuteronomy. Deuteronomy starts with Moses retelling of how Israel delivered from oppression by God. How if they had only been obedient in the first place they would not have had to wander in theRead MoreThe Bible And The Hebrew Bible783 Words   |  4 Pagesa conclusion must be made that one can not put ancient literature into a neat and tidy â€Å"this is what the Bible is saying so it must be true† box. There are many parts of the Hebrew Bible that are strange to read. If many were lived out today, it would ostracize people, and to be blunt, land someone in prison. However, all of these passages are included in this great book, the Hebrew Bible, for a reason. They were important to the Jewish culture whom they were written for. Why were they important

Sociology Within 1984 by Orwell Free Essays

Madeline LaRossa October 24, 2012 C07789454 Potential Outcomes of Progress: Orwell’s 1984 1) Summary of the Book 1984 is an eye-opening novel written by George Orwell. Orwell wrote the novel in 1949 to outline how he projected society would be in 1984 if progress continued upon its current track. Orwell published the book as a warning that society must be careful about progress for progress’s sake, or conditions could end up similar to the way society is in his work 1984. We will write a custom essay sample on Sociology Within 1984 by Orwell or any similar topic only for you Order Now The novel is divided into three chapters, or books, each with multiple subunits, and these sections tell the story in chronological order. The book ends with an appendix on the principles of newspeak, the new language of Oceania. The novel follows Winston Smith’s experiences in London in 1984. Smith is a low-ranking member of â€Å"the Party,† the all-controlling ruling entity of their county Oceania. The Party (represented by Big Brother) has telescreens (two-way microphones and cameras) and spies everywhere with the purpose of finding and snuffing out anyone who is not fully and unquestioningly devoted to the Party. The citizens of Oceania are not allowed to own their own property, are not allowed any privacy (even in their thoughts), are not encouraged to have sexual desires, are forced to live under strict rations in constant wartimes, and are forced to alter their memories and records as The Party sees fit. The book focuses on Smith’s secret disobedience of the Party; he thinks he joins an underground resistance movement However, he is eventually captured and tortured into honest belief of everything that the Party and Big Brother claim and represent. 2) Summary of the Chapters The beginning of the first chapter takes place in April of 1984 and introduces the reader to the book’s protagonist, Winston Smith. Smith is coming home to his dilapidated apartment building (ironically called â€Å"Victory Mansions†) and reflects both on his troublesome varicose ulcer and on the large posters plastered everywhere, all advertising the same blown-up face and stating â€Å"Big Brother is Watching You. † The reader learns that although Smith is a low-ranking member of the Party, he is still under their oppressive control. Smith enters his apartment and sits in the alcove in his oom hidden from the telescreen; he proceeds to commit â€Å"thoughtcrime† by writing his true feelings against the Party in his secret diary. In the second and third parts of the chapter, Winston reflects on how there are spies everywhere searching for thoughtcrime and how a parent’s own child will turn him in. Winston thinks about his childhood and how the Part y has falsified historical records as they saw fit, even though Winston is not allowed to acknowledge or even be having these thoughts. Winston also reflects on a man named O’Brien, with whom he works and whom he suspects may also secretly question the Party as he does. In the middle of the first chapter, Smith goes to his job at the Party, where he falsifies old records in order to account for the Party constantly switching war enemies and eliminating questioning citizens. While at work, Winston hears an announcement from The Party stating that they are increasing rations, when Winston really knows that they are decreasing them. Winston observes how everyone believes this unquestioningly, but then wonders if he has given himself away when he realizes that a dark-haired woman has been watching him. When he goes home, Smith writes in his diary about how he would love to have a steamy sexual affair because the Party discourages sex for any means other than reproduction. In the close of the first chapter, Smith writes in his diary about how any hope for rebellion lies in the â€Å"proles,† the lowest class in Oceania, and a rumored secretive resistance group called â€Å"The Brotherhood. † Smith considers how bad the conditions are that everyone lives in, but then realizes that no one has any previous better conditions to compare it to, thanks to the Party altering all historical records. He writes about how he once had concrete evidence that the Party was lying about the past, and he repeats his suspicion that O’Brien shares his sentiments towards the Party. Winston eventually walks into the proles’ district and sneaks into a forbidden shop to buy a paperweight, a relic from the past. As he is leaving the store, he realizes that the same dark-haired girl is watching him and believes that she is a spy for the thought police, and that he has surely been found out and will be eliminated. The second chapter starts with the dark-haired girl slipping Smith a note at work saying that she loves him. The two eventually make secret plans to meet far out in the country, and Smith learns that her name is Julia. The two eventually do meet and have sex hidden out in the countryside, simply for the purpose of pleasure and defying the Party. Julia and Smith then return to their respective homes, thinking themselves undiscovered. Smith then rents a room above the shop where he previously bought the paperweight. Julia and Smith meet in the room whenever possible to have sex and share in the contraband food and drink they are able to obtain. As the citizens prepare for a large political movement supporting Oceania in its ever-going war, O’Brien makes contact with Smith and arranges a secret meeting between the two, confirming Smith’s suspicions about O’Brien’s disloyalty to the Party. Winston and Julia continue to meet in the room above the shop, and eventually, the two go together to meet O’Brien at his home. O’Brien turns off his telescreen (as he can do this since he is an upper-Party member) and enlists Smith and Julia in The Brotherhood’s secret efforts to overthrow the Party. O’Brien tells them that he will arrange to have The Brotherhood’s book of missions and truths delivered to Smith, and then bids them on their way. Smith does acquire the book, and the chapter ends with Smith and Julia reading it in their rented room. The book uncovers all of the Party’s lies and lectures on the Party’s ever-increased desire for complete control over all. The next morning, Julia and Smith realize that they have been found out by the Party’s thought police; the two are cornered in their room and restrained into custody. The last chapter opens with Smith locked up in the Ministry of Love, one of the Party’s three departments. Smith is originally still hopeful for the Brotherhood, but he then sees O’Brien there working for the Party; Smith realizes that O’Brien has actually been an undercover member of the Party’s thought police the whole time, and that the Brotherhood has never actually existed. O’Brien begins to torture Smith, trying to impress The Party’s ideals and principles into Smith. Smith initially resists, but after weeks of torture, he yields on all aspects of the Party and its teachings except for one: Smith still refuses to betray his feelings for Julia. Smith is transferred to more comfortable quarters in the department and is content for a while, until he accidentally reveals his prevailing love for Julia. O’Brien brings Smith to the infamous â€Å"Room 101,† where everyone is tortured with his or her worst fear. There, Smith is threatened with rats that will slowly eat him, so he finally renounces his love for Julia. At the very end of the last chapter, the story leaps to when Smith has been released back into society. Smith now honestly believes in everything that the Party does and represents and he respects them whole-heartedly. He runs into Julia by chance, but they both are now different people and go their separate ways. Smith eventually has a fleeting memory of his childhood but quickly dismisses it as a false memory, congratulating himself on his victory over himself and his unquestioning love for Big Brother. An appendix follows the last chapter of the book, explaining some of the vocabulary and grammatical structures of Oceania’s official language, New-speak. 3) Relation Between the Book and Class Materials Orwell’s 1984 holds great relevance to the topics we have recently covered in class. First of all, 1984 references, on several occasions, then tendency for people to get drawn into mass sentiments, doing things without knowing why they are doing them. In class, we referred to this as â€Å"collective behavior,† and defined it as â€Å"behavior that doesn’t involve that deliberate interpretation—instead we just get swept up and act as others are acting† (Weinstein, 2012). As an example, we discussed how people get swept up at a basketball game and react favorably simply because everyone around them is doing so, without specifically thinking about or analyzing it. We talked about how this can also lead to â€Å"circular reaction,† when a person reacts off of the person next to them, and then the person next to them reacts based on the original person, and so on, leading to amplification of the original reaction. 1984 touches on this concept several times. Early in the novel, the character Smith reflects on something called â€Å"the Two Minutes Hate,† in which everyone gathers once a day and simply hates and yells out against Oceania’s wartime enemy. Smith realizes that the mass hysteria of everyone around him can even change his own sentiments momentarily, as Orwell writes, â€Å"At those moments his secret loathing of Big Brother changed into adoration, and Big Brother seemed to tower up, like a rock against the hordes of Asia. . . † (Orwell 15). Later on in the book, Smith talks about how the uneducated Proles get swept up into moments of blind patriotism without really knowing or understanding what they are rooting for. Smith notices that â€Å"The poles, normally apathetic about the war, were being lashed into one of their periodical frenzies of patriotism† and realizes that the upper Party encourages this behavior in many slick ways, including propaganda and mind control (Orwell 149). Orwell yet again wants us to understand the dangers of this behavior as he writes â€Å"Times beyond number, at Party rallies and spontaneous demonstrations, she [Julia] had shouted at the top of her voice for the execution of people whose names she had never heard and in whose supposed crimes she had not the faintest belief† (Orwell 152). Orwell impresses upon the reader the importance of fighting this mindless behavior since this mindlessness can be very dangerous. We discussed in lecture how historically, people have often gotten swept up into mindless bureaucracy, doing things simply because everyone else is or because it is what they are used to doing or are told to do. We talked about how dangerous this could be— it can allow a bureaucracy to gain much more power than it ever should be able to, since its citizens do not question the things that the government does and implements, as occurs in 1984. Secondly, the attributes of progress and the ways technology influences it play a large role both in 1984 and in our class discussions. Early on in the work, 1984 overlaps some of the topics we have covered in class as Orwell references some of the various ways that â€Å"progress† is exhibited in a society; Orwell writes, â€Å"The Party claimed, for example, that today forty per cent of adult proles were literate; before the Revolution, it was said, the number had only been fifteen per cent. The Party claimed that the infant mortality rate was now only a hundred and sixty per thousand, whereas before the Revolution it had been three hundred. . . † (Orwell 74). Just as Orwell uses factors such as literacy rates and infant mortality rates to measure progress in society, we also learned in class that these can be important indicators of how a society is changing, as well as death rates and other statistics. Similar to how we learned in class that progress just for progress’s sake must be discouraged as it can lead to detrimental results, Orwell is warning against this very occurrence all through 1984. More specifically, Orwell warns against the dangers of excessive technological advancements: â€Å"Science and technology were developing at a prodigious speed, and it seemed natural to assume that they would go on developing. This failed to happen. . . partly because scientific and technical progress depend on the empirical habit of thought. . . As a whole the world is more primitive today than it was fifty years ago† (Orwell 189). Orwell later warns that technology can indeed ruin our private lives by allowing us to be constantly watched and submitted to endless propaganda. The character Smith reflects upon this when he says â€Å"Every citizen, or at least every citizen important enough to be worth watching, could be kept for twenty-four hours a day under the eyes of the police and in the sound of official propaganda. . . The possibility of enforcing not only complete obedience to the will of the State, but complete uniformity of opinion on all subjects, now existed for the first time† (Orwell 206). We discussed this very possibility in class when we talked about how citizens of today’s society are created technology that is smarter than us, and about how dangerous this could be towards the safety of our society in the case of a technological revolt. Professor Weinstein also pointed out how excessive technology can make it even easier for government can control us and gain power excessively; he pointed out that the government could be watching us right now through the webcams on our laptops and listening to us through our phones. Additionally, both our class lectures and 1984 reference aspects of a class system and a hierarchal society. First of all, when we discussed in class the characteristics of a bureaucracy, we talked about the concept of ascribed versus achieved statuses. We learned that in the family setting, a status is ascribed—a person is born into their position. However, in a bureaucracy such as that present in 1984, a status is instead something that must be worked for and earned—it is an achieved status. 1984 touches on this in the secret Brotherhood’s book, as the book lectures â€Å"In principle, membership in these three groups is not hereditary. The child of Inner Party parents is in theory not born into the Inner Party. Admission to either branch of the Party is by examination, taken at the age of sixteen† (Orwell 208). In lecture, we learned that since statuses are achieved in a bureaucracy instead of ascribed, the power of the status is held by the position itself, not the person that holds the position. In other words, we learned that in a bureaucracy, a person is simply filling a role that could be filled by anyone; if a person dies or no longer wishes to hold their position, it can quickly be filled by another person. People, or a policeman, for example, only hold power because of their uniform and job, not because of who they are on a personal, individual level. 1984 also teaches this concept; at one point, Julia is expressing how happy she is to finally escape her generic job position in the Party and instead simply be an individual woman as she exclaims, â€Å"In this room I’m going to be a woman, not a Party comrade† (Orwell 142). 4) Relation Between the Book and a Personal Experience 1984 and its teachings hold close relation to a personal experience I recently had. Last week, I had a huge assignment that I was trying to do for one of my classes. I settled in to start working on the paper, but then my phone rang. I picked up because it was my mother, and I ended up involved in a thirty minute conversation. I eventually hung up with my mother and returned to the paper, but soon after, I heard someone start talking to me from my computer! I soon realized that I had accidentally left my video messaging on on my computer, behind the screen on which I was writing the paper, and one of my friends had seen that I was online and started video chatting me. Since she had started the conversation, I was then obligated to hold a conversation with her in order to not be rude. All the while, I was distracted from working on my assignment. Once we finished talking and I turned off my chat program, I was tempted to check my email before I got back to my paper, but I realized that if I did, I may indeed never get to my paper. This showed me that technology certainly can be dangerous towards progress, not only on a large societal scale, but also as far as the simple task of writing my paper. All of the means of technology that my friends were using to contact me were simply invading my privacy while I was trying to concentrate and have a private evening to do an assignment. Reading 1984 only supported and increased my awareness of how distracting technology can be, and how dangerous and detrimental it can actually be in the grand scheme of progress. 5) Critique of the Novel 1984 has many positive aspects. I really enjoyed how Orwell used a fictional situation to teach readers and warn them against dangerous conditions rather than simply lecturing the readers about what they should and should not be doing. I liked this because even though a lecture-style presentation of material teaches important concepts, I feel that putting these concepts into a theoretical story helps the reader to remember the concepts and understand how they can be practically applied in real life. Although the ending is sad for the reader (as it extinguishes all hope that anyone could hold out against the Party’s mind control and excessive practices), I liked it because I thought it was important to drive Orwell’s teachings home. I felt that this ending was necessary because through the way things ended, Orwell showed that if society continued as it was in 1949, conditions would eventually get so bad that even the smartest individuals would not be able to undermine and revolt against the political entity, and there would be no hope. I feel that this was necessary because it shows just how important it was that people altered the path down which society was headed. I am hard-pressed to find anything that I dislike about Orwell’s work. At some points during the first half of the book, I wondered if Orwell’s long and detailed description of the conditions and unspoken rules of Oceania was really necessary, but as I read farther in the book, I realized that all of the descriptions were indeed necessary so that the reader would fully understand and grasp all of the terrors that were in store if society’s current track was not derailed. All in all, I really enjoyed this book, and it helped me to further understand many concepts that we discussed in lecture. When it was published in 1949, 1984 was, and remains as such now, an eye-opening warning of the way our lives will change if we ever allow our society and government to run away with itself by striving for progress simply for progress’s sake. Citations Orwell, George. 1984. New York: Penguin Group, 1949. Weinstein, Jay. Class Lecture. The Components of Change. University of Miami, Miami, Florida. 9 October 2012. Weinstein, Jay. Class Lecture. The Engines of Change. University of Miami, Miami, Florida. 16 October 2012. How to cite Sociology Within 1984 by Orwell, Papers

The Ugly Pumpkin free essay sample

As a child, there were few activities which excited me more than pumpkin picking. As the trees changed into their autumnal colors and the temperature dipped into the fifties, little else was on my mind besides the rows and rows of pumpkins, all awaiting my critical eye. When the time came for pumpkin picking, I could barely contain my excitement. I envisioned the perfect pumpkin, bulbous and orange, not a bruise or green spot to be seen. It had to be fat and jolly, its face smooth and ideal for carving. But what I found at the pumpkin patch one day was different from anything I had expected. As I meandered through the heaps of orange, brown, and green pumpkins, even the most beautiful, cherub-faced jack-o’-lanterns-to-be did not catch my eye. I traipsed forth and back, engrossed by the pumpkins which, as I progressed, appeared prettier and more unblemished than those before. We will write a custom essay sample on The Ugly Pumpkin or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But, surprisingly, their magnificent orange skin, glinting in the October sun, did little to mollify my endless yearning for the greatest pumpkin of the bunch. Instead, I found myself drawn to the least popular section of the patch. In a dank, shadowy corner where other customers seldom passed stood a decrepit old stand piled high with the ugliest pumpkins I had ever seen. They were shriveled and misshapen, their flesh splotched with grime and unsightly warts. No one seemed to pay these pumpkins any mind; everyone just seemed to walk right past†¦everyone except me, that is. At the very top of this precarious pile was the lumpiest, most rotten pumpkin of them all. Its skin was a mossy green and was encrusted with white, fluffy mold. Its frame was small and crooked, warped by malnutrition and neglect. It was old and shriveled and was speckled with battle scars. I took one look at this wretched, downtrodden pumpkin, and my heart was sold. There was something intriguing about that little rotted vegetable, something lovable about its dilapidated appearance. I felt a stirring of pity within me, and I wanted this pumpkin to be mine. I wanted to hear its stories of how it acquired such gashes and bruises. I wanted to love it and make it my own. I wanted to respect it like no others had before. Even though its appearance differed entirely from the perfect pumpkin I had originally envisioned, I felt that old pumpkin was the most beautiful of all. I bought it with my hard-earned allowance and made a beautiful, though slightly smelly, new friend. As the years passed, my pumpkin fixation dwindled to be replaced by sports, friends, and school. But there are aspects of that autumn day in the pumpkin patch which have never quite left me. Even now, as I approach the end of my high school experience, I have found that the people with whom I associate every day, the personalities of my family, friends, and superiors, are all personifications of the pumpkin patch so many yea rs ago. In some people, I see the bright, shining perfection of the pumpkin for which I originally longed. These people are happy, innocent, and content, seemingly unaffected by the rigors of life. In other people, I see the shrunken little pumpkin, the one which captured my heart. I see its bruises, its speckles, and its spots. I see its imperfections and vulnerable flesh reflected in their personalities. These people, like the little pumpkin, have had experiences, whether good or bad, which have shaped them. It is these people with whom I am closest, for these people have stories to tell, and I, I love to listen. I like to think that I too am like that battered pumpkin which sat in the shadows that day. I see myself as a bit blemished, slightly bruised, but all the more worthwhile because of it. I am different because of my imperfections, an individual because of my peculiarities. And just like the beautiful little pumpkin, I have stories to tell, if only the world will listen.

Organizations in the Global Market-Free-Samples-Myassignmenthelp

Question: How do you build a Marketing Mix? Answer: Introduction In todays market the technological advancement has become very rapid and due to this the product life of the goods, especially the electronics goods are decreasing in a uniform manner. For an example, when an organization launch a type of mobile phone or tablet using a specific technology and after a few months that particular technology gets replaced by an advanced technology. This will surely reduce the product life of the phone or tablet manufactured previously, as those devices would lag behind as per the technologys advancements (Van der Velden, Kuusk and Khler 2015). This is the present situation where the management of the organizations should think about a particular strategy that can enhance the product life of the goods manufactured by them and if the strategies are successfully implemented then it would be good for all the organizations in the global market. Review It is a general concept that marketing mix consists of 4 Ps, but it is a matter of fact that these 4 Ps are the examples of marketing mix. As this 4P model has become very popular and well accepted, this model is used as one of the most used examples of marketing mix. To increase the product life of the goods the management of various organizations should stress on the 4 Cs instead and those are Customer costs, Customer wants, Communications and Customer conventions (Kulik, Usatova and Gerasimova 2014). This model in todays world is much more customer oriented and it can potentially be used to increase the product life of some goods. 4 C model benefits If the management of the organizations stress on the 4 C model they would be focusing on the specific requirements of the customers, the communication with the buyers, conventions and the costs. In this way the manufacturer companies would be sure that what products would be in general accepted in the market and specifically who can be the target customer for those products (Stark 2015). The management has to consider that technology is getting advanced very in a fast pace and to enhance the product life of those goods they have to manufacture those products in such a way so that, that requirement of that particular product does not get diminished at least for a year (Patil and Bach 2017). At the same time the management has to keep in mind the fact that, the products life would be the time when they will be able to launch another device or product that is updated and upgraded than the previous product according to the customer needs. The managements can stress on the cost factors al ong with the communicating factor. The organizations should deploy a customer service who would guide the buyers when needed so that the customers stay loyal towards that particular organization (Mintz and Currim 2013). Product life In todays market if an organization builds a good reputation, then it would be easier for them to retain the customer base no matter how other organizations are competing. On the other hand the management of these organizations has to be aware of the fact they do not lag behind technologically. For an example it can be said that Nokia had a monopoly in the market of mobile phones. With time organizations like Samsung and Apple came forward with their unique ideas and slowly replaced Nokia from the market previously owned by Nokia (Bouwman et al. 2014). Nokia got behind as they could not adapt the changes that were required at that point of time and the other organizations took that opportunity to replace Nokia. Same goes for Dell and HP. They were lagging behind technologically and Apple took that opportunity and came up with their brilliant idea of MAC book and gained huge popularity along with profitability (Meyer and Katz 2016). There is an individual who works for Nokia mobiles, he himself stated that they could not adapt the changes of the market and thus perished, but nowadays after the buyout of the organization, the new structure of the organization allowed them a freedom to do their work and that resulted in incorporating latest technologies in the devices and some changes in the marketing mix. The organization got inclined towards 4C model of marketing mix that is mentioned above, and then the graph of success has started to increase from the last financial year. Conclusion To conclude, it can be said that the managements of the organizations should be aware of the changes in the market and take the steps accordingly. Nowadays the market has become very unpredictable and that is why the managements will be needing to be extra cautioned and do the needful in order to sustain and increase their productivity and profitability. The managements of these concerning organizations should realize the fact by now that in this ever-changing scenario they should not bank on to something and predict the future, as the turn of events can prove to be really costly for those organizations References Bouwman, H., Carlsson, C., Carlsson, J., Nikou, S., Sell, A. and Walden, P., 2014. How Nokia failed to nail the Smartphone market. Kulik, A.M., Usatova, L.V. and Gerasimova, N.A. (2014) Research of marketing technology in a construction sector of the Belgorod region, World Applied Sciences Journal, 31 (4), pp.642-645 Meyer, D.E. and Katz, J.P., 2016. Analyzing the environmental impacts of laptop enclosures using screening-level life cycle assessment to support sustainable consumer electronics.Journal of Cleaner Production,112, pp.369-383. Mintz, O. and Currim, I.S., 2013. What drives managerial use of marketing and financial metrics and does metric use affect performance of marketing-mix activities?.Journal of Marketing,77(2), pp.17-40. Patil, D.D. and Bach, C., 2017. Marketing-Mix For Strategy Building.Marketing,4(4). Stark, J., 2015. Product lifecycle management. InProduct Lifecycle Management (Volume 1)(pp. 1-29). Springer International Publishing. Van der Velden, N.M., Kuusk, K. and Khler, A.R., 2015. Life cycle assessment and eco-design of smart textiles: The importance of material selection demonstrated through e-textile product redesign.Materials Design,84, pp.313-324.

Use a Physical Activity Report Essay Sample to Write an Essay

Use a Physical Activity Report Essay Sample to Write an EssayA physical activity report essay sample may help you with the writing process. This is an easy way to explore the ideas in your paper without worrying about their style. It's a convenient, quick and easy method for students. So if you are planning to write an essay for class, check out this exercise sample first.The first thing you will notice is that you are assigned a topic for your physical activity report. You may be asked to explore the idea behind it, or you can use the sample to help with the particular topic. Another advantage is that you can have more than one theme for your paper. You can even choose different themes depending on the year, school, grade level and curriculum.Information about the topic can be found in the FAQ section. The specific instructions and how to proceed should be included as well. Sometimes it can also provide some ideas for additional content you can include as part of your essay. Check t he sample before hand so you can follow the directions as well.The actual exercises you will perform on the physical activity report essay sample can vary in length. One minute, five minutes, ten minutes and up to twenty minutes are all very common and are the maximum. There are also some variations. For example, some sites may ask you to complete the exercises and then sign your name.You don't have to be overly familiar with the curriculum and vocabulary to complete this type of study report. You can simply let it guide you through the steps. Also, you can use these tips to help you complete the more complicated exercises as well. You can use the workout log to record each step you take.When you understand how the whole idea works, you can look at it as a blueprint for your own project. Instead of rewriting your entire idea in your head, you can just write down the exercises and do them as written. Of course, you can always rewrite it as much as you want after you complete it. The manual can also provide you with different exercises, charts and graphs to make your assignment more interesting.Writing an essay is an art form. But getting a great physical activity report sample can make your paper more compelling. Keep these tips in mind to really be on top of your assignment and ensure you get the most out of your work.

Worker`s Injuries Essays - Employment Compensation,

Worker`s Injuries One million times a year, California workers seek help from their employers for an on-the-job injury. Most believe the state's workers compensation laws -- created at the turn of the century and overhauled four years ago -- will be a safety net. Instead, many will step into a world where, at perhaps one of the most vulnerable times in their lives, they will wander for years with little help. This is a world where doctors can earn $500 an hour writing reports, lawyers can earn $100 an hour arguing about benefits that are set by law, judges can make $85,000 a year and insurance chief executive officers can be paid $2 million a year. All while hundreds of thousands of injured workers -- among them school teachers, laborers and office workers -- face years of frustration and delays to get medical care and $39 to $490 a week. That's the California workers compensation system. And it is damaging lives. ''This system chews people up, and I don't like it,'' said Edward C. Woodward, president of the California Workers' Compensation Institute, the research arm of the insurance industry. ''This would be a scandal anyplace else in the world.'' After 1993 legislation made the most sweeping changes in workers compensation in 20 years, The Press Democrat conducted a 12-month investigation to see how well the reorganized system is serving California workers injured on the job. It found a system that serves the powerful voices of employers, insurance companies, doctors and lawyers, while workers remain unheard. Among the findings: * Benefits are the lowest in the nation for six out of 10 workers with a permanent injury. Overall, benefits are so low that California ranks 45th out of 50 states. * Injured California workers must go to court to get benefits 20 percent of the time, double the rate 12 years ago and more than four times the national average. * Insurers mishandle half their claims. In one of every five cases, the insurer won't properly notify workers of benefits, and in one of every six cases workers won't be paid all the money they're owed, according to state audits. * Fraud is overstated. While some insurance companies claim one out of three workers lie about their injuries, or 33 percent, the actual number of fraud cases sent to prosecutors is less than 1 out of 100, or less than 1 percent. * The state has one information counselor for every 20,000 workers comp cases, symptomatic of a bureaucracy that greets half of worker calls with a busy signal and can't even say how many claims are filed each year. * No state agency regularly monitors claims to see, for instance, whether insurance payments are received on time or whether injured workers are receiving appropriate medical care. Conflict and confusion To assess how claims are handled, The Press Democrat conducted the first-ever media analysis of state computer data, analyzing 26,400 North Coast workers compensation claims covering six years, as well as another 77,800 cases in central and southern California at the Santa Barbara and Long Beach appeals boards. It found that conflict and confusion are imbedded in a system that is taking longer to resolve disputed cases every year, while the number of disputed claims is increasing faster than the growth in the work force. One out of five injured workers will spend almost three years struggling with claims adjusters and doctors and lawyers to get the benefits they are guaranteed by law. The nature of claims is changing as well, moving from warehouse to office with a growing number of cumulative strain injuries such as carpal tunnel syndrome, which are more difficult to assess and harder to quantify. ''I wouldn't want to be an injured worker in this system, due in huge part to the inherent complexity, subjectivity and inefficiency,'' said Doug Widtfeldt, vice president of the Association of California Insurance Companies. ''Delays and disputes are an endemic problem.'' The California program -- funded by employers and run by insurance companies, or employers who self-insure -- covers 13 million workers, almost twice New York or Texas. Every year, it costs employers roughly $8 billion, pays insurance companies about $1 billion in profits, pays doctors and medical providers $2 billion for medical care, pays workers $2 billion, and spends the rest on administration. And it makes everyone unhappy. Worker's comp in California is an equal-opportunity headache. Employers worry about costs. They resent workers who take advantage of the system. They resent insurance companies that make generous profits. They wonder how they

Teaching to the Test in ESL Class

Teaching to the Test in ESL Class There are many issues surrounding the idea of teaching to the test. On the one hand, many feel that teaching makes it more difficult to test students knowledge because the focus is on the particular test at hand, not on holistic learning. Once learned, students can discard test-based knowledge and then begin to study for the next test. Obviously, this approach doesnt encourage language recycling, which is essential to acquisition. On the other hand, students who are thrown into a test without knowing exactly whats on the test might not know what to study. This presents a conundrum for many teachers: Do I pragmatically meet objectives or do I allow organic learning to take place?   For the English teacher, luckily, exam results wont lead to success or failure in life as is the case with the SAT, GSAT or other big examinations. For the most part, we can concentrate on producing and measuring the relative success or failure of each student. For example, I find giving students grades based on project work to be a highly accurate means of testing.   Unfortunately, many modern students have become accustomed to a test-based mode of study. In some cases, students expect us to give them clearly-defined tests. This is especially true when teaching grammar classes.   However, at times, students dont do very well on these tests. This in part is due to the fact that students are often not familiar with the importance of directions. Students are already nervous about their English and jump right into an exercise without clearly following the directions. Of course, understanding directions in English is part of the language acquisition process. However, it sometimes gets in the way.   For this reason, when giving any kind of standard assessment test, I like to teach to the test by providing a quick mock test in a review session leading up to a test. Especially at ​lower levels, this type of review will help students focus on their true abilities because theyll understand whats expected of them.   Example Review Quiz to Help Teach to the Test Here is an example review quiz I provided before a big grammar final. The test focuses on the present perfect, as well as difference in usage between past simple and the present perfect. Youll find notes and tips listed below the example quiz.   Part 1 – Circle the correct helping verb. 1.  Ã‚     Have / has he had lunch yet?2.  Ã‚     Have / has they played soccer today?3.  Ã‚     Have / has you eaten sushi? Part 2 – Fill in the blank with the PRESENT PERFECT verb. 1.  Ã‚     Fred (play / ) __________________ tennis many times.2.  Ã‚     She (have / -) __________________ breakfast this morning.3.  Ã‚     Peter and I (eat / ) _______________ fish this week.   Part 3 – Make a present perfect QUESTION with this answer. 1. Q ______________________________________________A: No, I haven’t seen Tom today.2. Q _______________________________________________A: Yes, they have flown to Chicago.3. Q ________________________________________________A: Yes, she’s worked for Google.   Part 4 – Write the correct V3 (past participle) in the blank. played  Ã‚     Ã‚  Ã‚     quit  Ã‚     Ã‚  Ã‚     driven  Ã‚     Ã‚  Ã‚     bought 1.  Ã‚     I haven’t ___________ a Lamborghini in my life.2.  Ã‚     She has _________ smoking cigarettes to be healthier.  3.  Ã‚     They’ve ____________ soccer two times this week.4.  Ã‚     I have _______________ three books today.   Part 5 – Verb forms: Fill in the blanks with the correct form of the verb.   Verb 1  Ã‚     Verb 2  Ã‚     Verb 3make  Ã‚     Ã‚  Ã‚     Ã‚  Ã‚     sang  Ã‚     Ã‚  Ã‚     Ã‚  Ã‚     Forgotten   Part 6 – Write ‘for’ or ‘since’ to complete the sentences.   1.  Ã‚     I have lived in Portland _____ twenty years.2.  Ã‚     She’s studied piano _________ 2004.3.  Ã‚     They’ve cooked Italian food _______ they were teenagers.4.  Ã‚     My friends have worked in that company _________ a long, long time.  Part 7 – Answer each question with a complete sentence. 1. How long have you spoken English?A: _______________________ for _________. 2. How long have you played soccer?A: _______________________ since ___________. 3. How long have you known him?A: ____________________________ for ___________.   Part 8 – Write the correct form of the verb. Choose simple past or present perfect.   1.  Ã‚     She ___________(go) to New York three years ago.2.  Ã‚     I __________________ (smoke) cigarettes for ten years.3.  Ã‚     He _______________ (enjoy / -) the movie yesterday.4.  Ã‚     _________ you __________ (eat) sushi before?   Part 9. Circle the correct answer. 1. Fred _________ cake yesterday afternoon. a. has eatenb. eatedc. ated. was ate 2. I __________ at PELA for two months. a. studyb. am studyingc. have studyd. have studied   Part 10 – Fill in the blanks in these conversations. Use present perfect or simple past.   Peter: Have you ever ________ (buy) a car?Susan: Yes, I have.Peter: Cool! What car ___________ you _________ (buy)Susan: I _________ (buy) a Mercedes last year.   Teaching to the Test Tips Project each section onto a whiteboard to make sure that each student  actually sees whats expected.Ask students to come up and complete individual sections of the quiz. Have other students state whether they have completed the exercise correctly or not.  On the whiteboard, circle keywords in directions to make sure that students take notice of specific instructions.For the first question in each exercise, ask a student to complete the question on the whiteboard. Ask the student to explain why they answered in that manner.  Pay special attention to time expressions. Students tend to forget how important these are. For example, in exercise six students need to decide whether for or since should be used. Ask each student why they chose for or since.  On multiple choice questions, ask students why each incorrect answer is incorrect.  Dont worry about making a review quiz the same length as the actual test. Keep it short as the focus is on understanding how to take the test.