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God and Godlike Humans in the Bible and Iliad argumentative essay help online

The characterization of individuals through specific and repeated character descriptions are consistent with social norms and create binding values associated each character. In the Iliad, which can be considered the primary religious text of antiquity, godly epithets are used to accompany characters with dominant abilities. The Bible also features consistent divine descriptions throughout the various writings.

By regularly featuring characters with “godlike” descriptions, Homer’s language defines the humanity and position of the Greek gods, creating a sharp distinction from the descriptive writing in the Bible that defines the unreachable position of the monotheistic God. Although the gods of the Iliad and the God of Genesis are similar in their interaction with mortals, the usage and nature of divine language in character descriptions, along with the ability for a mortal to attain “godlike” status, are remarkably different.

Throughout the Iliad, Homer pays respect to soldiers by mentioning their name with various adjacent positive qualities. In the first book of the Iliad, “godlike Polyphemous” is introduced among a list of noteworthy soldiers (Iliad 1:264). Although Polyphemous is an unfamiliar character that is not central to the action, Homer wholly compares him to a god. The pairing of this godly term with such an insignificant character represents how divine status is obtainable for mortals, especially because Homer does not provide an explanation as to how Polyphemous achieved this status.

Within this same listing of soldiers, Theseus is also mentioned as being “in the likeness of the immortals” (Iliad 1:265). While this phrase exemplifies noteworthy status in the gods’ perspective, it is distinctively different than being compared to the gods. Homer, therefore, employs specific language to carefully present a difference in how characters can either be in the likeness of the gods or completely similar to them. Homer frequents divine descriptions when mentioning soldiers, noting how numerous men have ascended into a role similar to a god simply by heroic accomplishments or physical attributes.

For example, Homer describes Idomeneus “like a god standing” and “Akamas, beauteous as god” (Iliad 2:230, 11:60). This divine language not only portrays the importance of both soldiers and physical prowess in society, but also represents how mortals can bridge the gap between the divine and the earthly by possessing superior ability or physical features. In book 5 of the Iliad as Diomedes is preparing for battle, Homer provides an anecdote of Eurypylos, who was “honored about the countryside as a god is” due to his victory in battle (Iliad, 5:78).

By mentioning this story and specific language before a battle scene, Homer demonstrates to the reader that Diomedes, or any character, can achieve godlike standing by winning a significant battle. Warfare, which is an integral aspect of society in the Iliad, also plays an important role in the Old Testament. In the book of Genesis, the writers mention Nimrod as the “first on earth to become a mighty man” (Genesis 10:8).

Similar to the large amount of soldiers mentioned in the Iliad, Nimrod achieves recognition for his violent skills and physicality. However, Nimrod is purposely introduced as a “hunter before the lord” (Genesis 10:10). Rather than comparing Nimrod to God because of his skill, the writers of Genesis portray his skill as being devoted to the lord. Although Homer would have confidently considered Nimrod godlike, this language displays how the writers of Genesis believed that superiority in skill does not create a godlike mortal.

Rather, excellent ability is practiced in honor of the lord and fulfilled in accordance with God’s desires. Odysseus, the skilled speaker and warrior, is consistently featured in the Iliad with godlike qualities. For example, he is titled “godlike” while motivating the Greek soldiers before battle (Iliad 2:335). This specific account not only displays how possessing a superior talent is considered a godlike quality, but also how reputation and fame grant worthy comparison to the gods.

Odysseus became well known during the Trojan War because of his profound ability to speak, giving him the opportunity to encourage thousands of soldiers who “cried out” and offered “applause” in honor and respect (Iliad 2:335). Homer’s language in this scene displays that famous and recognizable mortals are comparable to the gods, who are the most identifiable characters in antiquity. Because citizens of Greece admire Odysseus’ skill and knew his name just as if it were a god’s, Homer considers him to be godlike.

Hector, another distinguished soldier known throughout Greece, is the most notable example of immortal characterization. Presented as “equal of Zeus in counsel,” Homer portrays Hector as being wholly comparable to Zeus, the most significant of the gods (Iliad 7:47). This language blatantly proclaims that Hector, one of the most idolized mortals, is equally advisable as Zeus, the most idolized god. Because Helen is the speaker, the reader gains an understanding into the analogous value of both Hector and Zeus from a mortal’s perspective.

Abraham, one of the most prominent mortals in the book of Genesis, is the patriarch of the Israelites, serving as the liaison between God and his people. Abraham achieved his fame and status through defeating challenges and personal displays of righteousness, but the writers of Genesis do not consider him to be godlike. Rather, Abraham is considered “blessed by God most high” (Genesis 14:19). The highest achievement for mortals in Genesis is not to be considered godlike, but only to be fortunate under the direction of God’s desires.

This language proves that God not only provides success and preeminence, but also deserves honor from those he has provided for. Although similar to Odysseus and Hector in status, Abraham’s significance does not make him godlike. The writers of Genesis viewed his prestige and position as a gift from the unreachable God. Although mortals never deliberately strive to mimic the gods in the Iliad, Homer employs divine language to present how superiority in skill, physicality, and fame give mortals godly status.

In the Old Testament, mortals such as Abraham, who live according to God’s commands and therefore impersonate his heavenly characteristics, are never able to elevate to godlike status. Although both the Olympian gods and God present humanlike qualities and interact with mortal characters, the position of God’s status remains unreachable. The usage and nature of divine language in character descriptions may help explain why the Iliad is now historically considered mythology and the Bible stills remains a religious text.

Analyzing John Lennon’s english essay help: english essay help

All Dreamers Imagination comes about in dreams and requires the willpower to make them real. In the song, “Imagine,” John Lennon somewhat instigates everyone to visualize his vision of his imagination. Throughout the song he states how different the world would be, in lack of killing, material possessions, greed, hunger, etc. , thus leading us to virtually, an unrealistic, but ideal world. The word imagine, just that one word, can lead the complex mind to many notions. “What he left behind was the utopian imagination we all share that still exists in a million brains refusing to be silenced. (“World Socialist Movement”) “Imagine there’s no heaven, it’s easy if you try, no hell below us, above us only sky, imagine all the people living for today… ” The first verse of this song, “imagine there’s no heaven,” is already thought provoking enough. I think what he is trying to get across is the world would be a much better place without religion. The reason why he states, “it’s easy if you try” is because the world is horrific and brutal and it’s not hard imagining the world without a heaven.

Lennon once stated, If you can imagine a world at peace, with no denominations of religion—not without religion but without this my God-is-bigger-than-your-God thing—then it can be true … the World Church called me once and asked, “Can we use the lyrics to ‘Imagine’ and just change it to ‘Imagine one religion? ” That showed [me] they didn’t understand it at all. It would defeat the whole purpose of the song, the whole idea. Lennon caused much conflict just within the first 15 seconds of the song, considering religion is quite a touchy subject among many people. I can positively see why this song triggered so much controversy. Imagine there’s no countries, it isn’t hard to do. Nothing to kill or die for, and no religion too. Imagine all the people living life in peace…” Here again Lennon speaks upon religion. “The true inspiration for writing lyrics that captured that message of tranquility and harmony came to Lennon after he read “Grapefruit”; an inscription by his Japanese spouse Yoko Ono in which she speaks of the childhood experiences she had to live through during the course of the Second World War in her homeland of Japan. ” (“Writing A Writing”) Ono’s book “Grapefruit” contains an array of poems, which I found very similar to the song “Imagine”.

I think Lennon wrote that lyric, “imagine there’s no countries…” to state how he felt about war and religion. Without violence, the world would be uniformed. Within every verse Lennon shows how much potential humanity has. The chorus of the song contains a lyric so relatable to almost everyone. “You, you may say I’m a dreamer, but I’m not the only one. I hope someday you’ll join us, and the world will be as one. ” For the most part, everyone has imagined changing something or someone to resemble what they imagine flawless.

Lennon’s dreams concern humankind and world peace ultimately. “Imagine no possessions, I wonder if you can, No need for greed or hunger, a brotherhood of man. Imagine all the people sharing all the world… ” The first line of this section of this song is what really stuck out to me. Possessions mean everything to a large majority of people nowadays. For example, most people want the biggest and the best of everything. If there a new phone, TV, or car out, everyone needs to have it and sometimes the material possessions mean more to the person more than their own family.

Another obstacle that keeps people at a distance is their lack of ability to see everyone as equals, but, if we somehow found a way to cut out our greed, possessions, and our pride we could create a world of equals. This song is ultimately the voice of optimism and more so hope for mankind and humanity. It is an example of what the future can be, if we, as the people can accomplish. Lennon wanted to show what we were doing to ourselves and that with perseverance and determination we could mold the world and all nations into something we could be proud of.

World peace is the crucial fixation Lennon is trying to get across during the whole song. “You, you may say I’m a dreamer, but I’m not the only one. I hope someday you’ll join us, and the world will be as one. ” That’s what Lennon is ultimately trying to get across. Don’t be afraid to dream and make a difference.

Confidentiality and Minors get essay help: get essay help

Confidentiality is an essential component to the counseling process. It allows for the client to build a trustful relationship with the counselor. “ Counselors regard the promise of confidentiality to be essential for the development of client trust” (Glosoff & Pate, 2002). Most individuals that seek counseling services assume that what is discussed in the counseling sessions with the counselor will be kept in confidence with limited exceptions. These exceptions become a complex balancing act for the counselor especially when their clients are minors. Confidentiality is a widely held ethical standard a variously accorded legal right of clients and responsibility of counselors (American Counseling Association, 2005: American School Counseling Association, 2010). According to the Ethical Standards for School Counselors and the Code of Ethics and Standards for Counseling (2010), both specify that counselors are ethically required to take appropriate action and breach confidentiality in certain circumstances involving minors.

Counselors are required to breach confidentiality if there is imminent danger to self and others, if there is suspected child abuse or neglect or to protect a vulnerable client from danger. There are other limitations to confidentiality and minors as well. Some of these limitations involve parents and their right to know what is happening in counseling sessions between the therapist and their child.

This problem is one that schools counselors and clinical therapists must face when counseling minors. Counselors in both clinical and school settings are faced with ethical issues with regards to confidentiality each time they encounter a client that is a minor. School Counselors have a variety of roles and responsibilities to students, teachers, parents and administrators (Iyer, McGregor & Connor, 2010).

According to the American School Counseling Association (2004), it is the responsibility of the school counselor to help a child develop effective coping skills, identify personal strengths and assets, recognize and express feelings and provide a foundation for the child’s personal and social growth as he or she progresses from school to adulthood as apart of the process. School Counselors must collaborate with all persons involved with the minor in this process, which usually includes the parents and teachers. School

Counselors are also sometimes asked to be apart of child study teams within the school, which can be very beneficial to the students and those involved in their lives. School Counselors must follow the American School Counseling Association’s ethical standards for School Counselors regarding confidentiality. In beginning sessions between the client and the school counselor confidentiality should be discussed and the conditions in which it may have to be breached. According to Lazovsky (2010), The management of student confidentiality has been described as the primary ethical dilemma of school counselors.

There are various ethical and legal issues that arise for School Counselors when dealing with confidentiality. School Counselors are required ethically to report when a student engages in clear and imminent danger to themselves or others. Some school counselors base their decision to breach confidentiality on how imminent the danger is that is being presented by the situation. “Most counselors would agree parents should be informed of drug experimentation by an 8 year old. Many however, would disagree to tell parents that a 16 year old client reported occasional experimentation with marijuana” (Glosoff & Pate, 2002).

This example shows that school counselors should use discretion when deciding to breach confidentiality. These two minor clients are different but each situation has a variety of ways that it could be handled. According to Lazovky (2008), school counselors are advised to consult with supervisors and colleagues before making decisions based on breaching confidentiality. They should also know their state policies and laws in the school jurisdiction. Another ethical and legal issue that can arise for school counselors counseling minors in relation to confidentiality is the disclosure of student provided information to parents.

Privileged communication is apart of confidentiality. Privileged communication allows for clients to ask counselors to keep their communications and records of their counseling sessions confidential. Privilege belongs to the client and the counselor asserts privilege for the client. According to Glosoff (2002), the already complex issue of privileges communication for school counselors is made even more complex by who has the privilege when counseling a minor. Parents of minors rather than minor clients are assumed to control privilege. School Counselors are sometimes subpoenaed for court appearances when the parent’s do not agree on whether the counselors presence is necessary in the testimony or a parental custody dispute may be the heart of the legal proceeding. The ACA and ASCA recognize that school counselors have limits to their ability to protect client confidences. School Counselors must not only be mindful of their ethical duties but cooperate with any laws that that apply to them as well. The Family Education Rights and Privacy Act (FERPA) establishes that parents control the rights of students under the age of 18 (Iyer, McGregor & Connor, 2010).

This includes any of the student’s records such as grades, awards and date of birth. Decisions about the release of these records are based under exceptions under FERPA and also the parent’s consent. However, most records regarding the student are held in safe places where other school officials do not have or need access. Another law that school counselors must keep in mind is HIPAA. This law was enacted to protect patient’s health information. In relation to school counselors, the student’s medical records are being protected. The issue of confidentiality in Child Study Teams has become an ethical dilemma for many school counselors.

The school counselor must decide on what to disclose and what information to inquire about based on each member’s rights and responsibilities. Deciding what to reveal and what to keep confidential can be a hard and difficult task for school counselors. Clinical Therapists face many ethical and legal issues with regards to confidentiality as well. Clinical Therapists are different from School Counselors in their role with minors because the only stakeholder involved with the therapist in most cases is the parent. According to Ellis (2009), minor’s right to confidentiality is an area at times, which ethics and the law are in conflict.

One of these ethical dilemmas arises in the area client privilege. In the case of minors, this privilege extends to the parents who act as representatives to their dependent children. Clinical Therapist struggle with maintaining confidentiality for their minor clients especially when the law is on the side of the parents because they have the right to know. Stone & Issacs (2003) suggest that in order to deal with ethical issues regarding confidentiality and minors therapists should prepare a written professional services agreement which provides details on the limits and conditions of confidentiality.

At this point the parent can be involved in their child’s treatment in various ways. One of the ways that parents can be involved is through periodical family sessions. In the clinical counseling setting, there are often conflicts between duties of confidentiality and the need to share information with parents or other agencies that provide care for a child or adolescent. There can also be ethical conflicts between duties of confidentiality, grounded in respect for patient autonomy, and both statutory and moral obligations to report child abuse, which are grounded in duties of care and protection (Kaplan, 2005).

One issue which troubles some clinical therapists is a statutory obligation to report consensual sexual relationships that adolescents are engaged in with adults irrespective of whether they are clinically judged to be abusive, because they can be framed in many child protection statutes or guidance as constituting abuse. (Ellis, 2009). There are some similarities between confidentiality and counseling minors in both school and clinical settings. One similarity is that in both settings counselors must follow the same ethical guidelines for breaching confidentiality.

Breaching confidentiality is allowed by ethical codes in special or extreme circumstances (Lazovsky, 2008). In both settings counselors must carefully deliberate over the circumstances that are presented to them by the minor client in the counseling sessions. The counselor should then decide whether or not to breach confidentiality. This ethical dilemma is a difficult issue that many counselors are faced with in both clinical and school settings.

Another similarity between counseling minors in both school and clinical settings is that counselors must often consult with other staff members in both settings for the benefit of the children that they serve. It is important for counselors to educate other non-mental health staff members that they must keep confidential any personal information they learn about children as a result of their professional positions (Rehmley & Herley, 2010). If any information were to be disclosed outside of the school or clinical settings, it could be lead to grounds for a lawsuit.

There are some differences between confidentiality and counseling minors in both school and clinical settings as well. One difference is that counselors in clinical settings encounter fewer ethical issues around confidentiality and minors because parents usually have given legal consent for the counselor to work with the client. However in the school setting, Rehmley & Herley (2010) state that the counselor often does not have a legal obligation to obtain parental permission before counseling students unless there is a federal or state statute to the contrary.

Another difference between confidentiality and minors in the school and clinical setting is in the clinical setting the counseling process may be limited to the counselor, the minor client and the parents. Most minor clients who are placed in clinical treatment facilities will be unable to make crucial decisions for themselves. The privilege of informed consent will be given to the parent and the parent will operate in the child’s best interests (Glosoff & Pate, 2002). Counselors in both clinical and school settings find the ethical and legal issues of confidentiality difficult because there are constant conflicts between the law and ethics.

One issue that counselors find causes tension between law and ethics is whether children have the right to enter into a counseling relationship without parental consent. According to Rehmley & Herley (2010), every child has a moral right to privacy in the counseling relationship. Kaplan (2005) believes that children should have the same rights to confidentiality as adult clients. However, counselors constantly struggle between the ethical obligation of privacy to their minor clients and their legal obligation to the parents of the same minor clients to keep their child protected and safe.

There are some ways that counselors are able to deal with these ethical and legal dilemmas regarding confidentiality and minors. One recommendation that was made by Iyer, Baxter-McGregor & Connor (2010) is to develop and maintain a strong informed consent policy. Informed consent is a process that is an ongoing process and should begin before the counseling process begins. According to Glosoff & Pate (2002), it is beneficial in both settings to develop a written informed consent policy so that it can be given to parents and anyone else who is involved in the clients counseling process.

This is beneficial because all parties involved in the process will know about confidentiality and also what to expect. Another recommendation that was suggested by Iyer, Baxter-McGregor & Connor (2010) is to educate all members that are involved in the minor client’s counseling process about the importance of confidentiality. In this way there will be a reduction in the likelihood of difficult situations posed by ethical dilemmas developing in the first place. An explanation of confidentiality would be a great addition to an orientation to parents, teachers or other non-mental health professionals.

They would know what to expect with regards to confidentiality in counseling sessions with minors. Another suggestion that was discussed in the literature in relation to ethical and legal dilemmas regarding confidentiality and minors is to send out educational newsletters and emails. This suggestion takes a proactive stance towards the ethical and legal issue of confidentiality and minors and it helps to avoid the possible ethical dilemma before it occurs (Glosoff &Pate, 2002).

Some possible items that could be included in these newsletters or emails may be a definition of confidentiality, one’s informed consent policy, state regulations or law’s regarding confidentiality and a summary of ASCA’s and ACA’s ethics statements for counselors. Lastly, another suggestion that was discussed in the literature in relation to ethical and legal dilemmas regarding confidentiality and minors is for counselors to develop a strong network of professionals that counselors can confide in and ask advice when they encounter an ethical dilemma (Iyer, Baxter-McGregor & Connor 2010; Glosoff & Pate, 2002).

This network may include school psychologists, local psychologists, counseling professionals and any who works within a similar field. According to Iyer, Baxter-McGregor & Connor (2010), a counselor may use a common framework such Kitchener’s five moral principles regarding ethical decision making. The five moral principal’s are autonomy, justice (fairness), beneficence (doing good), non-maleficence (doing no harm) and fidelity (keeping promises).

Another ethical decision making model that can be followed is by Forester-Miller and Davis which is to 1) Identify the problem, 2) Apply one’s professional code of ethics, 3) Determine the nature and decisions of the dilemma, 4) Generate potential courses of action, 5) Consider the potential consequences of all options and choose a course of action 6) Evaluate the selected course of action and 7) Implement the course of action. Counselors in both clinical and school setting have a tremendous amount of responsibility to uphold when they are counseling minors.

The ethical and legal issues that arise for this group can sometimes differ and also be contradictory to each other. It is the responsibility of the counselors to prepare themselves and all parties involved in the counseling process with the knowledge that is necessary in regards to confidentiality and minors. In many cases when the counselor is left to choose the right course of action in regards to confidentiality, the outcome will inevitable benefit the client.

Farewell to Arms essay help writer: essay help writer

People often find meaning in their lives by devoting themselves to a certain passion or conviction. In Ernest Hemingway’s A Farewell to Arms, individuals struggle to find meaning and order in an otherwise chaotic and war-torn world. For example, Frederic Henry, who has little sense of direction or purpose from his demoralization from war, seems to find solace in love, which serves as the conviction Frederic needs to obtain peace and stability. Although his attempts to find order fail and lead to great suffering for him, Frederic ends up maturing greatly, with a better understanding of life.

Hemingway uses Frederic’s conflict between his duty as a soldier and his love for Catherine to demonstrate that maturity and true solace come from following a conviction and gracefully accepting the hardships that may follow. Frederic begins the war as a naive and detached young man seeking for a purpose in life to guide him through life’s troubles. He lacks the conviction needed for him to direct his decisions and live a meaningful life; he thus tries to find structure by enrolling in the war.

However, since he is an American with little connection to Italy, Frederic does not have a viable reason to feel committed to the Italian army, evident when he says: “Well, I knew I would not be killed. Not in this war. It did not have anything to do with me” (37). Even the promise of honor and the duties of patriotism mean little to Henry. Frederic voices his opinion of the irrationality of the war rhetoric by saying: “I had seen nothing sacred, and the things that were glorious had no glory and the sacrifices were like the stockyards at Chicago if nothing was done with the meat except to bury it” (185).

Despite the romanticized ideals about the war, Frederic feels that countless people were dying, not in dignity but in futility, and were rewarded with a disregard that is comparable to animals getting slaughtered in stockyards only to be buried right after. Frederic is unwilling to sacrifice for the war, as he feels neither an attachment to the Italian army’s cause nor an interest in the patriotic war rhetoric. Frederic slowly restores the passionate and expressive side of him that was lost from the war; his love for Catherine outweighs his loyalty to the army, enabling him to flee the war and find peace.

As he talks with Frederic about the void in their lives of religion, Count Greffi states: “you are in love. Do not forget that is a religious feeling” (237). True to the Count’s remark, both Frederic and Catherine treat their love with a religious devotion. As a result, Frederic develops a sense of meaning and purpose by isolating himself with Catherine, away from the chaotic and corrupt world around them. He finally finds peace when he separates himself from his chaotic surroundings to follow his desire: “I was going to forget the war.

I had made a separate peace” (243). His newfound sense of purpose is strong enough that Frederic can bring himself to ignore the potential risks of abandoning his military obligation in favor of following his passion. Frederic suffers through great heartbreak by following his desires rather than his moral duty, but through these experiences, he obtains wisdom and an acceptance of life’s tragedies. After Catherine’s tragic death, he acknowledges that “I haven’t any life at all anymore” (300).

Fredric realizes too late that Catherine was mistakenly the only source of order and strength in his life and is truly devastated as a result. But, as he says when talking to the priest about peasants fighting in the Italian army: “They were beaten to start with. They were beaten when they took them from their farms and put them in the army. That is why the peasant has wisdom, because he is defeated from the start. Put him in power and see how wise he is” (179). Frederic himself believes that enduring hardships leads to a greater wisdom and understanding of the world.

As if predicting the tragic end of his relationship, Frederic says: “If people bring so much courage to this world the world has to kill them to break them, so of course it kills them. The world breaks every one and afterward many are strong at the broken places” (249). Frederic, through his own suffering, is forced to understand that peace and stability must come from within himself, not from external means such as people or institutions, for the world is cruel and unpredictable.

Because of the suffering that ensued from following his conviction, Frederic is able to obtain a wisdom that would be unattainable had he not done so. The love Frederic feels for Catherine outweighs the moral obligation he feels to the Italian army and gives him something to live for. Though he initially suffers from his growing pains, at the end of the story, he is noticeably more mature and accepting of his hardships. Ultimately, Frederic’s love and his military obligation, two of his many solaces to the chaos during the war, serve merely as stepping stones in his search for true meaning in life.

The Ethical Imperative extended essay help biology: extended essay help biology

“A global ethic is only practicable as a personal commitment,” says the author, Dalla Costa. He explains that for businesspeople, this does not mean valuing profit less, but instead valuing people more. Throughout the article, the author shows that business reflects who we are as a society and the beliefs that we live by as individuals. He uses several examples of organizations that have been hurt by unethical behavior to support his statement.

Business leaders must assess their values and make appropriate changes since they operate in a global economy where market forces have left the human aspect weaker and the profit element skyrocketed. Dalla Costa attempts to convince businesses to pursue moral and ethical policies. He addresses the principle of right and wrong but emphasizes the importance of ethical behavior to long-term survival and profit. The article dissects the different characteristics attributed to those optimistic and pessimistic.

It describes the institutional pessimism of business, and explains how it is a product of fear – the fear of making mistake and of trying something new. The author argues that today’s universal interdependence requires a global ethic – concern for the consumers, workers, and the environment of the overall community. He also discusses the pressures that lead to unethical behavior by individuals and organizations. He develops on five core fallacies that ground the pessimists’ antipathy and prevent correction.

In the article, Dalla Costa outlines the process for incorporating ethical principles to the direct benefit of customers, shareholders, employees and profits. The author makes clear why corporate ethics must be a fundamental component of any firm. As managers and consumers, many people are concerned about issues like discrimination in the workplace, and are struggling to integrate their beliefs into their jobs. The Ethical Imperative links these personal values to business performance. ’Costly though they may be, ethics are not an expenditure but an investment’’ (Dalla Costa, 1998). This article can be related to any business. [From Tesco’s point of view] as trust is essential among network actors, we believe to be optimistic is the best way to achieve ethical practices and reach trust between the firm and the market. Since industry, employer, and peer pressure are important factors influencing employees’ decisions, and since they do what they think is expected from them, we will work on modifying our business culture to build ethic and trust.

Teams will be built to assess unethical issues, gather feedbacks and comments. This will in turn create a positive feedback loop. Also, Tesco will co-create supply chain transparency by 1. Demanding full transparency from its suppliers, 2. Working together with Tesco-Motorola-Food suppliers-Customers, and 3. Allowing customers to be true to their respective code of ethics.

Saturday Night at the Birthday Party college essay help los angeles: college essay help los angeles

Hannah invited 13 children to Jason’s birthday costume party at her home in Kissimmee. The children’s ages ranged from three to thirteen years old. Mostly everyone came to her home dressed in colorful costumes. Some were friendly, scary or funny,others were homemade or store bought. A young married couple arrived around 4:30 pm with their three-year-old son, Matthew, who is the subject of this paper..

His father John was dressed as a tattered bum and his wife Sarah was dressed as a friendly pretty witch. Little Matthew who is usually a white, blond hair male was dressed in a black cat outfit complete with the painted face to resemble a cat. He also wore the red nose, red cheeks and whiskers. He is tall and thin for his age. According to John and Sarah, Matthew’s parents, their son is a curious little boy by nature. Emotional Deveopment and Stranger Anxiety Matthew demonstrated a wide range of basic emotions as Kail and Cavanaugh predicted. Most scientists agree that complex emotions don’t surface until 18 to 24 months of age (Kail and Cavanaugh, 2006, pa. 186). ” Complex emotions require the additional step of reflecting on one’s own behavior and how one feels about it. Matthew moved his big blue eyes as he scanned the busy room filled with wild assortments of costumes that floated around him. Matthew did not speak much but his facial expressions of wonderment seemed to say what his mouth did not. Sometimes, his face would light up with excitement and other times he seemed to be paralyzed by fear.

He reacted to the hip-hop music by bouncing up and down and clapping his hands. Matthew demonstrated “stranger wariness; by the end of the first year the child becomes wary in the presence of an unfamiliar adult (Kail and Cavanaugh, 2006, pa. 188). ” He ran to his mother and father and hid his face in his mother’s lap when someone approached him to try to engage him in a dance. Until then he appeared to have forgotten about his parents. His ability to explore and his quick return to his parents when frightened showed that he had a secure attachment to his mother’s presence (Kail and Cavanaugh, 2006, pa. 177).

Temperament I myself was dressed as Raggedy Annie. Matthew did not seem to be impressed with or afraid of my costume. He showed much interest in some of the other more outrageous costumes i. e. : a Martian with antennas, and a “Bug’s Life” look alike. Matthew just simply sat and stared at other costumes. He also smiled and laughs at others. When his parents allowed him to move about freely, Matthew hesitated and clung to his parents. That did not last for very long. As the night wore on, Matthew adjusted to his freedom and ventured away from the safety of his parents. This behavior can be easily related to temperment. Temperament is a consistent style or pattern in a child’s behavior (Kail and Cavanaugh, 2006, pa. 93). ” When Matthew was first introduced to his new environment, he seemed slow to the adjustment. He seemed to be processing new information rather than just reacting to it. His activity level was very low at first. As time passed, he became more and more comfortable in his new surroundings and began to respond to it more favorably. This is evidence of “Slow-To-Warm-Up” temperament in which the child’s behavior is initially inhibited and then becomes more like the Easy or Difficult temperament types.

He did not pay much attention to the people who were not dressed in costumes. He did not play or laugh with them at all. Rather, he appeared to be more interested in the array of colorful costumes and the behavior that they were engaged in, either laughing and/or dancing. Psychosocial Development Erikson predicted that by age 2 children strive for autonomy, “independence from others and control over their own behavior (Kail and Cavanaugh, 2006, pa. 179). ” Around 6:00 pm it was time to eat. John and Sarah tried to get Matthew to sit with them so that they could eat together.

Matthew did not want to sit. He began to cry and pull away when his dad tried to lift him up. When they got Matthew to the table, Matthew did not want to eat. His parents tried everything. He was too excited about all that was going on around him. Clearly Matthew wanted to regulate what was and was not going to happen by exerting his independence so profoundly. He had demostrated his autonomy by resisting, crying, and pulling away. He is probably still going through his terrible two years. He has a strong will power, but it is short lived.

His reaction to some of the other more scary costumes and his need to be in the safety of his parents at that time showed some doubt as to his ability to deal with the unexpected. Once again, Matthew became unsure of himself. Erikson would classify this type of behavior as “AUTONOMY vs SHAME & DOUBT”. Cognitive Development Some of the other guests sensing what was going on with Matthew, attempted to help John and Sarah. A happy smiling clown went over and played with Matthew. The clown got him to eat some of his hamburger and french fries.

A white rabbit with a big fuzzy tail pretending to nibble on an orange carrot went over to play with him and Matthew laughed and played joyfully. A silly puppet went over and danced in front of Matthew. The puppet also got Matthew to eat a little more of his french fries and drink some of his apple juice. When the colorful clown and the silly puppet interacted with Matthew he reached out to them, smiled and laughed with them. They got him to eat. Then a hungry pig came over to Matthew and tried to play with him. Matthew cried and pulled away. A ghost and a Freddy Kruger look alike went to say hello to Matthew.

Matthew cried, swatted his hands at them to leave, twisted away from them, and started yelling no-no. Matthew’s fear of Freddy reveals the quality of “Appearance as reality” which is characteristic of the Preoperational stage of cognitive development (Kail and Cavanaugh, 2006, pa. 138). During the preoperational stage, magical thinking is the rule and children have great difficulty distinguishing between fantasy and reality. In Matthew’s mind he believed the costumes were real. He believed the scary characters wanted to harm him (twisting away, swatting hands, crying out no no).

His behavior was guided by a mistaken belief (Kail and Cavanaugh, 2004, pa. 123). I asked Matthew about the clown and the rabbit. Matthew said, “FUNNY, I WANT GO DOWN AND PLAY WITH THEM”. Matthew was also displaying “CONFUSION BETWEEN APPEARANCE AND REALITY”. Matthew is probably in the pre-operational stage of development. Although Matthew’s parents as well as he himself were dressed in costumes he still could not understand that these where simply people dressed up as he and his parent’s were. Theory of Mind This behavior is typical for a pre-operational thinker.

Piaget stated that children typically believe others see the world – literally and figuratively – exactly as they do. (Kail and Cavanaugh, 2004, pa. 134). Matthew may have seen these types of characters in other settings, like television. Based on the animated characters portrayals, and the way others reacted toward them, his memory has probably developed a schema toward those characters (fear-bad or friendly-nice). After getting permission from his parents I spoke with Matthew. I asked him why he cried when the pig and ghost tried to play with him? Matthew said because they are bad.

Then I asked if the pig and the ghost had been mean to him. His reply was “SCARRY”. This statement has lead me to believe that Matthew was exercising a “theory of mind” by attributing motivations to the other characters (Kail and Cavanaugh, 2006, pa. 123). (Kail and Cavanaugh, 2006, pa. 186) Conclusion: In Matthew’s preoperational thinking, an object’s appearance tells what the object is really like. Matthew is learning how to assert his wishes and to categorize his likes and dislikes. He has a theory of mind which includes attributes of good vs. evil.

He showed no emotion towards the people who were not in costumes even though they were strangers to him. He paid much more attention to the people who were in costumes and perceived them to be what they were imitating. Matthew distinguished between the clown, puppet, rabbit, pig, ghost and the “Freddy Kruger” look alike. He had and idea of what was safe and what was not safe, no matter how friendly they were to him. He demonstrated a wide range of emotion and secure attachment to his parents.

Feasibility Study Proposal Example high school essay help: high school essay help

Business Proposal will define broad city-wide goals for sustainable development into focused, actionable, area-specific strategies to ensure the vitality of the central area of Abu Dhabi city and enable us to achieve our community vision Abu Dhabi 2030. The planning process will place an emphasis on ways to promote and improve mixed uses and quality future concept of a retail facility, service-oriented and affordable, transportation and parking management, and the quality and capacity of public infrastructure.

Our intent is to identify, understand, and address current strengths and barriers to the creation of new futuristic retail facility development. At the same time we need to make the hard decisions necessary to facilitate the continued evolution and maturation of this vital and dynamic mixed use (ARF) facility. We will hire specialized retail consultant to help produce and accomplish this study and put it in force. Feasibility Study Methodology Our Study will serve the objectives by addressing the future retail marketing concepts through utilizing and studying of the following trends: 1.

Successful in international retail trends and retailing trends to attract the ‘new consumer’. 2. Creating new store (Future Stores) designs and concepts to engage consumers and drive profits. 3. Utilizing the latest in-store technology platforms to effectively create, manage and measure the in-store shopper experience. 4. Harnessing the power of innovative multichannel solutions to engage with new customers and increase the shopper experience 5. Maximizing the potential of social media to engage with the new consumer 6.

Future Branding: Connecting your brand with today’s consumer 7. Engaging with the regional consumer: Successfully introducing customer loyalty schemes to increase repeat custom, brand visibility and profitability 8. Capitalizing on the soaring growth of the grocery and FMCG market in the Middle East. Retail Feasibility Analysis A retail market analysis will help to determine strengths, gaps and opportunities for retail development and retention of ARF. Bearing in mind the following feasibility understanding: Abu Dhabi downtown is home to one of the most dynamic small downtowns in the UAE. ARF is one of the centerpiece of the community from a retail, dining, and entertainment perspective and widely regarded as one of the most successful mixed-use area. The ARF vicinity provides a variety of office, residential, cultural, retail, and institutional uses and is the undisputed center of new Abu Dhabi. * Over the past several years, the retail climate in Abu Dhabi has evolved. Major retail developments, traditional retail competitors and malls have added worthy competitors to downtown Abu Dhabi. Retail business has benefitted from the climate dominating Abu Dhabi island ( humid and hot ) most of the years round, to create the culture of shopping and entertaining in indoor areas. * Downtown Abu Dhabi is now at a crossroads of development. The community has enjoyed marked success since the boom of 1990s and does not wish to rest on those accomplishments. The recent recession has “complicated” the market forces at work in the country, resulting in store closures, reduced profits, and traditional retail churn.

In Abu Dhabi all of this is happening at the same time that retail and dining destinations have expanded out of the traditional retail business. * As you know Abu Dhabi now is on the cusp of a new downtown master plan process that will provide detailed analysis of downtown and provide the chance to share this planned community expansion. Scope of Work We will be working on the following subjects or tasks to fulfill the Objectives of the study. The Scope of work will be limited to the following: 1. Review and understanding of prior Abu Dhabi retail market.

Baby Boomers assignment help sydney: assignment help sydney

In the article Blue Collar Boomers Take Work Ethic to College Sander’s makes that argument that the baby boomers of our time are still eligible to work, and are very willing to try new ways of achieving the education to start different forms of work. Most of the baby boomer generation had gone straight to hard labor jobs to help bring home money for their families, and now that they are older the labor is straining on their bodies (Sanders 3).

While they may be older, they are still capable of learning how to use new technology and expanding their minds (Sanders 27). Sanders discusses that college is no longer a place for young adults to attend once out of high school, but rather a place for anyone to receive high education in order to attain a job. Some of the older Americans are choosing to go back to college. Mr Hill says, “I want a job sitting down, at the computer, in the cubicle…after being out in the field for so many years, I would like a sit-down job. Mr. Hill had decided that after working in the cold for so long, he thought that he deserved to make good money while not doing much physical labor (Sanders 24). After being a part of a great things or helping their country, some of the baby boomers believed that they deserve to live a cushy life. To a different extent, older Americans have to continue college as a matter of necessity. In paragraph 30 Mr.

Ronan states, “They do not have the luxury nor the interest in going back to college for two or three years, they need something quick… ” This statement tells readers that older Americans do not have the luxury to go back to college because unlike younger Americans, they have bills to pay. Some of the baby boomers are continuing college for a job because the hard labor of their old career has left their bodies withered (Sanders 3).

However, just because their bodies are incapable of hard work, does not mean that their minds are. When these older students come to college, they bring their values with them. In today’s society, people believe that college is just something that mostly everyone must go to after high school as a part of their path in life; and some take it for granted. The older Americans, or baby boomers, did not have the opportunities to go to college like we do. To them, college is a wonderful experience to learn the things needed to go into their field of work or even just to further their own knowledge. Baby boomers realize the value of a good education and what it can bring for their careers (Sanders 31). They are simply merging their work ethic from hard labor jobs, to studying just as hard in the class room.

Slave Trade Simulation essay help fairfax: essay help fairfax

Trading slaves, a practice that has been described as inhumane, evil, or even blasphemous, left little room for sensitivity for those making the decisions of the trade. Often people wonder how such evil could continue in the world for as long as it did. “The rewards of the slave trade overwhelmed any religious inhibitions that some of the traders and other beneficiaries might have had. 1 [Islam’s Black Slaves, p. 159] I will explain the delicacies of the trade agreements of the Yao, Kilwa-based Swahili Trade Lineage, and of the Zanzibari Indian Trading Lineage. After taking control of Kilwa in the mid-1780s, Oman transferred the bulk of the slave and ivory trade there. 2 [Islam’s Black Slaves, p. 146] The Swahili Trading Lineage of Kilwa were pleased, as it leveled the playing field and enabled trade to be profitable for everyone of the area.

If you are wondering how these slaves could have put up with such harsh conditions, keep in mind that, though the traders poorly treated slaves, the slave-owners often treated them more humanely. The ones who were not killed in the travel of the trade were lucky to be alive and thus weakened at the thought of revolt. As for the traders, many of their negotiations were so binding that they could not go back on an agreement at any cost. Trading elite were normally more concerned with upholding status as businessmen and thus, carried out any horror in the name of honor.

The politics of the slave trade were very much like those of the 21st century, in the sense that some were at the tip of the pyramid, with those who were the middle and finally its base. Yao elite kept their honor and held their position on the ground level by providing for their people through trade. Their mercantile success also determined their power locally, as they were a matrilineal society. The Swahili Trading Lineage (A. K. A. the next level of the pyramid), who acquired their slaves from the Yao, were facing pressures from the Zanzibari Indian Traders, who were controlling more and more of their territory.

These Zanzibari, who were actually Bhattians based in Oman, were looking to prove their worth with the Omani by influencing more trade in the Kilwa region, thus moving up a notch on the pyramid. The Omani (the eye of the pyramid) had recently forced the Portuguese out of power over their area, allowing for more even trade for the Swahili Trading Lineage. All were trying to hold their ground against the exerting power of the Omani while remaining in good relations with those who benefited them.

The Yao headmen, who were having trouble keeping their slaves alive prior to the trade, had to make a decision as to where 50 additional slaves to be given to the Swahili Lineage would come from. They could have chosen to attack a neighboring village, which might have had devastating consequences. Second, they could have offered up criminals of local villages. This would run them the risk of upsetting powerful families and causing half of the headmen’s lives if expected profits were not realized.

Third, they had the option of sending Yao traders to the Portuguese for the extra slaves. This would have caused prices to increase by 50%, which would have affected their probability of providing the right amount of slaves. For the Kilwa-based Swahili Trading Lineage, their main concern was conducting an effective and honorable business transaction in order to promote a marriage alliance with the Zanzibari Indian Trading Lineage. This would counter the growing authority the Zanzibari had over the Kilwas and protect their status as elites.

In order to do so, they had to fairly treat the Yao traders while ensuring a profit of at least 10 slaves and a gift for the Zanzibari of at least 10 slaves as well. Possibly the most influential of the transaction were the Zanzibari Indian traders. They set the market prices and held the fate of the Kilwa-based lineage in their hands. For the trade, wealth was just as important as power for the few who conducted the human trade. Profits were estimated to be over 60 percent, substantially higher for anyone who simultaneously traded ivory. Traders were not inclined to let go of their influence at any cost. Those who stood in the way of a successful trade were eradicated or assimilated.

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