The Nature of God and Man

The Nature of God and Man Utah Valley University Abstract The nature and relationship of God to man has always been human natures more important question. â€Å"As man is, god once was; as god is, man may become. † Lorenzo Snow. I have asked myself this statement many times. What is Gods nature? What is mans nature? And human nature is God's nature; therefore, a study of God’s nature is simultaneously a study of human nature. I will explain this statement and my beliefs about human nature and how it operates. The Nature of God and Man I wasn’t nice to other people.I was always fighting, arguing, name calling with the neighbors, as well as my teachers. I stole from department stores, I lied to my parents and coaches and teachers. I cheated on my homework and tests and my relationships. I hurt others in physical altercations. I would bully my peers verbally. I manipulated people into to doing what I wanted. I used drugs and alcohol illegally, I would drive drunk, a nd I disrespected my elders. I have brought embarrassment and shame to my family. I haven’t always understood mans existence and purpose here in this life.I have come to understand that my purpose, which is part of my God-given human nature, is to become like God. I have realized that very slowly as the result of many mistakes and challenges. Some, maybe most, of the experiences from my which I have learned about my nature—which is also human nature–have been negative, but, a few have been positive. A negative experience from which I learned a great deal was taking my first drink of beer at a party at my brother's apartment when I was sixteen. That drink soon led to my becoming an alcoholic.One of the good choices I made, and there have only been a few, was to leave college–including my athletic dreams. I returned home after my sophomore year at college and spoke with my mother about some of my bad choices. I now go to court appointed counseling for the b ad choices I’ve made. It feels like the last 6 years of my life have been spent cleaning up the wreckage of my past. I have learned that making decisions that violate eternal principles and laws that are irrevocably decreed in heaven bring about personal pain, anguish, and sorrow.That was true for me, and I’m sure it’s true for everyone. I have learned from the bad experiences reported above that they lead to failure and misery. People told me that, but I had to learn it myself. I have since begun to take the necessary steps to make amends and repent of these behaviors. I have entered rehabilitation centers and have met with professionals to clean up my past and to avoid those same behaviors. In other words, I have begun to listen to the God given voice inside of me that has always called me to become like God.I now have a better knowledge of my divine purpose and a greater sense of myself through understanding the nature of God and the nature of man. And what i s this new understanding? God’s nature is human nature. And human nature is God's nature; therefore, a study of God’s nature is simultaneously a study of human nature. Much of my new understanding is based on two of Christian doctrines more popular statements which I have pondered at great length. The first is from the writings of President Lorenzo Snow, â€Å"As man is, god once was; as god is, man may become. The second is that man is created in the image of god (see Doctrine and Covenants 20:18). So, I am going to spend some time discussing God's nature because (as I will show later) it is man's nature too. God was once as I am today, with both good and bad qualities and characteristics. He had flaws and character defects, but God was a man who desired good works and self improvement. I do not profess to know all about God; in fact I know very little. I don’t know what God was like before He became God. God was somewhat like me and He figured out over time w hat mattered most to his progression and happiness.God was intelligent, patient, and meek. Although at times, he also may have been frightened, angry, and alone. God has experienced some of the same, if not all of the same emotions and feeling’s human’s experience. God sinned–possibly even as humans have sinned. God became God by overcoming all his imperfections and discovering true happiness, and God desires to keep us from making some of the same mistakes. And he can do that because our nature and his nature are the same. God gave us commandments to help us to become like him. One of the most important things God learned was the existence of eternal principles.I guess that means that those eternal principles existed before God did. It was through discovering and conforming to those eternal principles that God became who God is now. He learned that these principles have consequences, and when you abide by them you receive joy, happiness, and progress. When you violate them your reward is shame, guilt, and sorrow, and you quit making progress–or become worse. One of the traits of God's nature is the ability to change. Having learned about eternal principles, God continually strove to upgrade himself by conforming to them and increasingly realizing his potential.He continually progressed toward eventual perfection. That is called eternal progression. The need to move toward perfection is an important part of God's nature and of human nature. God wanted to progress and was willing to pay the price for progress, God never gave up. He never quit growing, progressing, challenging himself, stretching his limitations, accepting help from others, receiving input and advice. God was willing to do whatever it took to overcome whatever stood in his way. God understood that it isn’t where he was, but where He wanted to be that counted.God's ability to change and His desire to progress are what eventually made him into God. God also had a body, and that body was both a blessing and the source of many problems for him. It was a blessing because it seems that a spirit can only experience a limited amount, not enough to become perfect. Apparently spirits went as far as they could go as spirits, and without a body, spirits could make no more progress. That happened to God, and so somehow he was given a body. I said above that God kept learning, and one of the things he learned was that he had to control his body.His body was designed with a very basic nature: to pursue pleasure and avoid pain. God learned that his body could not always pursue pleasure. God learned through his own experience that many physical experiences, including sexual gratification must be controlled. He learned that sex is for a man and woman. It brings pleasure into the relationship, brings the couple closer together, and allows room for intimacy and growth and procreation. When this eternal principle is violated, the spirit and the body go out of harmony. Any gratification which harms or interferes with others must be deferred.Any pleasure of the body which compromises eternal principals of ethics and morality must be deferred. These are examples of eternal principles which God learned about his body. God also learned that he could not always avoid pain. How did he learn that? He learned it from the temptations, struggles, disappointments, and failures discussed earlier. God surely felt pain; he probably still feels it. We know that he weeps over lost souls. But even so he doesn't just save them anyway in their lost state. God has learned that he can't, so He has also learned to bear the pain.God learned that the pain of labor and hard work is a tool to strengthen us and teach us valuable lessons. God learned about the pain of loss that comes from a broken heart or the death of a loved one, the pain of separation from the Holy Spirit, the pain of disappointment that may stem from family life and close relationships, the pai n of failure from school or from a goal not accomplished. God learned that while some pain can be avoided, very often pain must be endured. God learned that it is the price he must pay for progress. Another thing which God learned or discovered was the love of others.He discovered that joy comes from thinking about and serving others. At first selfishness probably seemed best to meet his needs, but God eventually discovered that self seeking didn’t really meet his needs. What he discovered was that when a person cares for another person, they care for the person in return, and even if they don’t care for the person in return, there’s a feeling of joy that comes from helping them, and that seems to be another one of those eternal principles. When God discovered how to achieve joy, he immediately experienced love. He wanted to share his knowledge with others.This is like Lehi who upon tasting the fruit of the tree of life (joy), immediately thought to share it wit h others. God's love for others became his work and his glory which is to bring to pass the eternal life of mankind. (see Moses 1:39). If, as President Snow observed, â€Å"As man is, god once was; as god is, man may become,† the description of God’s nature is a description of human nature. The same eternal principles that God discovered apply as well to me and you. The principles exist and if we conform to them we get happiness, and if we don’t, we get misery.At first, it didn’t feel natural, not part of human nature, to conform to eternal principles. God calls our desire to resist change the â€Å"natural man† and the natural man has to learn to conform to those principles. Humans can either learn eternal principles from God by following his commandments, or they will learn those principles the way God did, which was the hard way. I had to learn a great many of them the hard way. I was told on many occasions that the direction my life was headed would lead me to heartache. I have since discovered, the hard way, that those people were right.God shows us those eternal principles in the form of commandments. What God discovered about life he reduced to rules called commandments so simple people can live them. If we live the commandments, we learn and live eternal principles, if we ignore the commandments we are on our own. When Abraham Maslow developed his concept of self-actualization, he chanced upon one of those eternal principles mentioned above. A result of the years which God spent struggling, learning, failing, repenting, etc, was that he learned that he could only be happy when he was realizing his potential to be perfect.It is not an accident that when Maslow set out to study human nature by studying how healthy humans act, he discovered self-actualization. Every human desires to fulfill his potential, to become all he can be. Concluding that the nature of every human being, is to strive and progress to become like Go d. Everything Maslow said about self actualization is true. Maslow called it self-actualization; I call it eternal progression. God purposefully placed each human being here on this earth to receive a body. God discovered that a physical body is necessary in order to have joy. But humans also need to learn to control their physical bodies.God learned that the body cannot always have pleasure and that it must endure some pain. Healthy people learn the same thing. Bodies are a great blessing if they are controlled. Humans can’t have pleasures all the time; they must be controlled. Controlling pleasures is not the same as denying pleasures; we have to learn from God what an appropriate expression of physical pleasure is and what it isn’t. God learned that you can’t avoid all pain. We feel growing pains through emotions that are not always understood by us. There are the pains of labor from working on projects and tasks that might not be very successful.We must endu re the pain of sickness and death that may arrive without notice. These are all the types of discomforts which God understands from his own personal experience. Humans are social beings who instinctively, which means by their nature as humans, need to be with other people and to feel love in order to feel fulfilled and complete. The importance of social needs and friendship are greatly misunderstood. Human’s needs for friendship creates humans own self image; how a human is accepted by peers determines to a large degree their own view of their personal worth.I recall a good example of friendship and how it can influence others for good. I was struggling with some directional decisions. A friend of my brother befriended me at the local gym and after many conversations, he convinced me to play football with him and others. Through his friendship and mentoring I grew to better understand the need for good positive friends. Humans' needs are such that social interaction and love drive us to each other. Humans need love and interaction to give them a sense of purpose, a sense of belonging, and a sense of homeostasis.Just like God, most humans learn that loving others works better than selfishness. Humans are created in such a way that human beings need nourishment, constant stimulation through verbal and non verbal communication from other people. During infants’ beginning growth they need constant contact with their parents and others, giving them the opportunity to grow and begin learning. Throughout childhood and into adolescences and on to adulthood, humans need and want other humans in their life to give them a sense of fulfillment and satisfaction.Physical embraces are common in all of life’s relationships: for example, in athletics' high-fives and pats on the backside to congratulate one another for a job well done. Sporting teams huddle up before and during, as well as after games, in order to come together and experiences their physica l and emotional state of being. It is customary in many cultures to embrace one another with hugs and kisses upon greeting one another. Man is as God once was, and God is as man may become. In addition, man was and is created in the image and likeness of God.I’ve used these two well known Christian doctrines to argue that investigating God’s nature is the best way to understand human nature. I don’t pretend to say that my ideas are Christian doctrine, but they are what I have come to believe as a result of my own personal struggles and their relationship to those two doctrines. When the day comes that I will be seated across from others, counseling them, I hope to treat them as people who are struggling, just as god may have once struggled. And it will be my job as a counselor to help them see their potential to become gods or goddesses. ? ? ?

Economics Essay

Southwest Airlines begins a â€Å" Bags Fly Free† campaign, charging no fees for a first and second checked bag. Does this situation best represent producer– producer rivalry, consumer– consumer rivalry, or consumer– producer rivalry? Explain. Southwest Airlines â€Å"Bags Fly Free† best represent producer-producer rivalry. Consumers have so many different choices of airlines they can choose and generally most of us would like to get the most out of our money on our flights. Producer such as Southwest wants to win our business by providing promotion such as â€Å"Bags Fly Free† to entice consumers not to worry about paying bag fees at the airport. Airlines are competing with each other to win over a limited amount of customers. We as consumers want the best price and benefits with the least amount of stress. This cannot be consumer-consumer rivalry because there are plenty of airlines available to the consumers. Consumers are not limited to only Southwest Airlines so there won’t be any competiveness among consumers to fight for a seat to get to their destination. This is not consumer– producer rivalry because there is no debate in pricing. Southwest provides a price for their flight and we as the customer can either buy or not buy from Southwest. Customer cannot bargain back and forth with Southwest for a seat to their destination. This is definitely producer-producer rivalry in where Southwest believes their business direction is not to charge bag fees will be a competitive advantage over many other airlines who charges bags to fly.

Report Generator for Bayanan Barangay Hall Essay

Computer technology has been widely used in different fields, nowadays; computer is the main system that is being used from large and wide scale manufacturing up to small scale industries. The defining feature of modern computers which distinguishes them from all other machines is that they can be programmed. In recent times, the world has witnessed a rapid increase in technological innovations. This era ushered in the advent of the electronic computer system among other modern technologies. At present the computer technology has permeated nearly all aspects of human organizational roles and education. Computer encompasses almost all facets of human endeavors. So much has been written on it and its relatedness to all areas of human disciplines, which include computer/information technology, engineering, agriculture etc. However, in the field of case records their role is much less well defined, for here the organization of data as a preliminary to computer input is the real stumbling -block. Barangay Bayanan is one of the barangay in the City of Muntinlupa. It is bounded between Barangay Alabang and Barangay Putatan. With residents for about 35,865 the hall is strategically located along Bayanan Bay walk, Muntinlupa City. Transactions are currently done manually wherein, information about the citizens are being process by just simply writing the citizen’s name, age, location and other personal information. Producing report such as Barangay Clearance, various certificates etc. is done manually by ink and paper, which is very slow and consuming much efforts and time. Furthermore, the duplication of produced report to each citizen is often result to data management problem such as slow processing, inaccuracy of report and many others. These problems are typical of a manual or traditional system. This research aims to consider a computerized report generator is needed to avoid redundancy and to quicken the generation of reports from the replacement of the current manu al system. The general objective of the study is to design and develop a report generator that would serve as proposal to help Bayanan Barangay Hall to their operation and provides an easier, faster, more organized, secured, and accurate system.  The specific objective of the study is to identify the problems encountered by Bayanan Barangay Hall and also create a report generator that will improve the scope such as citizens, staff and administration. In general scope, the focus of this study is directed towards the design and development of a report generator for Bayanan Barangay Hall with its administration, staff, and citizens are selected. The report generator has a secure log-in for administration and staff. For its limitation, the study is limited only to citizen-data entry person transactions. The inventory report, payroll of the staff and the payment for the service rendered is not provided by the report generator because it will only focus in generating reports after the registration of the citizen’s information is being done by the authorized personnel.   This part describes the relationship between the dependent variables, independent variables and intervening variables of existing system and proposed report generator.

'Winning the vote made little difference to women's status in Essay

'Winning the vote made little difference to women's status in political life.' Discuss - Essay Example Discrimination against women was on the rise not only in politics but also in the working places. Most of the top jobs and management positions were held by the men especially in the agricultural farms and other industries. This therefore reflected the wages that were paid to the women and men had big differences. It is because of these discriminations that led to the establishment of women movements to push for their rights and betterment of their lives with regard to the political democracy. The movement for women suffrage played a vital role in the process that led to women winning the vote and increased women representatives in political positions. This process was very important in the history of Britain since it made a turning point in the political arena as it resulted into women being given equal opportunities in political positions and increased diversity of representation. However, this development has not fully transformed the lives of women with regard to politics and the re are still certain levels of suppression against women. This includes discriminations and inequality in works, low wages, gender roles discrimination and lack of equal representation in political positions among other inequalities. The movement for women’s Suffrage as mentioned earlier was very instrumental in this process. It played an important role in the mobilization of women from different parts of the nation as well as different women from low, middle and high class. This movement can be described as the vehicle that was used by the women in their achievement of political democracy and equal opportunities (Lovenduski, 1986). It organized protests across the nation in favor of the rights of women to vote. The efforts of Edwardian ladies during their protests in which they participated in chaotic protests that demanded for the rights of women to vote were very significant in the Britain. Cotton workers especially those from the Lancashire mainly campaigned for the women ’s suffrage movement in the farms, mills as well as within the factories in England. As stated by Ford (1997), women’s suffrage movement was one of the biggest women movements in Britain. However, this movement together with others had their own challenges. During the initial stages of the movement, the major participants were the middle class women together with the other women who worked in the increasing capitalist class. Most of these women were actually involve in the radical campaign for the abolition of slavery, the problems with the Corn Laws, the ruling ideologies among many other ideas that they felt were discriminatory against the women. The ruling ideology during this time provided a clear difference between the men and women in which the men were given the clear control over the women. The married women had to seek directions from their husbands even in political issues that affected their lives and hence remained a property of their husbands. The movement for women’s suffrage was also concerned about the divorce laws that never gave them the opportunity to take control of their lives, property, earnings as well as higher education and advancement in career and professional opportunities. These efforts resulted into women winning some of the rights after the end of that century. Women were given the rights to participate in the voting in the local elections. However, these were restricted to their qualifications and with regard to the property rights. As a result, not all the women participated in the elections but only few who met the qualifications mentioned above. This means that the right to vote was still not open to all women.

Does Iran have the capability to block the Strait of Hormuz Essay

Does Iran have the capability to block the Strait of Hormuz - Essay Example By using this large manpower, Iran could achieve temporary closure of the strait. The Iranian navy has bases all along the coast line of their country, together with a large naval air station and operative headquarters at Bandar Abbas situated on the north of the strait. The IRGCN has military outpost on the islands close to the straits such as Abu Musa, Larak, and Sirri.To protect all these straits along with establishing their strong hold over all these areas, Iran has also positioned pre-surveyed missile and air defence sites with satellite imagery of the southern coast of Larak, facing the strait.30In addition, Iran’s continuous effort to establish their rights over the islands of the Greater and Lesser Tunbs, situated in between the channels in the west will help them drastically if they ever push any effort to closethe strait. So after analyzing all the above points, one can easily mentioned that Iran can afford to achieve a momentary closure of the strait. This temporar y closure of any such strait have a greater impact on the world politics and economy not only in terms of oil trading but at the same time if there are any kinds of military approach is implemented to reopen it. Although, there is a different set of argument posed by other schools of thought that even if Iran should accomplish a blockade on the strait it would be partial due to the fact that it would inviteintervention from the international powerhouses like, UK, USA, Germany and other top power houses, by using their technological power and military strength can easily resolve the situation within a shorter span of time as it was witnessed during the 1980-88 Iran-Iraq War.31 Although all the above mentioned points are true, it is also significant to consider the fact that as Iran has large number of sea mines under their control so one cannot overlook their

Media Production Essay Example | Topics and Well Written Essays - 1250 words

Media Production - Essay Example This essay describes The Brock Group company, that has its presence in America, Canada and South America where its employees serve their clients in multiple areas. One of the main objectives of the company is to aid heavy industrial customers as a one stop provider of complementary services. In this essay main vision and values are described and analyzed. Safety is the core mission which sees that everyone is committed to the prosperity of the organization. The fundamental goal is to alleviate occupational injuries and illnesses through dedicated comprehensive safety training and the administration of safety programs. Commitment and safety commitment, that are considered more than the goals or the commitment of the organization. Safety culture is upheld that ensures risks are identified and eliminated. Ultimately, popular culture and artistic talents, nurtured and conserved by actions of communities such that of Brock Community. In conclusion of the essay, culture is of major importa nce and must be preserved from generation to generation as a learning tool of our origin and birth of creativity. The Brock Community has in no doubt made an impeccable contribution to the society it exists. Through its social responsibility, Brock community has demonstrated that the events which are organized by its members bring positivity to the world. Ultimately, popular culture and artistic talents, nurtured and conserved by actions of communities such that of Brock Community.

Comparative Paper Between the Bible and the Quran Research

Comparative Between the Bible and the Quran - Research Paper Example This essay stresses that one’s practical approach must be to agree on the issues on which there are no misunderstandings or disagreements. Be silent on other issues-either believe or disbelieve. Read them if you wish; do not read them if you do not wish. This is the practical example of mutual tolerance, which is applicable in the secular world also. Silence is the greatest virtue that can be practiced, when one senses tension on any issue, for human history is the witness—contentious issues have never been solved through violence or wars! This paper makes a conclusion that the differences and contentions about Noah’s flood etc. may not be a major issue as for the relationship between two faiths, but as we all know a tiny spark on religious misunderstandings may lead to a wild fire. The mind-level human sentiments are easily inflamed. This story about the flood and Noah’s Ark is one of the most read stories in the Bible. It involves tragedy and it is a story of salvation. The story of destruction of mankind and its re-growth kindles deep curiosity and gives the grim reminder as to what could have been the conditions and sufferings of all those affected, when a gigantic flood drowns them all. It raises serious questions about the then prevailing conditions in the society as to warrant such an action by God! It also instructs humanity to be away from the evil influences and lead a divine life, surrendering everything at the hands of the All-Merciful! He knows what is good for us in the given circumstances o f life!

How the external environment shapes the organization ( BOSTON PIZZA) Essay

How the external environment shapes the organization ( BOSTON PIZZA) - Essay Example Boston Pizza has a strong brand positioning and is the first chain of restaurants to offer fat-free menu items (Henry 234). The restaurants have huge televisions and spacious parking areas thus appealing to the middle income consumers. The external business environment shapes the operations of Boston Pizza and the strategic choices of the management. The external environment is beyond the control of the management and strategic choices must be made to adapt to the fast changing external environment in order for the restaurant chain to attain competitive edge in the market (Henry 172). The external business environment consists of the political environment, economic environment, social-cultural environment, technological environment, legal environment and ecological environment. PESTLE (political, economic, social-cultural, technological, legal and ecological) environment analysis tool will be useful in analysing and understanding how the external business environment shapes Boston Pizza. The political environment entails the political stability, the trade restrictions and attitudes of governments towards businesses, pressure groups, conflicts, and wars. The current political environment in Canada, United States and Mexico is stable, but there are different pressure groups such as anti-obesity campaigners that have been advocating for health eating habits (Henry 78). The Canadian government has implemented several measures that aim at protecting consumer interests and welfare in order to safeguard the health of the population. In this case, Boston Pizza must implement health-conscious menus in order to attract higher number of customers and adapt to the changing political environment (Kachru 84). The restaurant chain is capable of expanding to cities that have political stability and minimal pressure group influences. However, the government may

Law and economics Essay Example | Topics and Well Written Essays - 750 words

Law and economics - Essay Example More over, Black and Decker in their argument demonstrated that Byrne fully participated in the prosecution, comprising the addition that limitation into the claim and as such his claim was deemed to fail. While responding to this motion, Byrne filed an affidavit discussing the scope of the quoted previous art and hence the argument that for patentability limitation is necessary is not valid. Holding that Mr. Byrne was not qualified to provide expert testimony as one of the ordinary skill in the art, the court cleared Black and Decker of any malpractice. By denying Mr. Byrne the chance to proof his possession of ordinary skill in the art, it is inappropriate, and the court abused its discretion by denying the inventor to testify and proof the relation of the scope and content to the invention. Most intellectuals argue that in the absence of property rights over the knowledge embodied in an innovation would spur imitation and competition, thereby minimizing the innovators’ profit. As a result, legal rules have been enacted to address the intellectual property disputes. It is the amalgamation of an increasing pool of patents that should have never been approved, in the first place, with the growth of the patent lawsuit industry that is building up enormous costs for technology corporations of all dimensions and the economy at large. All of those billions of dollars spent in protecting dubious patent lawsuits, and buying up patents that will never be used to produce anything fresh is an appalling waste of money. The patent scheme has been wrecked for a long time, and failure to fix it soon will slow down one of the small number of engines of the economy still purring. Patents, which were initially perceived to protect innovators, are increasingly becoming nothing more than economic and legal weapons, to be cumulated in ranges by non-practicing bodies and used

Petroleum water injection Essay Example | Topics and Well Written Essays - 1250 words

Petroleum water injection - Essay Example For the formation of this petroleum reservoir worth producing various geological elements are required. These elements include; porous reservoir rock which stores the petroleum, organic rocks which are the source of generating the gas or oil and lastly some kind of traps to prevent leaking away of the oil and gas (Souza at el). Usually these traps are found in predictable areas like next to faults, top of anticlines and under sandstone beds. The traps are of three types; structural, hydrodynamic and stratigraphic traps. Hydrodynamic traps are not common types of trap. They usually caused by water pressure differences that are as a result of water flow which creates a tilt of hydrocarbon water contact. Structural traps are bents and deformed areas beneath the surface that hold oil and gas. Mostly the traps are simple domes or more complicated faults. A fluid, which is water, oil or gas, fills the pores. Gas move to the top as it is the lightest, followed by oil then water stays down. Stratigraphic traps are depositional in nature as they are formed frequently by porous sandstone body or limestone getting enclosed in shale. The oil and gas are kept from getting away by the shale. Petroleum reservoirs are generally located beneath the surface at 1000 to 30000 feet. They vary in size, type and age. They often extend over hundreds of kilometers, plus include a number of oil wells spread out across a big area. Petroleum reservoir formation can be divided into; planktons, algae and protein rich life buried beneath sand layers and mud at source rock this involves sand accumulation, lastly buried reside transfer into liquid hydrocarbons. Topographical characteristics play an important role in the petroleum reservoirs formation. Petroleum reservoirs were discovered in the 19th century when Edwin Laurentine discovered that rock oil produces a distilled product for lanterns he then did the first well drill in 1859.The success of this drill which was close to an oil seep mo tivated further drilling in the same area, which soon led to same explorations in other places. The growing need for petroleum products led to petroleum reservoirs drilling in several states and countries. Petroleum reservoirs can be accidentally discovered, this mostly happens when oil seeps to the surface or it seeps into water supply thereby exposing its presence in that area. In some instances, it is necessary to deliberately explore different regions by the application f geographical and scientific knowledge with the intention of discovering locations A petroleum reservoir may be discovered by accident, as has happened when the oil seeps to the surface or when the oil seeps into water supply, consequently revealing its presence in that location. Other times, it is often necessary to intentionally explore different regions through the application of scientific and geographic knowledge with the view of discovering other places that may contain petroleum reservoir. Petroleum explo ration and production which is the way to get gas and oil is performed by geologists, engineers and geophysicists. Geologists examine areas of the earth where sediments gather together. They then analyze the areas of interest closely to find out whether or not reservoir rocks and source rocks are present in the area. Examination of the rocks is done at the earth surface and drilled wells in the area. Geologists also use satellite images

McCarthys power Essay Example for Free

McCarthys power Essay We also see this clearly when the corrupt Putnam ruthlessly and heartlessly kills off his neighbours to buy their land, using his daughter and Tituba as mediums to accuse people with and feeding names into their mouths, as he does with the words, Sarah Good? Did you ever see Sarah Good with him (the devil)? Or Osburn? Before his daughter Ruth has even admitted to witchcraft, he spreads the word of witchcraft, cruelly calculating his next move. The words, That is a notorious sign of witchcraft, a prodigious sign, indicate his joy at the opportunity to make some money and settle some old grudges. His disregard for his daughters health is yet another example of his lack of humanity. Parris is equally selfish and cold. When questioning Abigail about her dancing in the woods, Parris proceeds to say, I must know it now, for my enemies will, and they will ruin me with it you must understand I have many enemies there is a faction sworn to drive me from my pulpit, like Putnam lacking any concern for Abigail. It is clear that people like Danforth, Parris and Putnam arent in the business of helping Salems society, as people of their status should be, but in furthering their own possessions. Without these individuals keeping order and maintaining justice in the town, all of the old grudges and petty grievances are allowed to run riot and influence the proceedings in court, as we see when Ann Putnam accuses Rebecca Nurse, arguably the most respected person in the town, of killing her babies. This is also an example of how little scientific knowledge was available at the time, and how eager people were to place blame on other people. Aside from the few individuals with integrity, like Proctor, Corrie and Rebecca Nurse, the rest of Salems society will sacrifice others to safeguard their name in the town. When questioned by Hale, Abigail seems to instinctively play the innocent child which the audience knows she is definitely not, an example of dramatic irony. Im a good girl! Im a proper girl! These words highlight how quick she is to defend herself, and her insecurity about her image and reputation in the village. Once she is safe, she proceeds to shift blame onto others, like Tituba. She tried (to make me drink the soup) but I refused She made me drink blood! Abigail realises her word is taken over Titubas because of the racial prejudice at the time the play is set in. People like Abigail, Parris and Putnam arent afraid to use this discrimination to their advantage, which only serves to kill more people, or to ruin their lives. It is ironic that one of the few admirable qualities that are found in the town is the reason that so many people die. Ultimately, people like Hale and Proctor realise that it isnt being seen as a good Christian or letting people think you are innocent that matters, but knowing yourself that you are innocent and have nothing to fear. It is this that convinces them that everything should be done to protect your innocence, even giving your life, in Proctors case. People like Proctor and Reverend Hale are purified by Danforths crucible but for the wrong reasons. While Danforths words, We burn a hot fire here; it melts down all concealment, would appear to be correct, they are ironic, in that the only way the truth comes out is if innocent people die first These men, along with the many others who are convicted, struggle long and hard with the decision of confession and lies versus integrity and righteousness. For others like Rebecca Nurse the choice is already decided, as her words, Let you fear nothing, another judgement awaits us all, suggest. She is firm in her belief that they will be repaid by God for maintaining their innocence. Johns dilemma is much worse, as he has family and children to worry about, and his name is ruined in the village already, as news of his adultery charges would have circulated. The impact of outpourings like, I lie and sign myself to lies! I am not worth the dust of the feet of them that hang, gives you the feeling that he realises the complexity of his situation, and that he is trapped either way. The real problem to him is that he believes it is his fault. Elizabeths last line, He has his goodness now. God forbid I take it from him, lets you know that she understands his choice and she respects and forgives him once again, which is ultimately what he wanted. The society has the ability to let innocent people die, not only because they are loyal to themselves and no one else, but because these people are willing to die for what they believe, or what they want, in Proctors case. There are many other people in the village who try to speak their mind, and do what is morally right, but whose aspirations are crushed by the opposing factors, like Parris, Danforth and Abigail. Mary Warren is a good example of this, as she hides from her fears, but then confronts them, only to be brought to her knees by the sheer callousness of Abigail. We can also attribute this to the earlier mention of Danforths interrogation-style cross examining as well, as he repeatedly asks the same question to Mary, Has Mr. Proctor ever threatened you for this deposition? Has he ever threatened you? Has he threatened you? It personifies the disorder of the courts legal system, as if Danforth doesnt get the answer he wants, you will suffer, whether you are right or wrong. Mary eventually caves in to the pressure, condemning Proctor in the process, although sympathy is felt for her, as all of her weaknesses are ruthlessly exploited by the girls, betraying Mary and leaving her with no other alternative. When Mary goes to court, she feels as if she is on trial and it is her credibility that is questioned, even though it is she who is accusing the girls, again linking to Hales earlier comment, Is every defence an attack upon this court? Danforth refuses to question the girls, as if they are found to be guilty, his reputation will be ruined and his judgement will be compromised. Instead he turns a blind eye you any damning evidence against the girls, and with the help of Parris, forces people to lie to save themselves, vindicating his decisions in the process. This is revealed when Parris declares, There is either obedience or the church will burn like Hell is burning! This is ironic, as Parris church is already burning like Hell as a result of his wayward leadership. Outbursts like this not only show the real character behind Parris fai ade, but they also serve to highlight the way he and Danforth work against the community, with an attitude that only helps the corrupt. Once Danforth has weakened the accuser, he provides them with a way out, as he does with Mary, slowly pushing her to convict Proctor with suggestions like, It may well be Mary Warren has been conquered by Satan, practically putting words in her mouth. His desperation becomes much more apparent when he threatens Mary, You will confess or you will hang, another example of his twisted logic and self-serving nature. This pressure to do what is expected draws parallels to the McCarthy era, when Un-American activities were seen as wrong, and the one person who should represent hope, Danforth in the case of The Crucible, is in fact an antagonist in the whole predicament. This pressure again links to fear, but in this case it is fear of authority that reigns supreme, as there are few people who have the courage to challenge the decisions made by Danforth, and face the harsh consequences. Any Salemites who enter the court are forced to choose between Danforths and Parris version of right, and the Christian right, which, in a just system, should be the same thing. As the play goes on, the audiences antipathy for Parris grows, as they see him twisting the words of others and lying in court to protect himself, hardly the actions people expect of a priest. A prime example of dramatic irony is witnessed as the audience can see straight through Parris false exterior, as he desperately tries to cover up anything that could point to his knowledge of the girls just dancin in the woods. Few Salemites have any knowledge of his ulterior motives, or that anything he does or says is purely for his own well being, and the manner in which he projects himself is a far cry from his real character. Parris attempts to use theology to secure his position in the good books of Danforth and the community, often referring to the Bible during the proceedings in court. He leads most of the society to believe that he is trying to help them and, by lulling them into a false sense of security, he then seizes the opportunity to rid the town of anyone he believes is a threat to himself, or his position. Utilising his status and reputation, he preaches, You should surely know that Cain were an upright man, and yet he did kill Abel, in an attempt to have Proctor convicted. No court can provide unbiased or uncorrupted justice if its own minister is trying to have the defendant killed. His words, The devil lives on such confidences! Without confidences there would be no conspiracy, are ironic but true, as it is he who as kept much greater secrets, and it is he is the devil of Salem. In this sentence he is accusing someone who contrasts greatly with him, Giles Corey. Miller uses Corey to bring humour to the play, but he also stands alongside Proctor and Rebecca Nurse as one of the main symbols of integrity and righteousness. Although he is revealed as a nai ve, slightly puzzled man, he isnt afraid to speak his mind, albeit with some harsh consequences like his wifes death. Unlike Parris, he values his friends, which eventually leads to his death. His response to the choice of betraying his friend or dying is admirable, his integrity clear as he replies, I stand mute. The audience feels a great deal of sympathy and admiration not only for Corey, but also Proctor and Rebecca Nurse who set a great example that, few others follow. There is immense injustice, as the only people who die are innocent, and they are the privileged few who have integrity. Although he cant stop the proceedings in the court, Hale disassociates himself from the fraudulent proceedings in the Salem court, with the statement, I denounce these proceedings, I quit this court, ruining his reputation in the process. His efforts to correct Danforths judgement are brought to a halt, often by Danforth himself who quips, I will have nothing from you Mr. Hale! This again highlights the stubbornness of Danforth, as he refuses to listen to anyone The structure of the play is quite regimented, as there always appears to be a glimmer of hope in each act, but the end of every act ends with chaos. This shows that the situation could never be resolved, as the paranoia and hysteria undermined any efforts to do this. In reality, it was the Salem society that was the devil, as Proctor declares, A fire, a fire is burning! I hear the boot of Lucifer, I see his filthy face! And it is my face, and yours Danforth! This again shows the humbleness of Proctor, as he has the integrity to face up to his shortcomings, while Danforth would prefer to hide, frantically trying to drown out Proctors words with his own, with the frenetic cry, Take him (Proctor) and Corey with him to the jail! This is another illustration of Danforths cowardice, and his inability to confront his flaws. Proctors earlier quote, God is dead! also serves to show the disorder in the justice system. The people who should represent God, like Parris and Danforth, are now the devils. We see further irony when Danforth states, I will not deal in lies, in a bid to obtain Proctors confession, when in fact, every pardon or conviction was based on a lie. No one can be sure if Danforth believed he was right in doing what he did, but it is obvious that he wasnt right. In contrast, it is more obvious that Parris had a hidden agenda. However, both were responsible for the deaths of innocent people, although it seems that this was the only thing that could bring their reign to an end. One of the reasons Miller wrote this play was to denounce McCarthyism, and the end again draws parallels to this period, as the whole saga only came to an end when someone took a stand against the state. There were very few people who were willing to stand up for their beliefs, not only in Salem, but also during the McCarthy era, which is understandable given the consequences. . Miller projects other figures as unlikely heroes, everyday people like Rebecca Nurse, Giles Corey and John Proctor, who have the courage and integrity to admit to their faults, and die for their beliefs. In this era, with the town steeped in anger, vengeance and despair, these individuals stand alone making their achievements even greater. Once a stand had been taken however, the repercussions suffered by the corrupt leaders of these eras were also similar. Danforths power over the public diminished rapidly and Parris walked the highroad, and was never seen again. McCarthys power ceased as well, highlighting again, that a few individuals with a conscience can make a difference, one way or the other.

Death and Absurdism in Camuss The Stranger Essay Example for Free

Death and Absurdism in Camuss The Stranger Essay In his novel The Stranger1, Albert Camus gives expression to his philosophy of the absurd. The novel is a first-person account of the life of M. Meursault from the time of his mothers death up to a time evidently just before his execution for the murder of an Arab. The central theme is that the significance of human life is understood only in light of mortality, or the fact of death; and in showing Meursaults consciousness change through the course of events, Camus shows how facing the possibility of death does have an effect on ones perception of life. The novel begins with the death of Meursaults mother. Although he attends the funeral, he does not request to see the body, though he finds it interesting to think about the effects of heat and humidity on the rate of a bodys decay (8). It is evident that he is almost totally unaffected by his mothers death – nothing changes in his life. In other words, her death has little or no real significance for him. When he hears Salamano, a neighbor, weeping over his lost dog (which has evidently died), Meursault thinks of his mother – but he is unaware of the association his mind has made. In fact, he chooses not to dwell on the matter but goes to sleep instead (50). It is when he is on the beach with Raymond Sintà ¨s and M. Masson and they confront two Arabs (who have given Raymond trouble) that Meursault first seems to think about the insignificance of any action – therefore of human existence. He has a gun and it occurs to him that he could shoot or not shoot and that it would come to the same thing (72). The loss of a life would have no significance – no affect on life as a whole; and the universe itself is apparently totally indifferent to everything. Here he implicitly denies the existence of God, and thus denies morality, as well as the external meaning (if it may be so distinguished from the internal or individual existential meaning) of life and death. (This latt er, existential meaning is later affirmed, as we shall see.) Meursault kills one of the Arabs in a moment of confusion, partially out of self-defense, but does not regret it eve though it means going to prison and, ultimately, being executed. He has the fatalistic feeling that  whats done is done, and later explains that he has never regretted anything because he has always been to absorbed by the present moment or by the immediate future to dwell on the past (127). In a sense, Meursault is always aware of the meaninglessness of all endeavors in the face of death: he has no ambition to advance socio-economically; he is indifferent about being friends with Raymond and about marrying Marie; etc. But this awareness is somehow never intense enough to involve self-awareness – that is, he never reflects on the meaning of death for him – until he is in prison awaiting execution. Of course, the meaning of anothers death is quite difference from the meaning of ones own death. With the former, one no longer sees that person again; with the latter, ones very consciousness, as far as we know, just ends – blit! – as a television picture ends when the set is switched off. Death marks all things equal, and equally absurd. And death itself is absurd in the sense that reason or the rational mind cannot deal with it: it is a foregone conclusion, yet it remains an unrealized possibility until some indeterminate future time. The meaning of death is not rational but, again, is existential – its implications are to be found not in abstraction but in the actuality of ones life, the finality of each moment. Before his trial, Meursault passes the time in prison by sleeping, by reading over and over the newspaper story about the (unrelated) murder of a Czech, and by recreating a mental picture of his room at home in complete detail, down to the scratches i n the furniture. In this connection, it must be admitted that he is externally very sensitive and aware, despite his lack of self-understanding and emotional response. This is evidence by his detailed descriptions. He is especially sensitive to natural beauty – the beach, the glistening water, the shade, the reed music, swimming, making love to Marie, the evening hour he like so much, etc. He even says that if forced to live in a hollow tree truck, he would be content to watch the sky, passing birds, and clouds (95). After his trial (in which he is sentenced to be executed), he no longer indulges in his memories or passes the time in the frivolous way he was accustomed to spend Sundays at home. At first, he dwells on thoughts of escape. He cannot reconcile the contingency of his sentence (Why guilt? Why sentenced by a French court rather than a Chinese one? Why was the verdict read at eight pm rather than at five? etc.) with the mechanical certainty of  the process that leads inevitably to his death (137). When he gives up trying to find a loophole, he finds his mind ever returning either to the fear that dawn would bring the guards who would lead him to be executed, or to the hope that his appear will be granted. To try to distract himself from these thoughts, he forces himself to study the sky or to listen to the beating of his heart – but the changing light reminds him of the passing of time towards dawn, and he cannot imagine his heart ever stopping. In dwelling on the chance of an appeal, he is forced to consider the possibility of denial and thus of execution; therefore, he must face the fact of his death – whether it comes now or later. One he really, honestly admits deaths inevitability, he allows himself to consider the chance of a successful appeal – of being set free to live perhaps forth more years bef ore dying. Now he begins to see the value of each moment of the life before death. Because of death, nothing matters – except being alive. The meaning, value, significance of life is only seen in light of death, yet most people miss it through the denial of death. The hope of longer life brings Meursault great joy. Perhaps to end the maddening uncertainty and thus intensify his awareness of deaths inevitability (therefore of the actuality of life), or, less likely, as a gesture of hopelessness, Meursault turns down his right to appeal (144). Soon afterwards, the prison chaplain insists on talking to him. Meursault admits his fear but denies despair and has no interest in the chaplains belie in an afterlife. He flies into rage, finally, at the chaplains persistence, for he realizes that the chaplain has not adequately assessed the human condition (death being the end of life) – or, if he has, the chaplains certainties have no meaning for Meursault and have not the real value of, say, a strand of a womans hair (151). Meursault, on the other hand, is absolutely certain about his own life and forthcoming death. His rush of anger cleanses him and empties him of hope, thus allowing him finally to open up completely and for the last time to the benign indifference of the universe (154). He realizes that he always been happy. The idea of death makes one aware of ones life, ones vital being – that which is impermanent and will one day end. When this vitality is appreciate, one feels free – for there is no urgency to perform some act that will cancel the possibility of death, seeing as though there is no such act. In this sense, all human activity is absurd, and the real freedom is to be aware of life in its actually and totally, of its beauty and its pain. Albert Camus The Stranger What if the past has no meaning and the only point in time of our life that really matters is that point which is happening at present. To make matters worse, when life is over, the existence is also over; the hope of some sort of salvation from a God is pointless. Albert Camus illustrates this exact view in The Stranger. Camus feels that one exists only in the world physically and therefore the presence or absence of meaning in ones life is alone revealed through that event which he or she is experiencing at a particular moment. These thoughts are presented through Meursault, a man devoid of concern for social conventions found in the world in which he lives, and who finds his life deprived of physical pleasurewhich he deems quite importantwhen unexpectedly put in prison. The opening line of the novel sets the tone for Meursaults dispassion towards most things. The novel is introduced with the words: Maman died today. Or yesterday maybe, I dont know (3). Although the uncertainty originates with an ambiguous telegram, it seems that the ton middle of paper or their emotions in general. He does not follow conventional social beliefs nor does he believe in God, nor salvation. Meursault however loves his life. It is a pure love derived from enjoying his existence on a day-to-day basis, rarely looking back and never looking forward. His love is not dependent on doing what society or some religion has deemed correct, but on what he feels he wants to do despite what most would consider common. In Albert Camus’ â€Å"The Stranger† the â€Å"story of an ordinary man who gets drawn into a senseless murder† is told. Taking place in Algeria this man, Meursault, is constantly in a climate of extreme warmth, as are all the inhabitants therein. The sun, the source of light and the cause of this warmth, is thus a vital and normal part of his life. It brings warmth and comfort yet it can also cause pain and sickness. Throughout most of his life Meursault has lived with the conflicting forces of the sun and light, as a friend and foe. However in Chapter 6 these forces become unbalanced and the sun becomes an aggressor causing Meurault physical pain and jolting him into violent action. Although the sun becomes increasingly aggressive as the novel transpires, in the beginning its forces were balanced causing some good and some bad effects. The most evidence of the sun as a foe is found during Meursault’s mother’s wake and funeral. During the wake Meursault is constantly â€Å"blinded† by the bright light. This combined with â€Å"the whiteness of the room† â€Å"[makes his] eyes hurt.† However, this same light also creates a â€Å"glare on the white walls†¦.making [him] drowsy† and allowing him respite from the knowledge of his mother’s death. So, all at once light was good as well as bad for Meursault. Again, during the funeral â€Å"with the sun bearing down† the heat was â€Å"inhuman and oppressive,† causing Meursault great physical discomfort. Yet, in the same token, the heat is also â€Å"making it hard for [Meursault] to †¦think straight† thereby allowing him an escape from his mo ther’s death. Not all of the sun’s effects have a flip side however; throughout the novel â€Å"the sun [does Meursault] a lot of good,† by warming him and making him feel alive. Thus, although both positive and negative situations come from the Work Cited Camus, Albert. The Stranger. Trans. Matthew Ward. New York: Vintage International, 1989.

Importance of Communication in Human Resources

Importance of Communication in Human Resources Critically analyse the importance of effective communication skills in relation to the practice of Human Resource Management. In a workplace increasingly swirling with change, where the people part of the equation is increasingly critical to organizational success, getting communication right could be the defining factor in gaining competitive advantage. The importance of human capital: the idea that people are increasingly the only asset that differentiates one organization from another; puts human resource management (HRM) squarely at the forefront of the rapid change toward an information based economy. People need to know what’s in it for them and HR program components hold the answers. The best designed benefits package or most elegant compensation design will fail if no one fully understands and appreciates it. Thus, no other function could benefit from effective communication skills more than human resources. Broadly speaking, effective communication is â€Å"leader-driven and attempts to help people understand the market forces that shape the actions and strategy of the business.† (D’Aprix, 1996) This means that communication planning should incorporate how to drive employee behaviour to fulfil business outcomes, not simply the tactics and channels used to disperse information to a workforce. The result for business, and hence HRM, has been the challenge of getting the right people in the right place doing the right work in the right way. It may sound simple but is complicated by the simultaneous demographic changes challenging the working world. The population is aging with more employees wanting to stay put for longer at one end of the spectrum, while at the other end younger workers are moving more often. However, 75 percent of the jobs available are in the information, technology and service sectors, areas which traditionally skew toward younger applicants. Amid this ch ange, HR and other managers are faced with rallying their people around a set of common goals aimed at winning in the marketplace, and building such affiliation by negotiation among various employee groups is no easy task. Indeed, effective negotiation skills involve not only getting your message across to another person, but learning how to read what the other person is saying to you. This means not only listening to other people’s words, but also learning to interpret their body language. It also means learning to communicate without pre-empting other people or making them defensive. (Griffin, 1998) Studies on audiences’ reactions to speeches show that a speaker’s persuasive powers come from not just what is said but the way the speaker looks and sounds. Since the nonverbal cues you project are as powerful as the verbal ones, first, determine what it is you want the person you’re communicating with to do, then select an appropriate combination of words and body language to convey your message in order to communicate effectively and influence them in negotiations. The ultimate goal is to include others in the communication process without coming across as threatening, in or der to minimise conflict and stress, which are both increasingly critical problems in the modern workplace (Sanchez and Dempsey, 2002) Management style is the key to effective communication skills, and thus managers need to establish a style that makes them feel comfortable, in order to avoid stress for both themselves and their staff. For example, some managers may be comfortable getting personal with employees; while others may not and thus should not. Whatever style managers do adopt, in order to be effective they must be sure to use it consistently with all employees, as the biggest source of anxiety for both managers and employees is unclear or inconsistent instructions (Griffin, 1998). Also, to improve the handling of discipline and grievances, managers should be accessible and available when employees seek them out, to avoid grievances or problems escalating. To handle and prevent grievances, managers should be generous with as much positive feedback as possible, and include helpful criticism which focuses on the results of employees’ work. Listening to complaints without being defensive, and sympathiz ing with people so that they know they’re getting through, are also critical skills for handling grievances, which can otherwise spread and harm morale and productivity (HR Briefing, 2000). However, whilst conflict is often viewed as a problem to be avoided, conflict is also an opportunity to improve communications, build teamwork and relationships, and learn about the wants and needs of others. When conflicts arise, they don’t have to be immediately resolved, and often an attempt to do so results in cutting off communication. Indeed, in most instances it’s better for HR managers to act on conflict when they have more information, instead of approaching the problem at a time when tempers are likely to flare. Even in situations where a serious confrontation is unavoidable, and could result in a resignation or serious industrial unrest, managers can ease the tension by making sure to give themselves time to carefully formulate a response. In conclusion, the key to a beneficial HR and internal communication relationship is cooperation and mutual respect instead of competition, conflict, or worse, indifference. Communication cannot be an afterthought relegated to the bottom level of HRM considerations, and restricted to writing e-mails and conducting formal appraisals By recognising the importance of effective communication, HRM can deliver more effective services and ensure accomplishment of its people mission with communication being the critical success factor. In contrast, if HRM fails to develop its communication skills to a truly effective level it risks failing to fulfil its mission of developing, retaining and rewarding the talent necessary for a business to succeed. In extreme examples, ineffective communication can even create problems itself, especially in times of change or uncertainty, when clear, consistent communication is vital to maintaining employee and managerial morale and productivity. References D’Aprix, R. (1996) Communicating for Change: Connecting the Workplace With the Marketplace. Jossey-Bass. Griffin, J. (1998) How To Say It At Work. Prentice Hall Direct. HR Briefing (2000) Wrong words and moves create conflict. Aspen; 1st July 2000, p. 7. Sanchez, P. and Dempsey, T. (2002) Communication the critical success factor. Strategic HR Review; Vol. 2, Issue 1, p. 24

Graduation Speech :: Graduation Speech, Commencement Address

Good evening, ladies and gentlemen. I would like to welcome you to Tomatoville's Class of 2006 graduation ceremony. It is a great honor to be speaking to you all. I would just like to take a couple of minutes to point out some things that I have noticed during my time in high school. I always seem to hear complaints about how teachers don't really care about their students. But I think our staff here in Tomatoville disproves that. All the teachers and administrators seem to genuinely care, especially our counselor, Mr. Bool. I am sure that he has helped all of us at one time or another. I also get the impression that society thinks teenagers are lazy and that we don't really care about anything. I would also like to disagree with that. Our high school has done a lot to show people that we care. We had a food drive. There is Little Buddies. In one of my classes, we all chipped in money so that a student could buy tickets for the prom. One student started a group to raise money for the Children's Hospital. Money was collected and support was given for a well-loved teacher who is battling cancer. There also has been a tremendous amount of support in these last few weeks for an injured student. In addition, I think that every single member of this graduating class has great potential. As we start a new phase of our lives, I know that everybody will have a chance to accomplish something meaningful to them. The possibilities are endless. The last thing that I've noticed is something one of my teachers pointed out a few weeks ago. It always seems that in high school, there are certain groups. And one of these groups is always the geeks. But my teacher said that anybody is a geek if he has a passion for something.

Wonderment and Awe: the Way of the Kami Essay -- Movies Film Films Ess

Wonderment and Awe: the Way of the Kami When watching the fantastic anime (animation) of Japanese director Hayao Miyazaki, it soon becomes apparent that he has infused his richly detailed worlds with an animistic world-view that references ancient Japanese beliefs, practices and myths. His films describe an intriguing mixture of earthy spirituality particularly drawn from the Shinto tradition. Shinto is less a religion than a way of life – a pantheistic and animistic faith that believes that every object possesses a spirit, and encourages nature worship, folk beliefs, ancient deities and rituals. It has no dogma or moral doctrine, except for four general tenets: worshipping and honouring the kami; love of nature; tradition and the family; and cleanliness (Picken 1994:9-10). For the scope of this article, I will be looking at how respect for the kami and nature inform two of Miyazaki’s films Princess Mononoke (Mononokehime 1997) and Spirited Away (Sen to Chihiro no Kamikakushi 2001). The key to Miyazaki’s work lies in his knack of transformation and transfusion. He transforms and reinvigorates the tenets of Shinto and also elements of Japanese myth such as dragons and gods. His films do not rework specific stories – rather he creates a hybrid Japanese ‘modern myth’ that is accessible (in different ways) to post-industrialised audiences all over the world. Film critics have praised his films: many appearing to share the sentiments of American film writer Chris Lanier that ‘ultimately, when the movie is over, one doesn’t chiefly savour its sequences or incidents, or even the audacity of its imagination. One rather savours the world-view that seeps through it, which is an eminently kind one’ (2002). I would suggest that Miyaza... ...s spiritual roots. Tokyo: Kodansha International. Picken, S. (1994) Essentials of Shinto: An analytical guide to principal teachings. Connecticut & London: Greenwood Press. Saitani, R. (1995) ‘I Understand Nausicaa a Bit More Than I Did a Little While Ago: Long interview with Hayao Miyazaki’ in Comic Box special memorial issue: The Finale of Nausicaa. January. Website accessed 15 May 2003: www.comicbox.co.jp/e-nau/e-nau.html Mes, T. (2002) ‘Hayao Miyazaki Interview’on Midnight Eye. 1 July. Website accessed 15 May 2003: www.midnighteye.com/interviews/hayao_miyazaki.shtml van Bremen, J. (1995) ‘Introduction: The myth of the secularization of industrialized societies’ in Ceremony and Ritual in Japan: Religion in an Industrialized Society. London: Routledge. Weber, M. (1965) The Sociology of Religion translated by E. Fischoff. London: Methuen & Co. Wonderment and Awe: the Way of the Kami Essay -- Movies Film Films Ess Wonderment and Awe: the Way of the Kami When watching the fantastic anime (animation) of Japanese director Hayao Miyazaki, it soon becomes apparent that he has infused his richly detailed worlds with an animistic world-view that references ancient Japanese beliefs, practices and myths. His films describe an intriguing mixture of earthy spirituality particularly drawn from the Shinto tradition. Shinto is less a religion than a way of life – a pantheistic and animistic faith that believes that every object possesses a spirit, and encourages nature worship, folk beliefs, ancient deities and rituals. It has no dogma or moral doctrine, except for four general tenets: worshipping and honouring the kami; love of nature; tradition and the family; and cleanliness (Picken 1994:9-10). For the scope of this article, I will be looking at how respect for the kami and nature inform two of Miyazaki’s films Princess Mononoke (Mononokehime 1997) and Spirited Away (Sen to Chihiro no Kamikakushi 2001). The key to Miyazaki’s work lies in his knack of transformation and transfusion. He transforms and reinvigorates the tenets of Shinto and also elements of Japanese myth such as dragons and gods. His films do not rework specific stories – rather he creates a hybrid Japanese ‘modern myth’ that is accessible (in different ways) to post-industrialised audiences all over the world. Film critics have praised his films: many appearing to share the sentiments of American film writer Chris Lanier that ‘ultimately, when the movie is over, one doesn’t chiefly savour its sequences or incidents, or even the audacity of its imagination. One rather savours the world-view that seeps through it, which is an eminently kind one’ (2002). I would suggest that Miyaza... ...s spiritual roots. Tokyo: Kodansha International. Picken, S. (1994) Essentials of Shinto: An analytical guide to principal teachings. Connecticut & London: Greenwood Press. Saitani, R. (1995) ‘I Understand Nausicaa a Bit More Than I Did a Little While Ago: Long interview with Hayao Miyazaki’ in Comic Box special memorial issue: The Finale of Nausicaa. January. Website accessed 15 May 2003: www.comicbox.co.jp/e-nau/e-nau.html Mes, T. (2002) ‘Hayao Miyazaki Interview’on Midnight Eye. 1 July. Website accessed 15 May 2003: www.midnighteye.com/interviews/hayao_miyazaki.shtml van Bremen, J. (1995) ‘Introduction: The myth of the secularization of industrialized societies’ in Ceremony and Ritual in Japan: Religion in an Industrialized Society. London: Routledge. Weber, M. (1965) The Sociology of Religion translated by E. Fischoff. London: Methuen & Co.

Effective Communication Used by Benevolent Leader, Queen Elizabeth I :: European History

Effective Communication Used by Benevolent Leader, Queen Elizabeth I Persuasion is a difficult skill to master. One has to take into account the ideologies held by the audience and how those relate to one’s own intentions of changing minds. In order to encourage her troops to fight courageously in defense of England, Queen Elizabeth I utilizes Aristotle’s principles of effective communication that include logos, pathos and ethos in her Speech to the English Troops at Tilbury, Facing the Spanish Armada. The first principle that Queen Elizabeth I introduces into her speech is logos, as she uses reason and inference to assure her soldiers of her faith in their resolve to fight for the good of England. She warns her soldiers that she has been told to â€Å"take heed how we commit ourselves to armed multitudes, for fear of treachery.† This warning is from a source that is concerned with not only her safety, but also the safety of her subjects and, despite that concern, she claims that it is the tyrants who should be fearful. Since she has â€Å"placed my chiefest strength and safeguard in the loyal hearts and good will of my subjects,† she has no reason to worry because she is not a tyrant like her enemies. As a result of investing and drawing her strength from the people of her kingdom, Queen Elizabeth I has little to fear unlike the tyrants who cannot trust their own armies. The trust that she has placed in her armies to protect the kingdom leads to the use of the second of Aristotle’s principles of effective communication. Queen Elizabeth I uses pathos to appeal to soldiers through their emotions by reminding them that she is on the field with them to die for her subjects (them), just as she is asking them to die for her. She is not on the battlefield with them for her own amusement; the Queen is determined to â€Å"live or die amongst you all, to lay down for my God, and for my kingdom† and this appeals to the soldiers’ sense of duty.

Out, Out

Questions from pg 495 1. How does Frost make the buzz-saw appear sinister? How does he make it seem, in another way, like a friend? a. The first line, â€Å"The buzz-saw snarled and rattled in the yard† and the seventh line â€Å"And the saw snarled and rattled, snarled and rattled† both emit a sense of darkness, as if having a â€Å"personality† of its own. b. When the sister came out and told the brother that supper was ready and the saw looked as if it â€Å"leaped† out of the boys hand, it seemed as if the saw was a friend of the boy that did not want to be abandoned, so it pulled away from the boy in anger, causing injury to the boy.The saw and the boy were in essence â€Å"friends† because of the time they spent together sawing firewood, and when faced with the boy leaving was upset. 2. What do you make of the people who surround the boy—the â€Å"they† of the poem. Who might they be? Do they seem to you concerned and compassiona te, cruel, indifferent, or what? a. The â€Å"they† of the poem appear to be his family, possibly his uncles, aunts, or cousins. They could be neighborhood friends of the boys. b.Whoever they were, they did not seem to be very concerned that the boy was injured, let alone dead. They seemed uncompassionate and unconcerned about what they had witnessed. 3. What does Frost’s reverence to Macbeth contribute to your understanding of â€Å" ‘Out, Out—’ †? How would you state the theme of Frost’s poem? a. It seems to me that Macbeth’s verse is about how short life is, that life is just a shadow, a player, in the game of life, that walks around on a stage, then one day is over.Frost uses part of the first line of Macbeth’s verse â€Å"Out, out† as his title as a way to agree with and reference Macbeth as one of his role models in poetry. b. I feel that Frost uses the theme â€Å"life and death† as the main concept o f â€Å"Out, out. † 4. Set this poem side by side with â€Å"Sir Patrick Spence. † How does â€Å" ‘Out, Out—’ † resemble that medieval folk ballad in the subject, or does it differ from it? How is Frost’s poem similar or different in its way of telling a story? a. To me, the common thread of the two poems is life and eath. Day to day, you live your life, never knowing when your last day on earth will be, and when it comes, it is sudden. b. I think they are both similar it its way of telling a story in the sense that you got pulled into the poem, hanging on its every word. Both poems begin with telling the readers what the characters were doing and continue in detail about what happens. Though short, Frost succeeded at his readers gaining an attachment to the day in the life of his character.

How Do I Love They

A readers’s first guess at Elizabeth Barret Browning’s poem. â€Å"How I love thee† would be that it is a love poem. This assumption is correct as a love poem is a lyric, i. e. an expression of feelings, and thoughts by a speaker in a personal and subjective fashion. In this poem literary devices and language strongly used to assist the reader is the correct comprehension of the theme of the work. In this poem the theme is love. This theme is approached with a question, â€Å"How do I love thee? † This abrupt question is rhetorical. Let me count the ways,† The author is not going to literally count the number of ways that she loved this person, but she is attempting to define love, and her love for the other for the other person. The next few lines are descriptive. The author attempts and seemingly effectively explains the love that she feels. From the authors words readers can see that this love is real, and not an infactuation. Through out the poem Elizabeth uses examples to explain her love, she tries to symbolize her love with life happenings. I love they with the passion put to use In my old griefs. † At the conclusion of the poem Browning says â€Å"I shall love thee even better after death. † From the tone of this line it sounds as though she thinks that some how she has failed in her demonstration of love and promises to exhibition of her emotion greater after their death. Two of the literary devices used in this poem are point of view, and description. In this poem the point of view used is first person. This allows the reader to hear and feel the passion poem as directly and originally intended by the author. Through out the entire poem Browning is directly is directly telling her inner most feeling for another. It is not an observer telling how they think that she individual feels. The effective use of this literary device better helps reader’s relation to and interpretation of the poem. Another literary device used is description. This device is strongly used in the poem from line two onwards. Though the lady is seemingly unsuccessful in describing the love, description is still a major factor. † I love thee freely. As men strive for right. This description reveals that she loves him as strong as a person would struggle or push for his or her beliefs. In essense she is a martyr of her love for him. Language is another important element in the poem. Elizabeth’s skill with punctuation is this is evident though out her work. She has effectively used punctuation through out her poem to greatly aid the reader in their comprehending, â€Å"I love thee to the depth and breath and height My soul can reach, when feeling out of sight For the ends of being an ideal grace. The pause after reach is pertinent to the true meaning of the quote, a use of a period at that same spot would change the meaning of the poem to be the limits that her soul can reach at anytime due to any emotion. Whereas with the pause it reads the limits of her soul when she feels useless. Another example of punctuation is in the first line of the poem â€Å"How do I love thee? Let me count the ways. † The use of the question marks slightly throws the reader off. At this point the reader cannot know whether this is a rhetorical question. The opening line might seem to be and impossible or stupid attempt to define the concept of love, but the next sentences settles the mind, as readers see it’s an out loud thought which she answers. Conclusively Elizabeth Barrett Browning,s poem is an effective use of the literary devices point of view and theme, and also her language. These elements in the poem helps the reader to understand what could have easily became a complex piece of work.

Compare the Techniques Used in Two Adverts by Holiday Companies to Target Their Audience and Sell Their Product

Compare the techniques used in two adverts by holiday companies to target their audience and sell their product. In this essay I will discuss the similarities and differences of two holiday adverts; one for Blackpool and the other for Ibiza. Firstly I will discuss the layout of the adverts. The Blackpool ad has a central picture of recognisable attractions such as the Blackpool tower and ferris wheel by the harbour which shimmers with light which brightens up the advert, similarly the Ibiza advert has a central eye catching picture of three young people dancing laughing and a sexy young female posing on her own on the beach whilst the sun is setting. The Blackpool ad has the writing on the left hand side which states the main important facts and a postcard in the middle of the picture and information listed where as Ibiza has their images on the left, small white font which isn’t clear and few aspects written around the ad. This give a different feed back to the audience that their images are their main appearance where as Blackpool is detailing both information and few images. Their adverts are different because Ibiza focuses their holiday for a younger generation to seek out selling that holiday or product for that specific type of audience, where as Blackpool specialise for an older generation to sell their product. Secondly the font. The Blackpool advert is plain and simple, making it visible and easier to understand. It is printed in a white and dark blue background which makes it stand out, where as the Ibiza ad font is bold neon colours such as white, red, yellow and pink in the slogan, and their contact information. It uplifts and levier the younger audiences attention where as Blackpool draws older calmer people to come relax. There are lots of different font styles in the Ibiza advert, the word Ibiza is written in a 3D effect making it look glamorous and exciting where as the Black pool is capitalized on the first letter written in a plain but simple structure. Ibiza sets their ad to be funky based on their audience but Blackpool seeks for a calmer but organised audience. Thirdly the colours. The Blackpool advert uses are soft but good colours such as white, black, with a touch of pink, blue, orange and yellow to emphasis their heading and contact details. The colour gold suggests, that having the best time of your life on your holiday. On the other hand Ibiza advert uses bold: neon colours such as red, pink, yellow, black similar to Blackpool but more thistly for the attention to target their on going audience, where as Blackpool was as bright appearance mainly for the tower and Ferris wheel which mainly their dazzles with lights around them. Blackpool was generally advertising for the older generation which is a calmer appearance for relaxing, going sightseeing and having fun in a basic manner but on the other hand Ibiza advert appealed for the younger generation which settles for livelier and exciting appearance for their audience. The language which was used in Blackpool was plain English which give full details which the reader could understand clearly whereas Ibiza was written in slang for their slogan and also written in a different font style and plain English for the contact, location and general aspects of the holiday about getting there. Blackpool features their audience to read about more of their advert, but Ibiza settles for more pictures and their language of detail cannot be read clearly but also have a bright and groovy effect when you read their colourful advert. Their main idea of their language was to attract younger and older audience based on their structure of their advert and how it is written and to sell their product. The Images which Blackpool uses to enhance their advert for their audience are the direction or map, the beach, winter gardens, the Blackpool tower and the tower ballroom dancing, and also a free phone number, the older generation are more sensible with their money because the adverts gives a package of holiday and more fun and exciting features of relaxing where as Ibiza uses three young people having fun laughing and having ice-cream, a group of friends in a limo chilling going out, eight different snap shots of youngsters posing on a track (road), three dancing ,and two mainly outstanding the advert set on the background in the evening while sun is setting on a beach, the temperature and how much the drink prices are, and lastly the map with different locations and the website and contact detail. The reason Ibiza uses more images and more colour s for their liver younger audience was to specialize on the main appearance on selling their product whereas Blackpool does the same but in a calmer and professional manner for the older audience. The Slogans. Blackpool theme was â€Å"GOLD the time of your life! † which is located on the top right hand corner written in two different fonts and also in white but was not eye catching for their audience based on its location, on the other hand Ibiza own was situated a few inches underneath its heading Ibiza, written in a stylish font, bold and colour white â€Å"uplifting club beats with a deep indie poolside vibe† same as Blackpool but its eye catching for their main audience and it also uplifts the background of the images of their main attraction. It words says it all about the club music and the atmosphere that you will be having fun for this whole time whereas also for Blackpool but with a calmer sensation. In conclusion the main similarities Blackpool and Ibiza in relation to target their audience. Their colours are similar but the difference is that Ibiza got more and it’s brighter than Blackpool has softer colours. Their slogan is written in different fonts and their details but the difference between both they are attracting two different styles of people for their advert. Their images both speak out for the ad but Ibiza has bolder and larger than Blackpool where as is smaller and calmer features towards their audience. The language both written in plain English but the difference is that Ibiza has slang to their slogan and Blackpool do not have. The similarity for their font are bolder and clear for their heading â€Å"Ibiza and Blackpool†, their contact detail, and also their colours such as white, pink, orange and yellow in certain words pointed out in their advert information. In closing the similarity is that they both settle to sell their product to their audience but their difference is that Ibiza targeted a younger people who want to have lots of fun where as Blackpool generally settles for a calmer older group who wants to have fun but relaxing holiday.

Literature Review: the Teacher as a Researcher

Literature review Teacher and pupil understanding of ICT and e-safety in schools is an issue that is current and topical due to its increasing presence in primary education. The Byron Review (2008) has drawn attention to this with its extensive assessment of the internet and video games and how they affect children. This Byron Review supports the key issues in Internet safety and ICT use by identifying just how integral these technologies are to children’s lives.Teacher Cadet EssayThe review makes explicit recommendations to needed protect internet users whilst highlighting the importance of furthering our understanding of the risks and then educating ourselves on the benefits and dangers of e-safety and ICT. This highlights the vital role teacher play in safeguarding pupils to ensure they can use the internet and other technologies safely (Woollarda et al 2009). Cox and Marshall (2007) carried out a review of ICT posing the question ‘Effects of ICT; Do we know what we s hould know? ’ (p. 9) both authors of this paper have a prolific reputation in the area of ICT and education over the past decade and their paper addresses the importance of increasing our understanding ICT, and its long and short term impact on students learning and how it affects learning (p. 59). The importance of ensuring not only our knowledge of the impact of ICT on students learning but also how it impacts students thinking and acting (p. 68). This has direct implications on the use of ICT technologies in the many methods and settings now available to students such of the internet.By ensuring teaching professionals understand the true extent to which ICT affects students learning, attitudes, values and beliefs is essential to all individuals involved in education and the future of ICT in education. Across research into ICT and its implementation the central role of teachers in ensuring these technologies are used safely and effectively across the curriculum is acknowled ged (Woollard et al 2009. Cox 1997; Sunderland et al 2004; Tondeuret al 2007; Loveless, 2003; Pearson and Naylor 2006).This role of teachers is in pivotal in ICT and its future in education and has a direct impact on students experiences and understanding of e-safety. Woolard et al (2009) Carrier out a study focusing on identifying the training needs of teachers with regards to ICT communications in schools and e-safety (p. 188). This began with an evaluation of current e-safety resources and then a study of how trainees responded to these resources and PGCE based training. This study confirms the need for training teachers adequately to ensure they have the confidence, knowledge and adaptability necessary (Jones 2004).These skills are essential to all teaching professionals to safeguard pupils whilst ensuring ICT technologies are implements effectively in the classroom to reap the rewards on pupils learning and motivation that have been identified (Liao 1999; Cox and Abbott 2004; C ox 1997; Hennessy et al. 2005; Goodinson 2002a; Goodinson 2002b). (415 words) Bibliography Byron, T (2008) Safer Children in a Digital World. The Report of the Byron Review. DCSF Publications ; Nottingham UK. Woollarda, J,. Wickensb, C.Powellc, K and Russell, T (2009) Evaluation of e-safety materials for initial teacher training: can ‘Jenny’s Story’ make a difference? Technology, Pedagogy and Education. Vol. 18, pp. 187–200. Routledge: UK Cox, M. Marshall, G (2007) Effects of ICT: Do we Know what we should? Education and Information Technologies. 12: 50 – 70. Springer. Cox, M. J. (1997). The effects of information technology on students’ motivation. Final report. National Council for Educational Technology, Coventry. Cox, M. J. , & Abbott, C. (2004).ICT and attainment: A review of the research literature, Coventry and London, British Educational Communications and Technology Agency/Department for Education and Skills. Goodison, T (2002) Enhan cing learning with ICT at primary level. British Journal of Educational Technology. Vol 33, 215 -228. Goodison, T (2002) ICT and attainment at primary level. British Journal of Educational Technology. Vol 33, 202 -211. Hennessy, S. , Ruthven, K. , & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution and change.Journal of Curriculum Studies, 37, 155–192. Jones, A. (2004). A review of the research literature on barriers to the uptake of ICT by teachers. Coventry: Becta Liao, Y. K. C. (1999). Effects of hypermedia on students’ achievement: a meta-analysis. Journal of Educational Multimedia and Hypermedia, 8(3), 255–277. Loveless, A (2003) The role of ICT. Continuum. London Tondeur, J. van Braak, J and Valcke, M (2007) Curricula and the use of ICT in education: Two worlds apart? British Journal of Educational Technology. P. 962–976Dwyer, J (2007) Computer-based Learning in a Primary School: Dif ferences between the early and later years of primary schooling. Asia-Pacific Journal of Teacher Education. Vol 35. pp. 89 – 103. Sutherland, R. , Armstrong, V. , Barnes, S. , Brawn, R. , Breeze, N. , Gall, M. , et al (2004) Transforming teaching and learning: Embedding ICT into everyday classroom practices. Journal of Computer Assisted Learning, 20, 413-425. Pearson, M. , & Naylor, S. (2006). Changing contexts: Teacher professional development and ICT pedagogy. Education and Information Technologies, 11, 283–291. Literature Review: the Teacher as a Researcher Literature review Teacher and pupil understanding of ICT and e-safety in schools is an issue that is current and topical due to its increasing presence in primary education. The Byron Review (2008) has drawn attention to this with its extensive assessment of the internet and video games and how they affect children. This Byron Review supports the key issues in Internet safety and ICT use by identifying just how integral these technologies are to children’s lives.Teacher Cadet EssayThe review makes explicit recommendations to needed protect internet users whilst highlighting the importance of furthering our understanding of the risks and then educating ourselves on the benefits and dangers of e-safety and ICT. This highlights the vital role teacher play in safeguarding pupils to ensure they can use the internet and other technologies safely (Woollarda et al 2009). Cox and Marshall (2007) carried out a review of ICT posing the question ‘Effects of ICT; Do we know what we s hould know? ’ (p. 9) both authors of this paper have a prolific reputation in the area of ICT and education over the past decade and their paper addresses the importance of increasing our understanding ICT, and its long and short term impact on students learning and how it affects learning (p. 59). The importance of ensuring not only our knowledge of the impact of ICT on students learning but also how it impacts students thinking and acting (p. 68). This has direct implications on the use of ICT technologies in the many methods and settings now available to students such of the internet.By ensuring teaching professionals understand the true extent to which ICT affects students learning, attitudes, values and beliefs is essential to all individuals involved in education and the future of ICT in education. Across research into ICT and its implementation the central role of teachers in ensuring these technologies are used safely and effectively across the curriculum is acknowled ged (Woollard et al 2009. Cox 1997; Sunderland et al 2004; Tondeuret al 2007; Loveless, 2003; Pearson and Naylor 2006).This role of teachers is in pivotal in ICT and its future in education and has a direct impact on students experiences and understanding of e-safety. Woolard et al (2009) Carrier out a study focusing on identifying the training needs of teachers with regards to ICT communications in schools and e-safety (p. 188). This began with an evaluation of current e-safety resources and then a study of how trainees responded to these resources and PGCE based training. This study confirms the need for training teachers adequately to ensure they have the confidence, knowledge and adaptability necessary (Jones 2004).These skills are essential to all teaching professionals to safeguard pupils whilst ensuring ICT technologies are implements effectively in the classroom to reap the rewards on pupils learning and motivation that have been identified (Liao 1999; Cox and Abbott 2004; C ox 1997; Hennessy et al. 2005; Goodinson 2002a; Goodinson 2002b). (415 words) Bibliography Byron, T (2008) Safer Children in a Digital World. The Report of the Byron Review. DCSF Publications ; Nottingham UK. Woollarda, J,. Wickensb, C.Powellc, K and Russell, T (2009) Evaluation of e-safety materials for initial teacher training: can ‘Jenny’s Story’ make a difference? Technology, Pedagogy and Education. Vol. 18, pp. 187–200. Routledge: UK Cox, M. Marshall, G (2007) Effects of ICT: Do we Know what we should? Education and Information Technologies. 12: 50 – 70. Springer. Cox, M. J. (1997). The effects of information technology on students’ motivation. Final report. National Council for Educational Technology, Coventry. Cox, M. J. , & Abbott, C. (2004).ICT and attainment: A review of the research literature, Coventry and London, British Educational Communications and Technology Agency/Department for Education and Skills. Goodison, T (2002) Enhan cing learning with ICT at primary level. British Journal of Educational Technology. Vol 33, 215 -228. Goodison, T (2002) ICT and attainment at primary level. British Journal of Educational Technology. Vol 33, 202 -211. Hennessy, S. , Ruthven, K. , & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution and change.Journal of Curriculum Studies, 37, 155–192. Jones, A. (2004). A review of the research literature on barriers to the uptake of ICT by teachers. Coventry: Becta Liao, Y. K. C. (1999). Effects of hypermedia on students’ achievement: a meta-analysis. Journal of Educational Multimedia and Hypermedia, 8(3), 255–277. Loveless, A (2003) The role of ICT. Continuum. London Tondeur, J. van Braak, J and Valcke, M (2007) Curricula and the use of ICT in education: Two worlds apart? British Journal of Educational Technology. P. 962–976Dwyer, J (2007) Computer-based Learning in a Primary School: Dif ferences between the early and later years of primary schooling. Asia-Pacific Journal of Teacher Education. Vol 35. pp. 89 – 103. Sutherland, R. , Armstrong, V. , Barnes, S. , Brawn, R. , Breeze, N. , Gall, M. , et al (2004) Transforming teaching and learning: Embedding ICT into everyday classroom practices. Journal of Computer Assisted Learning, 20, 413-425. Pearson, M. , & Naylor, S. (2006). Changing contexts: Teacher professional development and ICT pedagogy. Education and Information Technologies, 11, 283–291.