Apartheid Era Blacks Act No 67 of 1952

Apartheid Era Blacks Act No 67 of 1952 Definition: The Blacks (Abolition of Passes and Co-ordination of Documents) Act No 67 of 1952 (commenced 11 July) repealed early laws, which differed from province to province, relating to the carrying of passes by Black male workers (e.g. the Native Labour Regulation Act of 1911) and instead required all black persons over the age of 16 in all provinces to carry a reference book at all times. They were required by law to produce the book when requested by any member of the police or by an administrative official. The pass included a photograph, carried details of place of origin, employment record, tax payments, and encounters with the police. A special court system was devised to enforce the pass law – people appearing at such commissioners courts were considered guilty until they had proven their innocence. During the 60s, 70s and 80s around 500,000 Blacks were arrested each year, their cases tried (mainly uncontested), and in the 60s fined or sentenced to a short prison term. From the early 70s the convicted were deported to Bantustans instead (under the Admission of Persons to the Republic regulation Act No 59 of 1972). By the mid 80s, by which time almost 20 million people had been arrested (and tried, fined, imprisoned, or deported), the pass law had become increasingly difficult to enforce and it was abandoned. Repealed by the Identification Act No 72 of 1986. Also Known As: Natives (Abolition of Passes and Co-ordination of Documents) Act No 67 of 1952

Essay on Concussions is killer

Essay on Concussions is killer Essay on Concussions is killer Doheny 1 Amanda Doheny English 100 @ 8:50 am Professor Cosand December 4, 2013 Concussions are Killer The magazine I will be writing for is Sports Illustrated. This magazine is based on sport related news such has game highlights, athletes’ biographies, and controversies within the game to name a few. I chose to write about the science behind concussions and why they are dangerous to our youth. Mainly based upon high school and college athletes that compete in high contact sports such as football, soccer, water polo, hockey, and lacrosse. I believe that this subject is important to be aware of because of the horrific results it can have on young student athletes. My target audience is going to be student athletes that play high school or college contact sports, the coaches, and the people who enjoy watching them. A lot of people already know how players get concussions, but not all of them know what a concussion can anatomically do to a players’ brain and the long term effects of this type of neurologically injury. Not only does the lack of care for concussions affect the players’ body, but they could be rejected from their sport. If more people have the knowledge of this injury’s repercussions, the science of the injury, and how to prevent it then we can save more young athletes lives. Sports Illustrated Writer Amanda Doheny Doheny 2 Concussions are the most common injury among contact sport athletes. Most of the talk about concussions comes from the world of football, but other sports such as soccer, hockey and water polo also experience serve head trauma. It can leave players’ dazed, confused and nausea to name a few symptoms. Some player’s and coaches don’t even know what to look for when it comes to a concussion. "The doctor said that one more shot and I could be a vegetable†¦ "It's a tough thing. You never think about all that when you're playing... (Encina 1)† A young Ben Alford said after he was banned from playing on his high school team when he was 17. Coaches, players, and parents need to know what consequences can occur when a concussion happens and how school athletic programs can help prevent them. A concussion is when the brain receives a traumatic blow to head and the brain’s functions are disturbed. Some players cannot tell if they have a concussion or not and that is the scariest part of these injuries. The symptoms for a concussion can range anywhere from dizziness to loss of the senses (taste, smell, sight, hearing, touch). During a football practice researchers have found that kids are receiving more blows to the head then during a game. â€Å"Researchers placed instruments in the helmets of seven football players, ages 7 and 8, and examined a total of 748 impacts that they endured. They found that roughly 60 percent of all head impacts occurred in practice (Toproek 1).† When football teams practice, youth, high school or college, they were less protective gear then they do when they compete. The researchers performed 38 high impact drills, which were 40 or more the force of gravity, 29 took place during practice. â€Å"The study's authors suggest changing the structure of youth-football Doheny 3 practices to eliminate "high-impact drills that do not replicate the game situations." Instead, they suggest

Sociology Research Paper Example | Topics and Well Written Essays - 250 words

Sociology - Research Paper Example Being raised in a politically aware and active family, Weber had every possible opportunity to form his own ideas about the political and social world around him (Giddens, 1973). He saw first-hand many of the things that he was learning, so he was able to come to his own conclusions about some of these things. Especially with the sociological aspects, Weber was so close to all of the action that he was able to watch as it changed; in fact, after he had gone through the proper schooling, he was able to contribute to the things that he saw and believed. Like most people, Max Weber was influenced by what he grew up around. He took the views from both of his parents, as well as the views of other sociologists before him, and come up with theories of his own that he was able to pass on to the world of sociology. Since his mother was devoutly religious, and though Weber did not share this devout feeling, he based a lot of his work on religious grounds, spending a lot of his time comparing social phenomenon with religion. Likewise, his father being a political person, Weber took some of what he saw from his father and added it into the equation. With his own ideas mixed with the thoughts of his parents, Weber was able to come up with ideas that were uniquely

A journal Essay Example | Topics and Well Written Essays - 250 words

A journal - Essay Example Initially I used to jot down a few points in the margin to make me remember things, but learning to create visual learning pegs by labeling notes along the margins, using contrasting colors and styles took my learning strategies to a different level. Other learning skills such as associating different patterns with physical objects, or filling in information from texts and handouts and constantly discussing the topic with colleagues had never occurred to me before and which made learning for me a tedious job. This new way of learning helps me not only to store matter well in my mind but also to recall the matter easily. I think condensing techniques are useful tools that facilitate memorization because when I think of the way I used to try and memorize things, makes me wonder why I never employed these techniques before; because now I find memorizing much easier. Another helpful tool I picked up, was fitting in new matter into the old concepts and reviewing them from time to time. I found this to be exceptionally useful because it helped me to revise a matter that I had deviously learned and it made memorization easier task. Note- taking was a familiar task that I made use during lectures, but the manner in which I used to handle it was a bit monotonous. I came to know that one of the primary goals of note-taking is the gathering of relevant information which could be used for after-class study and organization of ones thoughts. Learning the right technique helped me to jot down notes in a comprehensive manner, which in turn increased my speed and pace. I also learned to take full advantage of the optimal memory curve, by labeling in the margins, using a different color and style. Creating important charts involving visual, auditory and intellectual capacities, in addition to making use of headings, labeling, indenting and other details has gone a long way in helping me to memorize and recall as

The structure of project building project Essay

The structure of project building project - Essay Example The advantage of this method is that if the client is very specific about his requirements of the final project, the contractor has no excuse but to deliver, as all consultants and their coordination are his responsibility. The disadvantage of such a contract is that if the client is not vigilant, the contractor can cut corners in order to maximise his profit, at the cost of the quality of the finished project. This method of procurement makes the contractor a stakeholder in the project, sharing profits as well as risk. The development of such projects are increasingly been seen in large township developments, where phase wise development is done. This method makes it possible for each stakeholder to manage cash flows more easily, despite a slower return on investment. This is a method by which very large and complicated projects requiring several consultants are executed. This is used in cases where no single entity, including architect, contractor or consultant can single handedly deliver the project on time and to specifications. A contract is an exchange of commitments towards a common goal. ... 4.2 A contract is an exchange of commitments towards a common goal. It may be written or oral, and contains the terms and conditions according to which all participants shall work to achieve those goals in the best interests of the venture. The basic requirements that a construction contract has to fulfill are: It needs to be compatible with the laws of the land. It has to be formulated properly, with a clear structure so as to eliminate confusion or ambiguity as to its contents. A contract has to consider the making of an offer and its implicit acceptance by another party, subject to the terms and conditions within it. A contract has to mention the considerations for carrying out the job, in the form of clearly defined monetary compensation for the standard as well as deviations in the terms and conditions. All parties entering into a contract need to have the ability to execute the contract. No person with a criminal record, of unsound mind or under the age of 18 can be a signatory to a contract. Performance obligations in a contract: Every party to the contract has an obligation to complete the work set down in the contract, and to set up a self-auditing mechanism to study his own periodic performance on the project, and to rectify any delays and deficiencies in the execution that may potentially compromise the project. It is also the contractor's prerogative to check the client's satisfaction continuously. Time obligations of a contract: It is the contractor's responsibility to start work after a careful project timeline with realistic deadlines, and to work towards maintaining or exceeding those deadlines. It is also the contractor's responsibility to bring any repercussions of changes in design or

Affective And Cognitive Impulse Buying Behaviour Psychology Essay

Affective And Cognitive Impulse Buying Behaviour Psychology Essay Unplanned purchasing has been concerned by many companies as one of the most important factor which could have a big pact on customers decision making and this later contribute to their sale volume. Therefore, marketing strategies have been adjusted based on consumers preferences to grasp their attention and induce them to buy impulsively. As there were some contradictories about differences of genders associated with impulse buying behaviour, this research hence compares the affective and cognitive impulse buying behaviour on male and female at INTO pre-sessional course. A total of 20 students from Pre-sessional course were selected as sample, divided to be 10 males and 10 females. The students were asked to complete the questionnaire, which was designed to be anonymous in order to allow them to be as honest as possible in providing the actual information. The significant findings showed that both genders are susceptible to impulse buying, however, female seemed to be more affective in buying, while male tended to be more deliberative. Another remarkable point was also found that their most preference product categories could lead them to frequency of spontaneous purchasing. As the results indicate that impulse buying plays vital role on consumer, the paper concludes that further research could attempt to investigate if this behaviour could become compulsory in the future. World industries currently have moved from mass marketing strategy to penetrate in specific market segmentation (Coley and Burgess, 2003) as marketers have noticed that unplanned purchasing behaviour could have an impact on decision making of consumers which later contribute to their sale volume (Assael, 1995; Clover, 1950). As Assael (1995) and Kollat and Willett (1969) point out, supermarket, store, and retailer have been concerned to be the place where associated with consumer the most, therefore the price, promotion, shelf-position, packaging, and even store-displays become more important in grasping attention from customers. Stern (1962) defines unplanned buying as the general term of impulse buying occurred when a shopper experiences a sudden urge purchasing that he or she has not planned in advance, which is related to the process of affective and cognitive responds. Affective is emotional buying or sense making (Wilson and Gilbert, 2005), in the contrary, cognitive is perceptual component which using awareness to measure before making decision (Day, 1972). While several studies have explored the characteristics and important of buying impulsively, there are only a few studies which have focused on male and female behaviour and comparing these significant factors on their gender differences. Some researchers (e.g. Kollat and Willett, 1967) suggest that both men and women have the same degree in being effected by unplanned buying; however, there has been contradictory finding that women are more susceptible to spontaneous purchasing (e.g. Coley and Burgess, 2003). Therefore the purpose of this project i s to compare the cognitive and affective impulse buying behaviour in male and female students of the INTO Newcastle University 2012 Pre-sessional Course. Hopefully that a comparison of these two groups will expose the degrees in which male and female differ in their susceptibility and conditions lead to unplanned purchasing. This may help the students to understand their characteristics which could contribute them to impulse buying and to let them consider more before making a purchase in order to avoid being stated in money tension. Primary information will be gathered from twenty students at Pre-sessional Course. The size of samples will be equal in order to allow a comparison between both groups. Both closed and open questions will be applied to achieve the aim and for the students to express more ideas and provide useful details. Methodology The aim of this project attempted to compare the affective and cognitive impulse buying behaviour on gender differences. As number of researchers have suggested that women are more susceptible to buy impulsively (Coley and Burgess, 2003), therefore, it was decided to compare buying behaviours of male and female, furthermore, this impulsive buying is likely to rise in youth (Coley and Burgess, 2003 cited in Retail World, 2002), students from Pre-sessional course, hence, were considered to be appropriate sample. The students were divided into two groups based on their genders and in order to obtain accurate result of the comparison between these two groups, the size of each group would be equal. There actually should be a very large sample to gather certain and desirable results. However, it was not possible to collect all data due to time restriction. Twenty students from pre-sessional course hence became the largest accessible sample which could be obtained. A written questionnaire w as applied to execute the primary data during the fourth week of pre-sessional program. According to previous study, Coley and Burgess (2003) selected Affective and Cognitive process components which have been successfully developed and used by Beatty and Ferrell (1998). It was decided that the questions should be adapted and followed from previous research in order to allow the comparison with previous findings, therefore these components were used to create multi-item scales divided to be affective components which are irresistible urge to buy, positive buying emotions, and mood management and cognitive components which contain measurements of cognitive deliberation and unplanned buying (Coley and Burgess, 2003: 288) The students were asked to provide their general information about income and shopping frequency, and then rate the level from strongly agree (4) to strongly disagree (0) in responding to the items on the table. In additions, various types of product categories were provided and required students to choose top three they preferred the most, this helped indicated style preferences of male and female which could lead them to buying impulsively. An other category and open question were also included for the student to provide more details. In order to allow the respondents to be as honest as possible, questionnaire was designed to be anonymous. The first question requested students to specify their genders as this would be correlated with the requirement of data collection. Results Part 1: Personal Information Q1. Gender Male: 10 Students Female: 10 Students Q2. Approximate personal income per month Income per Month Male Female  £500  £1000 7 7  £1001  £1500 2 2 more than  £1500 1 1 Q3. How often do you do shopping in a month? Frequency Male Female Once in a month 0 0 Twice in a month 4 2 Three five times in a month 3 5 more than five times in a month 3 3 Part 2: Consumers expression on impulse buying Q4. Please tick à ¢Ã‹â€ Ã… ¡ to the level which explains your shopping style best Figure 1: Comparing Student Attitudes towards Affective Buying Behaviour Source: adaptation from Amanda Coley and Brigitte Burgess Coley, A. (2002) Affective and Cognitive Processes Involved in Impulse Buying, unpublished Marketing dissertation, University of Georgia, Georgia. Coley, A. and B. Burgess (2003) Gender differences in cognitive and affective impulse buying. Journal of Fashion Marketing and Management 7:3, 282-295 Figure 2: Comparing Student Attitudes towards Cognitive Buying Behaviour Source: adaptation from Amanda Coley and Brigitte Burgess Coley, A. (2002) Affective and Cognitive Processes Involved in Impulse Buying, unpublished Marketing dissertation, University of Georgia, Georgia. Coley, A. and B. Burgess (2003) Gender differences in cognitive and affective impulse buying. Journal of Fashion Marketing and Management 7:3, 282-295 Part 3: Customers shopping preferences Q5. What product categories often have the most influence on your shopping habits? Please choose Three of the followings: Figure 3: The Most Preferable Products among Male and Female students Source: adaptation from Amanda Coley and Brigitte Burgess Coley, A. and B. Burgess (2003) Gender differences in cognitive and affective impulse buying. Journal of Fashion Marketing and Management 7:3, 282-295 Q6. What other factors do you think have induced you to impulsive buying? Female: product discounts product design / creativity of product the stores service promotion, member card, member discount, discount events recommendation / persuasion from friends cheap price, big sale, good quality to experience something new Product discount is the most factor impulse me to buy the interesting products because I sometimes feel regret if I didnt buy it and there is not too much chance to buy the products with a lower price Male: price, discounts, packaging friends recommendation. earns a reward and time to replace new collections discount more than 50% quality and product usability In the previous experience, the price discount is very powerful to attract me to go to the store because I will feel like I get the quality product in the cheap price, as you know you have to snatch and fitting on those products first. Sometime, I know what I would like to buy but it has no more my size at all Summary of Results Figure 1 compares the affective buying behaviour between male and female students, the result shows that female students tended to be more emotional in buying as most of them chose I immediately buy if I really like it. However, male students tend to have more positive buying emotion according to their higher-percentage in choosing I feel very good when buying something new whereas attitude of female students towards shopping is to manage their moods reflected from a very salient percentage shown from I buy something to make myself feel better and reduce stresses (Coley and Burgess, 2003: 288). Figure 2 compares the cognitive behaviour between two groups; male students seemed to have more cognitive deliberation comparing to female students as shown from categories I make a list before shopping and buy only what is on the list and I rarely buy impulsively. In addition, female students had higher degree of susceptibility in unplanned purchased as seen from their percentage on I buy things that I had not intended to purchase and I buy it even though I went shopping for other purposes (Coley and Burgess, 2003: 288). There was a significant result correlation with these two figures. While female students were seemed to engage more with buying impulsively in figure 1 and male students are more deliberative in impulse buying as shown in figure 2. The surprising result indicated that male students tended to spend money as soon as they earn it and very distinctive percentage comparing to female students showed that they find themselves in state of tension as they buy thing they cannot afford (Coley, 2002: 88). Both groups, however, shared the same feeling in I regret buying new things and I experience mixed feelings of pleasure and guilt from buying something without considering (Coley and Burgess, 2003: 288). Another remarkable point is in figure 3, represents the most preferable product categories influencing spontaneous purchasing in male and female students behaviour. Clothing could lead both groups into impulsive buying, female students concerned more about beauty and styles with only one male chose health and beauty category, whereas electronics, or sport memorabilia could induce only male students to buy. Discussion This research has aimed to compare affective and cognitive impulse buying behaviour on the students. As Coley and Burgess (2003) argue that women have higher tendency to be involved with impulsive buying on both affective and cognitive behaviour. In addition, women are attracted by apparel, health and beauty, while electronic, technology and sports entertainment induce men more. The overall results of this research founded that women were more likely than men to make an impulsive buying influenced by their most preference products which are clothing, fashion and beauty; however, they are not deliberative when making a purchase. Some findings of the current study do not support the research of Coley and Burgess (2003) who found the women can be patient spending time on shopping and making a good selection therefore they are more engaged in cognitive deliberation. According to information about shopping frequency provided by male students, most of them go to shopping only twice a month , therefore, they probably spend more time on consideration before making a purchase, furthermore, this questionnaire only focused on the behaviour of pre-sessional students at Newcastle University and this could be the possible reasons why the findings differed. One unexpected aspect of the results was that although the male students seemed to be more deliberative in decision making, their percentage towards affective buying was quite high as well. They were likely to spend money as soon as they earn it and found themselves stated in money tension (Coley, 2002: 88) more than female students. The rational of these findings could be explained by answers provided in open question Q6 as male concerned more about product quality and usability, therefore they might suddenly purchase if they really like it without considering its price, while female concerned more on price and discount. The open question also indicated another significant aspect which could lead both genders to buy impulsively, which was the packaging and design that many companies could apply and try to develop their products in order to gain customers interest more. Conclusion This research aimed to compare the gender differences in affective and cognitive buying behaviour on the students. The results of research indicate that male and female are both susceptible to buying impulsively. Within this, their attitudes towards impulse buying are influenced by their most preference product categories. Male will be liable to spontaneous buying more when they find electronics, and technology, whereas female buy immediately when they find fashionable, health and beauty products. Furthermore, female tend to have distinctive degree related to irresistible urge to buy and unplanned buying while male is more organized and having positive buying emotion e.g. male feel a sense of thrill when buying something new. However, both groups shared the same level of experiencing mixed feeling of pleasure and guilt from buying something on impulse (Coley and Burgess, 2003: 288). This research was successful in examining students impulse buying behaviours based on affective and cognitive factors as it could indicate different attitudes of both genders explicitly and also obtained more information that men, sometimes, concern to the quality more than price, and this could induce them to spend more money than women even though the finding showed they are more deliberative in buying. Surprisingly it also created students awareness to purchasing deliberation as a few students informed that they have started to realize their attitudes towards unplanned purchasing which they have never thought of before after they finished answering this researchs questionnaire. The weakness of this research was the size of sample should be bigger and due to all samples were Asian, hence; there should be more nationalities of respondents in order to gather reliable and certain results in order to compare with the previous research. The questionnaire indicated that impulse buying had a vital impact on student behaviour. Previous researchers have described the characteristics of impulse buying (e.g. Kollat and Willett, 1969; Dittmar et al., 1995; Coley and Burgess,2003), future researcher could attempt to investigate if this behaviour can become compulsive behaviour in order to create awareness of buying deliberation and to prevent potential involuntary expenditures in consumers. Word Count: 1813

Initiation in Mark Twain’s The Adventures of Huckleberry Finn Essay

Initiation in The Adventures of Huckleberry Finn In the Adventures of Huckleberry Finn, â€Å"Initiation† is the main idea, in other words the â€Å"major theme.† In an initiation narrative, the protagonist, who in this case was Huck Finn, goes through a rite of passage, a growing up process, which is multifaceted. In a moment of crisis, the protagonist is suddenly obliged to make the painful and alarming transition from childhood to adulthood; this passage is known as the initiation. The initiation is the protagonist’s first step or movement into a new beginning. It is essentially a process by which the hero gains self-knowledge and finds his own identity. In the process, he also learns about the world in which he lives and the nature of evil. The Adventures of Huckleberry Finn, is a novel...

Spheres and Stages of Discipleship

In addition will also discuss what is called the e Four Spheres of discipleship. 2 Spiritually Dead The Apostle Paul described in Ephesians 2: 15 those who were dead in their is ins and transgressions. These are people who have not accepted Christ as Savior, insist dead reject His sacrifice on the Cross. They sometimes claim to seek a God or Higher Power b UT there is no evidence of any relationship with God whatsoever. These people are what the authors call Spiritually Dead. 3 In fact the author compares these people to dead men in a casket just waiting to decompose.When speaking to the â€Å"walking dead† the authors teach how to id entity the common â€Å"phrase from the stage†4 in order to assess where a person is in their walk with God. These typical phrases are usually: ; I don't believe in God. ; The bible is just a myth. Putnam, Jim, Bobby Harrington, and Robert Emerson Coleman. Discipleship: Five Steps That Help Your Church to Make Disciples Who Make Disciples . (Grand Rapids, MI: Sanderson, 2013). 60. Ibid. , 77. 3 Ibid. , 61 . 4 Ibid. , 62. ; Religion is a crutch for the weak. ; Christians are intolerant and homophobic. ; There are many paths to God.Opera Winfred Olsten)5 ; don't believe in hell. Or hell is on Earth. ; My good deeds will save me from hell. ; There is no right or wrong, ‘do what thou will' 6 Once a person is identified as spiritually dead, this should determine how to a approach them with a spirit Of understanding without a judgmental or condemning ATT etude. Spiritual Infant The second stage is called to describe believers who are like newborn babes craving milk instead of the meat of the Word. This comes from the scrim future: â€Å"As newborn babes, desire the sincere milk of the word, that ye may grow†¦ (1 peter 2:23 KAVA).Christians at this stage are alive yet they refuse to grow. This can include new converts a s well as long time Christians who are stagnant in their growth process with God. 7 Spiritua l infant TTS were described in the Book of Hebrews as those living on the milk of the Word who should be teaching: † For when for the time ye ought to be teachers, ye have need that one teach you†¦ † (Web. 5:1214 KAVA). 5 â€Å"Pastor Joel Olsten Discusses Sin And The Path To God,† Opera's Next Chapter, accessed February 1, 201 5, http://WV. Opera. Com/own-operas-next- heaper/Pastor-Joke-Steen-Discusses-Sin-and-the-Path-to-God 6 Crowley, Leister.The Book of the Law:(technically Called Libber AY Vela Legs Sub Figure COX as D levered by XIII . Red Wheel/wiser, 1938. 7 Putnam, Harrington, and Coleman, 63. Spiritual Child The next stage is described as the Stage which characterizes Christians who are growing in their walk with God and growing in their relationships wit h other fellow believers-8 The Apostle John referred to early followers as his children. (1 John 2:12 KAVA) Also in 1 Thessalonians 2:101 2 the apostle Paul refers to himself as a â€Å"spiritual faith † who had to encourage, comfort, and urge the Church of Thessalonians to live holy lives.These spiritual children have learned the church â€Å"lingo† or language and are a able to function in a growing church body as believers, but they are selflessness with much of their spiritual life involving around themselves. 9 These individuals can be new con arts as well as old converts who have attended church for decades. They can be identified by the Eire â€Å"phrase from the stage† which are: ; I don't know if this church meets my needs. ; The church is getting too big. ; Why do we have to learn new songs? NO One speaks to me at church. 10 The length of time a person has attended church has nothing to do with their level of growth .They need to surround themselves around mature Christians in order to go from dependency to self sufficient. 1 1 8 Putnam, Harrington, and Coleman, 65. Ibid. , 65. 10 Ibid. , 66. 11 Ibid. , 66 9 Spiritual Young Adult 1 John 2:1314 d escribes Spiritual Young Adults as Christians who have overcome the Evil One and the Word of God abides in them. 12 These individuals are striving to become more concerned about others rather than themselves. They are more students of t e Word of God and the Great Commission. They are givers instead of takers. 13 You can identify a Spiritual Young Adult by these phrases from the stage: ; In my devotion†¦ I will like to go to Uganda for a mission†¦ ; I love being a worship leader because†¦ ; I have three friends that I witness to†¦ These young adults need mentoring and a place to utilize their spiritual gifts. Spiritual Parent Spiritual Parents are considered spiritually mature people who make disciples and have grown strong in the Lord. These are reliable disciples who are qualified to tea chi others. 14 2 Timothy 2:12 describes them as those who have grown strong in grace that is in Christ Jesus. They can also determine where a person is in their walk with the L ord and oft en can mentor these young adults.God is a Spiritual Parent who nurtures and fights for His s virtual children as His own. 15 12 Putnam, Harrington, and Coleman, 67. Ibid. , 67. 14 Ibid. , 68. 15 Adams, Vincent. Imitating the Fatherhood of God: A Single Dad's Guide to Spiritual Parenting . S. L. : Solaris, 2012. 17 13 6 The Four Spheres of Discipleship The four spheres of discipleship describe how a disciple grows in four stages: The sphere with God and disciple, the church sphere, the sphere of family an d the world The spheres help the disciple understand the head, heart and hands of God, family y, church and the world. 6 The sphere is designed help a disciple balance family life and minister y life. It also shows them how to integrate the four spheres within the five stages of discipleship. Below will detail each sphere. Sphere One: The Centrality of Christ In the book Discipleship, by Dietrich Bondholder, the author conveys that through simple obedience does one reall y understand the meaning of being a disciple. 17 Who en referring to the dead or God's authority, true submission are evident. When dealing with the heart of the relationship between God and the disciple, there are visible changes in the pee arson's life called transformation.With the hands, the disciple ventures outside the walls of the church through evangelism. 18 Sphere Two: Relationship With The Family of God (Church) The second sphere of relationship is where we grow as Christians within the b odd of Christ. Scripture points out that we are in the family of God with brothers and sisters in Christ. 1 9 As a church family, the church works to nourish relationships among believer sometimes converted from broken families. Some Of the broken families were from the d splices' choice to follow Christ. 20 16 Ibid. , 77 Bondholder, Dietrich. Dietrich Bondholder Works . Volume 4: Discipleship. Minneapolis: Fortress Press, 1996. ) 77. 18 Putnam, Harrington, and Coleman, 86. 19 Ibid. 20 S phere Three: Relationship At Home A third sphere is addressed by the Apostle Paul in Ephesians 5 & 6 involves the home. Paul discusses how the husband should lead the household and love h is wife. Also how the wife should love her husband. The responsibility of the fathers and mothers in easing children and responsibility of children to respect their parents. 21 Sphere Four: Relationship With The World Finally the Apostle Paul moves toward chapter 6 of Ephesians, where he addresses a final sphere of relationships with the world.

UNDERSTANDING OF IDEAS, CHARACTERS AND THEMES- Tra Essays

UNDERSTANDING OF IDEAS, CHARACTERS AND THEMES- Tra Essays UNDERSTANDING OF IDEAS, CHARACTERS AND THEMES- Track the development of characters rather than arguing that they are one-dimensional and fixed throughout the play. Macbeth and Lady Macbeth were not always evil. They changed evolved in the response to the circumstances throughout the play. - How did the characters evolve - Macbeth - initially valorous, brave and loyal, later excessively ambitious, filled with self-doubt, ruthless. - Lady Macbeth - initially calm and decisive, later excessively ambitious, deceptive, manipulative, unstable. - Compare and contrast characters Macbeth - compare to: - King Duncan: who was a wise, virtuous, respected king, Macbeth thought he was too soft. - Banquo: who was a reasonable and rational when he received the prophecies but he was also flawed because he did not publicly voice his suspicions of Macbeth, perhaps comfortable in the knowledge that he would father a lineage of kings. - Malcolm: Provided the asses sment of Macbeth being a dead butcher' but this is framed within the context of Macbeth having murdered Malcolm's father. Lady Macbeth - compare to: - The Witches: These female characters are connected in that they are all manipulative and deceptive. They also call on evil spirits in times of need. Lady Macbeth "come, you spirits that tend on mortal thoughts" and the witches take guidance from Hecate. Also using the same line "Glamis thou art and cowdor and shalt be" - Lady Macduff: Who was homely, motherly and loyal to family, she also critisised her own husband who she thought was committed treason. - Use characters to discuss themes and ideas: Macbeth - The difference between kingship and tyranny, and the corrupting power of unchecked ambition. Lady Macbeth - Females as manipulative, deceptive and tempting (females weapons) ANALYSIS OF HOW AND WHY THE AUTHOR CONSTRUCTS MEANING- You need to display an understanding of the literary devices that Shakespeare used and the effect that these have on the construction of meaning within the play. Refer to the following motifs and symbols. - Description of the Setting: The barren heath was misty, dark and eerie which represents the supernatural aspect of the play. The wild storms and great tremors represented the violations of the natural order. - Equivocations were used to tempt, confuse, manipulate and deceive characters into expressing their latent destructive qualities. - Blood - guilt and remorse- Animals - unnatural behavior represented the violations of the natural order.- Clothing - lil-fitting positions and improperly gained statuses. - Consider the context of Jacobian England - The gunpower plot and the assassination attempt King James. Shakespeare was a "King's Man" and was providing a warning to the general populace of the dangers of regicide. INTERPRETATION OF THE TEXT IN RESPONDING TO THE QUESTION - Clearly state the topic at the very beginning of the essay.- Identify the key words in the topic and perceptively explore the possible discussion points.- Write a distinct topic sentence in the introduction for each of the separate argument that you will use to support your overall contention.- Each paragraph must support the overall contention. (you can write a good paragraph, but if it does not address the topic then it is irrelevant) INTERPRETATION An interpretation is a particular and specific understanding of a text. This implies that there are multiple possible interpretations of Macbeth. Mention an alternative to contrast with your suggested understanding. Eg. "It can be argued that the female characters were responsible for Macbeth's downfall, however Macbeth was both aware of, and responsible for his actions and their consequences when he said "O horror, horror, horror!" (Act 2, Scene 3, line 59) when he killed King Duncan. He clearly knew what he was doing. USE OF APPROPRAITE TEXTUAL EVIDENCE AND RELEVANT METALANGUAGE- Use at least one major quote per paragraph, but don't limit yourself to that. Try not to use more than 2 or 3 lines from the play per quote. - The quote must support your discussion, or in other words be appropriate - Embed the quote within your sentence rather than write, "This quote shows" - this is sloppy and clunky language. - When using specific or individual words from the play, claim them as quotes. For example: "instruments of darkness" - Metalanguage - use terms such

What Not to Include in Your Business Email Signature

What Not to Include in Your Business Email Signature Note: this article is part of a series about current issues to consider when writing business email.Subscribe to this blogto receive the full series. A business email signature I received today from a Human Resource manager included this somewhat inspirational quote: â€Å"Just when the caterpillar thought its’ life was over, it became a butterfly.† While I often tend to agree with inspirational insights theoretically, do not include them in your business email signature. They are distracting from the core message of your email. Business email volume is heavy, and we need to streamline our messages to assist busy readers. This quote offers only unrelated extraneous content, and requires additional valuable reader time – never good practice. (Additionally, there is a grammar error. Its’ is a grammatical formation that does not exist. The possessive form of its is its. Correct it's vs. its grammar should be, â€Å"Just when the caterpillar thought its life was over†¦Ã¢â‚¬  ) Match Business Email Signature to Your Reader This quote is particularly odd for a Human Resources manager, given the layoffs occurring across many companies. There is an oblique hint of ending/layoff mentioned, and reminder of this in an email from Human Resources is not helpful! This statement could easily cause employees to worry needlessly. Email signatures can be hugely valuable for marketing: Use business email signatures to increase sales Announce new initiatives to internal staff Announce new products or events to external contacts Highlight a new marketing initiative Avoid: Inspirational quotes Any political statements Any religious statements Colorful fonts. Keep your business email signature clean and professional A jpg image. Many email clients will add this as an attachment only. They are not helpful and add clutter. Would you like a review of your business email, including signatures, time management, and crafting messages that work? Consider our Email Course.

Introduction to legal frame work Assignment Example | Topics and Well Written Essays - 3000 words

Introduction to legal frame work - Assignment Example lly an individual that carries on business activities on his own account and is singularly responsible for all the losses and profits that are made by his business. In managing the business enterprise, a sole trader is tasked with the responsibility of acting as both the risk bearer and the owner of his business. He is expected to use his own labor and skill as well as use his own capital in addition to his also being entitled to all the profits that the business organization is able to make. As a result of his having unlimited liability, a sole trader is personally responsible to all the creditors of the business enterprise and he alone bears the complete risk of the failure or success of the business organization. In the event that the business enterprise happens to be particularly large, a sole trader has the option of employing a large number of people to help him in effectively managing the business operations. He also has the option of borrowing funds to be used in financings the operations of his expanding business. Canwell (2005), points out that about 63 percent of all business organizations in the United Kingdom are noted to be run as single-person enterprises. Some of the advantages of this business structure include the fact that the registration of a small business in the United Kingdom is relatively straight forward, its record keeping is simple and the owner gets to enjoy keeping all the profits that are made by the business organization after paying taxes. Opting to operate as a sole trader provides the business owners with the opportunity of being able to test the market before they can go on to get involved in some of the more complicated forms of business structures. The main disadvantage with this form of business structure is that the current laws do not make any distinction between the sole trader and the business. It is this aspect that causes the trader to have unlimited liability. Having unlimited liability means that any debt that the

Cult of Domesticity Essay Example | Topics and Well Written Essays - 2000 words

Cult of Domesticity - Essay Example There were jobs for men which yielded goods and services so the women and children could stay home. Secondly, with only men working to earn a living for their families, a general perception existed that only man could be the "bread earners". This view maintained that the practical world was a rough and violent place which was full of troubles and temptations and a man had to survive as best as he could. Because the women were gentle and delicate by nature, such an environment was no place for them. Instead her place was in the home where she took charge of all the affairs of the house. And third, such a family started considering itself as the backbone of society and the importance and relevance of relatives decreased. (1) This re-structuring of society also resulted in revision of the views about a woman's role in family and society. As men became the primary source of earning a livelihood for the family, women found more and more leisure time at their hands. Social leaders, male and female, began to emphasize domestic and religious activities as a way to fill that leisure time. Since men had become the primary source of income for women, it was deemed natural to invoke the Pauline doctrine that women be submissive to men. Through their increased activities in church and Sunday school, women were able to nullify Paul's decree on woman's silence in church. To show that the emerging middle class women were becoming as lady-like as the upper, leisure class, an increasing emphasis on purity in women developed. This view has been defined by Barbara Welter as the Cult of True Womanhood. (2) According to the Cult, a woman was essentially a hostage of her house-hold. In a rapidly evolving society the values changed with equal rapidity and fortunes rose and fell on a daily basis. In such uncertain times only one thing remained constant - a true woman. The attributes of True Womanhood, by which a woman judged herself and was judged by her husband, her neighbors, and her society could be divided into four cardinal virtues or ideals :- Ideal One - Piety: Religion or piety was the cardinal virtue of the True Woman. It was a common belief of the time that a woman had a natural inclination towards religion. Mrs. John __________________________________ 2 Welter, Barbara. The Cult of True Womanhood, 1820-1860. In American Quarterly, XVIII (1966), 151-74 Sanford... agreed thoroughly: "Religion is just what a woman needs. Without it she is ever restless and unhappy..." The reason why religion was given such importance was perhaps because it did not necessarily take a woman out of her sphere of influence i.e. her home. Piety was the "core of a woman's virtue, the source of her strength." All other virtues would necessarily follow. Women were expected both to uphold religious virtue within their own homes and to spread religion to others. They were the "handmaid[s] to the Gospel" whose job it was to ensure the piousness of the rest of their society. Piety, therefore, gave women "something to do" and the church reinforced all other qualities of "true women." Without piety first and foremost, a woman was "unnatural and unfeminine, in fact, no woman at all." (2) Ideal Two - Purity: Female sexual purity was