Discussion 2 Article Example | Topics and Well Written Essays - 250 words

A Comparative Consumer Behaviour of Audi, BMW and Mercedes in Thailand Essay

A Comparative Consumer Behavior of Audi, BMW and Mercedes in Thailand and UK - Essay Example Research shows that ?21.1 billion UK car showcase is in consistent clash with France and Italy (Done, 57). This makes it the second greatest European nation in the car showcase after Germany. The African mainland likewise has various states that are evaluated among this exchanging extravagance vehicles, drove by South Africa. Be that as it may, impediments in deals depend on the absolute business territory or by neighborhood showcase circumstances, notwithstanding client inclination. In that capacity, the general success vehicle showcase is experiencing social change with extravagance brands showing up less crude, not so much differing but rather more thorough with the condition improving. Along these lines, there is expanded rivalry between various vehicle brands coming about into brand personality. Because of persistent improvement in the vehicle items, the outward look of a car assumes a huge job in impacting the consumers’ choices. Premium marquees like BMW, Lexus and Merc edes-Benz ought to create characteristics and qualities that show changing social properties, which influence customers mentally, so they hold their productivity in the car business. This paper will take a gander at purchaser conduct contrasts among Thailand and the UK, thinking about three brands of vehicles (BMW, Audi, and Mercedes Benz). Procedure What we Did For motivations behind characterizing clients’ affectability towards extravagance autos, a lot of thoughts factors that potential customers of riches vehicles may require was created with consent from vehicle sellers (Audi, Jaguar, Mercedes, Lexus and Volvo). This was done at London Motor show ’97 at Earl’s Court Exhibition. All things considered, various factors were built up including unwavering quality, quality, strength, safety,... A Comparative Consumer Behavior of Audi, BMW and Mercedes in Thailand and UK In that capacity, the general success vehicle showcase is experiencing social change with extravagance brands showing up less crude, not so much differing but rather more extensive with the condition improving. Along these lines, there is expanded rivalry between various vehicle brands coming about into brand character. Because of persistent improvement in the vehicle items, the outward look of a car assumes a noteworthy job in affecting the consumers’ choices. Premium marquees like BMW, Lexus and Mercedes-Benz ought to create characteristics and qualities that show changing social properties, which influence customers mentally, with the goal that they hold their productivity in the vehicle business. This paper will take a gander at buyer conduct contrasts among Thailand and the UK, thinking about three brands of vehicles. For reasons for characterizing clients’ affectability towards extravagance vehicles, a lot of thoughts factors that potential purchasers of riches vehicles may require was created with consent from vehicle sellers. This was done at London Motor show ’97 at Earl’s Court Exhibition. Thusly, various factors were set up including unwavering quality, quality, solidness, wellbeing, security, execution, effectiveness, innovation, and dealing with among different factors. These factors were done inside the goal class. Be that as it may, factors like worth, style, comfort, distinction, picture and visual effect were done on the fundamental model of subjectivity.

10 Facts About Students and Plagiarism

10 Facts About Students and Plagiarism (0) Referencing as anti-plagiarism isn’t a topic that’s exclusively practiced and enforced in educational settings. Plagiarism prevention is a lifelong, practical skill; one that is especially important in today’s information-rich society. Educators spend countless hours teaching responsible use. Nearly every secondary and higher education institution has a plagiarism policy in place and professors strive hard to enforce them. But, is it enough? How do students really feel about plagiarism? Are educators bogging them down, year after year, with plagiarism prevention? Are students confident with the process by the time they reach college? What’s really happening in students’ minds when it comes to citing and writing? With these questions in mind, the team at set out to determine how students truly feel about plagiarism. We placed a 12-question survey on our website from November through December 2018. A total of 4,953 participants completed the survey. Of the respondents, 67% were undergraduate students. Here’s what our findings revealed… 1. Students fear disciplinary action One thing’s for sure, being accused of plagiarism is something students want to steer clear of. A total of 70% of respondents said they fear disciplinary action. Kudos to schools that have made it clear that plagiarism is unacceptable and not tolerated. On the other hand, 30% of students said they do not fear disciplinary action. Perhaps these students have the knowledge and skills in place to be confident with their writing and reference work. Instead of instilling a sense of fear in students, schools can promote confidence by allowing students to make mistakes, refine, and reflect on their work. A confident writer is a writer who is less likely to feel pressured to plagiarize. 2. Are students aware that plagiarism has severe consequences? Not only do students fear disciplinary action, they understand what those consequences may be. Here’s a breakdown of the consequences students know they could face: A total of 90% of respondents understand that they could lose points on an assignment or receive a bad grade. Furthermore, “if your university finds that you have directly plagiarized, you will likely be expelled from your program or university” (Shabe). A total of 84% of respondents recognize this as a consequence. It may seem unrealistic to some, but legal prosecution and/or a monetary fine are real concerns for many students. In 2017, the Department of Education in England announced that any university student caught submitting a pre-written essay could face fines and a criminal record (Pells). A study done by Philip Newton, at the University of Swansea, found that new undergraduates felt that “academic misconduct should be modestly penalized compared to the standard penalties imposed by the UK higher educational sector.” 3. Worried about citing incorrectly Even with all of the measures that teachers and schools put in place to educate students on citing, 66% of students stated that they worry about citing incorrectly. This anxiety could be due to the exorbitant amount of citation styles and structures available. Maybe teachers place too large of a weighted grade on citing properly. Or, perhaps students are just generally confused about the process. A similar study, conducted by Cengage Learning, found that 25% of students felt as though their peers are “very concerned” about citing incorrectly (Strang). Thankfully, students have numerous online resources and reference generators available to help. In addition, librarians are incredibly helpful resources to seek out for help with references. 4. Students feel they have received enough information on how to cite Each year, from elementary school through college, students hand in tons of research papers and assignments. It’s a repetitive activity, polished and refined, year after year. Even with the consistent and repetitive practice of learning about plagiarism prevention, close to one third of students (28%) feel that they have not received enough information on how to cite. A total of 29% of students feel neutral on topic as they neither agree nor disagree that they’ve received enough information on how to cite. A mere 42% said they have received enough information on how to cite. It’s clear that schools and educators are simply not doing enough. Katie Malcolm, an instructional consultant at the University of Washington’s Center for Teaching and Learning suggests the following approaches for educators: Share a few sample essays in class and showcase how the writers effectively used language and ideas from other sources. Provide a 5-10 minute review of MLA format, APA format, or your chosen citation style. Share links to helpful online resources. Clarify reference expectations in class and in the assignment prompt. In extremely large classes, TA’s can be a helpful resource for individualized attention. Instead of focusing on perfection, encourage students to do their own writing. There will be mistakes along the way, but the only way to learn from those mistakes is to focus on effort. Refine mistakes and clear any misconceptions related to plagiarism. Furthermore, John English and Chris Ireland, from the University of Huddersfield’s Business School, found success when students had whole group and private instruction on their writing content, rather than their writing issues (related to tenses, transitions, punctuation, proper usage of a noun, conjunction, adverb, etc.). In addition, students found success when they were assigned shorter writing tasks. 5.   1/3 of students are not aware that common knowledge does not need to be cited According to the University of Cambridge, “common knowledge is information that could be generally known to an educated reader.” One example is that Steve Jobs was the co-founder of Apple. This fact doesn’t need a reference, since most people know this to be true. While 64% of students understand that common knowledge does not require a reference, 19% weren’t sure and 17% incorrectly said yes, common knowledge requires a reference. In order to answer this question, students needed to know the definition of “common knowledge.” Perhaps students were unfamiliar with the term as it wasn’t defined in our survey. In addition, common knowledge statements can be tricky since they “can change depending on your culture, geographic location, age, or other factors” (Caldeira Traylor). Not all outside facts need a reference, but “if you are in doubt as to whether something in your discipline is common knowledge or not, it would be best to reference your source” (University of Cambridge). Think about the individual or group who plan on reading your paper. If you think you’re using a statement that is well-known, forget the reference. Cheers to one less thing to do on your to-do list! 6. Lost points for incorrect citations Nothing is worse than spending hours writing a stellar research paper and then losing points in the end for incorrect citations. A staggering number of students, 42%, have lost points for citing incorrectly. Thankfully, there are online generators to help students create, modify, and add references to their papers. Many of these tools create citations instantly. Students should take advantage of the numerous online resources available, including guides and generators. In addition, “if your university provides extra modules or lectures on this, make sure you attend.” If they don’t, let them know it’s needed (Young-Powell). Need some evidence to backup your request? Share the findings from this report! 7. The most common citation mistakes students report are… It’s no surprise that 81% of students state that the most common citation errors they make are related to formatting citations incorrectly. Formatting references is confusing! There are many rules related to the placement of punctuation, italics, and quotation marks. In addition, some styles have a specific structure for each and every source type. Once again, here’s where generators can truly help. They’ll format the citations properly, in more styles than even imaginable. It definitely doesn’t hurt to take a quick glance at a reference guide prior to submitting a paper. Full, in-depth guides can be found on generator sites. Many have an added bonus of grammar guides, too, where you can brush up on your verb and pronoun skills. 8. Ghostwriting Buying an online paper When asked if, “buying a pre-written paper online is a form of plagiarism” a staggering 22% of students were either not sure (13%) or stated that it’s not a form of plagiarism (9%). It’s a relief to see that 78% understand that purchasing a pre-written paper, also called “ghostwriting,” is in fact a form of plagiarism. Students purchase pre-written papers due to academic pressures, inefficient time to complete tasks due to job responsibilities, and professors assigning and recycling prompts that are easily found on ghostwriting sites. Legislation is being pushed to not only ban essay-mill sites, but ban their advertisements as well (Marsh). Is it worth it to purchase a pre-written paper on an essay-mill? Absolutely not. Fifty-six students at Macquarie University, in Sydney, Australia, were referred to the disciplinary committee for hearings in 2015. Of that number, 36 were found guilty. Two students had their degrees revoked and 10 were prevented from graduating. The moral of the story? Don’t even think about. 9. Reference sources when copying and pasting from a website When the digital revolution hit, educators feared the worst. In just a few simple clicks, students could copy online content and paste it into their assignments. Yes, the increased use of websites, digital databases, and online periodicals have resulted in lots of copying and pasting, but one thing’s for sure, students understand they need to create a citation for that copied content. Ninety-seven percent of our respondents stated that a citation is needed for any copied material. Just a small percentage, 2%, said they weren’t sure, and 1% said no, a citation was not needed. Even though students understand the need for a citation, some still get in trouble for this exact offense. Why? Sloppy notes are one reason to blame. One recommendation to avoid this? “Take careful notes and reference as you go” (Young-Powell). Additionally, students understand the need to reference text, but may forget about other types of media. Students must reference, “images and media, designs, or works of art” (RMIT University). 10. Automated plagiarism and citation tools are popular among students Online tools allow students to focus more time on locating and analyzing their research sources and less on the time-consuming act of properly forming references and bibliographies. A total of 73% of students take advantage of online citation tools that structure references according to the citation style of choice. Students have numerous source types to choose from and are able to fully and easily build their works cited or reference pages. What about the 27% of students who do not use citation tools? Hopefully, they decide to jump on the bandwagon soon. When it comes to plagiarism tools, 50% of students make use of sites that offer these services. Not only will these sites scan papers for any instances of unintentional plagiarism, they’ll also provide spelling and grammar suggestions. Many are built with innovative technology that provide instantaneous suggestions. Using a plagiarism checker  is like having a virtual writing tutorâ€"without the high costs and awkward small talk! The best part about these tools? They’re not only used by students who are writing research papers. They’re great for anyone looking to learn about citing and writing. Many online tools provide full guides on reference styles and parts of speech topics. If you’re feeling rusty on proper usage of a preposition, interjection, or determiner, these sites can help! is just one website which offers all of these handy resources and tools, plus so much more. Works Cited List “Academic Integrity.” RMIT University,  www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/academic-integrity. Caldeira, P., and M Traylor. “Understanding Plagiarism: Common Knowledge.” Laney College  Library, updated 19 Sept. 2018, laney.libguides.com/c.php?g=416330p=2836972. Ireland, Chris, and John English. Plagiarism: Let’s Start As We Don’t Mean to Go On. University  of Huddersfield, 31 Mar. 2011,  eprints.hud.ac.uk/id/eprint/10515/1/IrelandPlagiarismpdf.pdf. Malcolm, Katie. “Plagiarism and Inclusive Teaching: A Perfect Union?” Center for Teaching and  Learning, University of Washington, 20 Jan. 2015,  www.washington.edu/teaching/2015/01/20/plagiarism/. Marsh, Sarah. “Universities Urged to Block Essay-Mill Sites in Plagiarism Crackdown.” The  Guardian, 8 Oct. 2017,  www.theguardian.com/education/2017/oct/09/universities-urged-to-block-essay-mill-site-in-plagiarism-crackdown. “Macquarie University Finds 36 Students Cheated Online and Revokes Two Degrees.” The  Guardian, 28 May 2015,  www.theguardian.com/australia-news/2015/may/28/macquarie-university-finds-36-students-cheated-online-and-revokes-two-degrees. Newton, Philip. “Academic Integrity: A Quantitative Study of Confidence and Understanding in  Students at the Start of Their Higher Education.” Assessment Evaluation in Higher Education, vol. 41, no. 3, 27 Mar. 2015, pp. 482-497.  Taylor Francis, doi.org/10.1080/02602938.2015.1024199. Pells, Rachael. “Cheating University Students Could Get Criminal Record for Plagiarised  Essays.” Independent, 21 Feb. 2017,  www.independent.co.uk/news/education/education-news/cheating-university-students-criminal-records-plagiarised-essays-copy-a7591236.html. “Plagiarism: Common Knowledge.” Cambridge LibGuides, University of Cambridge, updated 22  Oct. 2018, libguides.cam.ac.uk/plagiarism/commonknowledge. Shabe, Lorenza. “Consequences of Plagiarism.” Scribbr, updated 30 Oct. 2018,  www.scribbr.com/plagiarism/consequences-of-plagiarism/. Strang, Tami. “Are College Students Concerned About Plagiarism?” Cengage, 7 Sept. 2015,  blog.cengage.com/are-college-students-concerned-about-plagiarism/. Young-Powell, Abby. “How Serious is Essay Plagiarism?” The Guardian, 30 Dec. 2017,  www.theguardian.com/education/2017/dec/30/is-plagiarism-really-a-growing-problem-in-universities.

Lack Of Business Ethics And Finance Essay - Free Essay Example

Sample details Pages: 5 Words: 1611 Downloads: 1 Date added: 2017/06/26 Category Finance Essay Type Argumentative essay Did you like this example? The Citigroup Inc. also known as Citi is a foremast financing company based in America with its headquarter in New York. According to www.money.cnn.com (2008) fortune list, the Citigroup listed 8th in the top 500 business organizations in the world. The group came into existence by one of the worlds biggest mergers between Citicorp and multinational financing company, Travelers Group in 1998.Presently the company has the biggest monetary services in the world, covering 140 countries with almost 16000 offices and 260000 employees to serve more than 200 million customers. The company is headed by Richard D. Parsons as the chairman and Vikram Pandit as the CEO which deals in Consumer banking, corporate banking, Investment banking, Global wealth management, financial analysis and Private equity. In recent times the company has faced severe criticism for unethical behavior, false marketing and bad financial management. The company is accused and also found guilty in various unfair practices such as unofficial lending of financial support, unfair interests on investments and unethical behavior towards customers. This report will analyze the business techniques taken by the company which were proven not to be correct and also propose the righteous essential components. 3. Organisation Background It began in 1812 with City Bank at New York which was chartered by the New York state and soon became the largest bank in America. In the year 1913 it became a pioneer by serving as a provider to Federal Reserve Bank of New York. Then came a major breakthrough, in the year 1918 the acquisition of International Banking Corporation not only made Citi as the first bank to possess more than $ 1billion asset but also made it the worlds biggest commercial bank, since then there was no looking back. The Citigroup further divided into four vital subcategories; Consumer Banking Global Wealth Management Global Cards Institutional Client Group Citigroup is also known for its government interactions and public relations, as reported by the Center for Responsive Politics the company is claimed to hold 16th place in contributors for political campaigning in the United States of America, statistically they have contributed $23,033,490 from 1989 to 2006. 4. Rationale In the proposed topic, the analysis of vital aspects which are considered as the main reasons due to which the company had to suffer losses. We shall also consider the factors such as diverse requirements in different countries and also complexity in implementation. Due to vastness of the group and several unethical decisions the company had to go through severe downfall. The research will also closely investigate the causes of the wrong decisions and what should have been instead. Through a detailed study done, it helps drawing conclusions and propose methods and strategies which will help getting desired outcomes and improve the working of the compan y. Evaluation is necessary for analyzing the decisions which not fruitful and also helps in deciding the correct strategies for bright prospects. 5. Literature Review The prime focus of this section is to provide reviews of the researches done in the past related to the topic under consideration. A brief evaluation of the literature on unethical business done and the subsequent measures taken is been discussed by researchers and practitioners in recent years. Among many other problems faced by the company over recent years As observed by Fein.M (2008) the NASD had fined Citigroup Global Market, Inc. for $250,000 and also admonished them for improper advertising of the sales documents in connection with hedge fund in the year 2004. The NASD suspected that the group had distributed sales document mentioning the fixed percentage of return with no evaluation of the target, the firm had also displayed fictitious returns in documents and had also included inadequate risk facto rs. Also according to his research Citigroup and another bank were taxed $5 million per head for violating a rule with regards of corporate high yield bonds. The NASD assumed that these companies were keeping illegitimate records and did not apply necessary managerial actions when required. Choir (2009), confirms through the researches that the foremost reason for mass losses to broker dealer banks is the percentage of sublime mortgage crisis was high and posed a threat to not only weak U.S but also international financial system. On the contrary there were some investment bank that were flourishing and made massive profits by taking a stand against the dropping rate in the housing finance market. According to an article published in The New York Times by Dash (2008), the Citigroup will have to hold their extra payments for coming three years and will also comply with the restrictions due to some administrative reimbursement, this was in accordance with a rescue accord with feder al regulators. On this, the president of The United States Of America George.W.Bush said that, the people of America should be aware that there is a secure teamwork and the required will be taken as they always have in the past. The composite rescue arrangement had made the government not only to fund $20 billion to Citigroup, but also $306 billion indirectly for credits and insurance. These compensations and rescued the government and the Citigroup from a multimillion-dollar crisis. According to Beltran(2002), the top companies on the Wall Street have agreed to for a settlement of $1.43 billion and revise business for real estate and compensate their investors who were mislead with partial data. Citigroup was taxed with $400 million as a compensation for fraud with the investors, this also led to a split between the states and the federal government. After a detailed study and analysis the settlement was done by stating that banks research will be separate from the investment an d also the forbidden from allotment of IPO shares . https://www.variety.com/article/VR1118012681.html?categoryId=1444cs=1nid=4758 for literature review 5. Research Objective The primary objective of conducting this analysis is to study the reasons behind the downfall of the company, what decisions that were taken which caused the firm to collapse which subsequently harmed the worlds economy, a detailed investigation proves that the decisions were unethical and the company was guilty as charged and had been penalized monetarily which as a result the company to finally file bankruptcy. This research is a lesson to be taken on every aspect that unethical and deceptive business methods are always catastrophic in long run and are harmful. 6. Research Questions The foremost questions that arises after this analysis; is the customer lost trust in the multinational banking services and has the customer started to make more research before investing its money. More over the re are following questions that go through a potential customers mind before investing its assets: What could be the possible threats to an investors assets ? Has the customer become more alert when it comes investments ? 7. Methodology This research had a requirement of investigative perspective so Exploratory method of research is used, the proposed research is about the unethical behavior and false business and marketing strategies by Citigoup, the data had to be collected from various news papers, online business experts, wallstreet journals and company websites, as explained by Huber(1985) and Sibson(1987), Exploratory method is a numerical method which works on simple statistics as one dimensional data. Also confirmed by Schaffer and Riordan(2003) as to how to analyze an organization, how to work on the problems and finally how to develop a methodology. It begins with analyzing the problem or the proposed topic, then, gathering all the possible data relating to the subject from various sources, then arranging the gathered data in accordance to the proposed topic after that, validating all the accumulated information, and finally eliminating the data which is irrelevant . 6. A. Population of the Study 6. B. Source of Data There were two types of data that were researched, primary data and secondary data : Primary Data: In the process of primary data collection the information is collected by interviews and obtaining feedback through questionnaires. The collection of data directly from realistic fields is called primary data. Some of the methods that are used to gather primary data are: Open-ended and Close-ended questionnaire technique. Face to face conversation with the customers. Reviewing and discussion with officials of the bank. Observation method, reviewing case studies and research papers about the bank. Secondary Data: The secondary data is the information already collected by other people for different r esearch purposes. The views about different perspective which are provided over the internet or through business journals and magazines can also be taken into consideration. Some of the ways of gathering secondary sources of information are: Viewing the annual reports of recent years of the bank. The various article published such as wall the street journal, CNN review. Information over the internet. Newsletters of Citigroup. Articles from newspapers. 7. Data Analysis After gathering all the data possible a scrutiny is done on both the qualitative as well as the quantitative data. The qualitative is represented in terms of appropriate bar charts, graphs and diagrams. Also the proper referencing so as where the data is taken from should be done. As far as the quantitative data is concerned data display and analysis which is subcategorized as, reduction of the data firstly, second is display of the data in proper graphical or pictorial whichever is required and fi nally concluding the data and verifying the data. Data reduction is briefly summarizing the data and concentrating on the important parts. Reducing is deleting the data which is out of context. Huberman(1994). 8. Resource Requirement Internet facilities had a major share in the form of published articles from annual reports in The New York Times, The CNN and also from online Wall Street journals. A detailed reports from the press reporters and also books published about business by business gurus. The library also has a vital role for supplying literature. Don’t waste time! Our writers will create an original "Lack Of Business Ethics And Finance Essay" essay for you Create order

Twain’s problematic ending of Huck Finn Free Essays

The adventures of Huckleberry Finn is known as one novel that has brought controversy from the time it was published in the year 1884 (Pearl par 1). It was banned in major public libraries many referring to it as â€Å"trash. † Currently, many regard it as a classical American novel though others still critic it in one area or the other. We will write a custom essay sample on Twain’s problematic ending of Huck Finn or any similar topic only for you Order Now It is a novel from where â€Å"all modern literature† was derived and modern scholars and critics now treats it as great work of art in America (Pearl par. 1). Perhaps the greatest irony is that though it received great criticism, of all the MT’s novels, it is the one that sold most immediately when it was published. Hunk Finn, as it is commonly referred to, is set in the Mississippi river town of St. Petersburg, Missouri and the various locations along that river through Arkansas (SparkNotes, screen 21). The major conflict in the novel is portrayed as the main character (protagonist), Huck struggles with a society (antagonist) that is trying to civilize him. The conflict is also intensified as Hunk deals with Jim who is a black slave; since Hunk must decide whether to reject Jim and please the society or protect him and follow his conscience. This essay shows that Twain’s ending of the novel betrays the true subject of the work. The novel ends with the three boys Huck, Tom and Jim escaping from a shed where they had been surrounded by about fifteen farmers guarding Jim, the black slave (Twain 361). They make a hole in the wall to escape but as they does, Tom makes some noise and what follows is the shooting that leaves a bullet in Tom’s leg who portrays himself a hero. However, Huck and Jim are concerned about the condition of the leg and upon Jim’s suggestion; they go to look for a doctor. This only worsens things for Jim who is captured by the locals and is chained as they bring Tom home on a mattress accompanied by the doctor. By this time Huck has already run home having left the two boys alone. The locals have decided to hang Jim though no one does it as they are afraid of compensating the slave owner. They are therefore left with no other option than to treat Jim roughly until the time when the doctor comes and saves him by explaining that it is him who in fact saved Tom’s leg from deteriorating by nursing him (Twain 377). When Tom however learns that Jim was still in chains, he reveals to them that in fact Jim had already been set free thus was no longer a slave. This allows the reader to glimpse the character trait of Tom. Though he had known all along that Miss Wanton who had died two months earlier had set Jim free in her will, he did not say it because he felt that they needed to device a good plan to rescue Jim. If he had said it earlier, Jim could not have gone through the sufferings that he had experienced. Huck arrived and on enquiring from Tom what he would do if Jim was freed; he replied that he planned to repay Jim for all his troubles and sending him off as a hero. And he said, what he had planned in his head from the start, if we got Jim out all safe, was for us to run him down the river on the raft, and have adventures plumb to the mouth of the river, and then tell him about his being free, and take him back up home on a steamboat, in style, and pay him for his lost time, and write word ahead and get out all the niggers around, and have them waltz him into town with a torchlight procession and a brass-band, and then he would be a hero, and so would we (Twain 387). The Phelpses and Aunt Polly release Jim and feed him on hearing that he helped the doctor to nurse Tom. He is also given forty dollars as a payment for all his troubles (Twain 387). Tom and Huck are not through with their adventure and plan to go for another one to the Indian territories. Huck thinks that Pap had taken all the money but it is Jim who informs him that in fact the dead man he had seen in a floating house was Pap (a cruel and drunk father). It is clear that though the writer of the novel was initially heading to the right direction in his writing, he â€Å"looses focus† (it may have been intentionally) as he comes to end of the novel in the way he presents the relationship between Huck and Jim. All along, the two boys had been together passing through hardships and challenges during their adventure. They are seen doing different things together; for example have to hide the inheritance of the Silk sisters in a coffin away from the greedy â€Å"King† and â€Å"Duke. Huck even comes to a time when he had to decide whether to give the remaining Gherkin (food) from his provisions to Jim or take it himself (Paine Par. 20). Therefore every reader expects Huck’s emotional attachment with Jim to grow. However when Tom appears, a different picture is portrayed with Huck remaining quiet when, they endanger Jim’s life by not telling Phelpses that Jim had already been released by the former Slave master and instead decides to device a plan as part of their adventure. When Jim goes to get the doctor, Huck leaves and runs to his uncle’s place leaving his friend. So then I crept into a lumber-pile to get some sleep; and next time I waked up the sun was away up over my head! I shot out and went for the doctor’s house, but they told me he’d gone away in the night some time or other, and warn’t back yet. Well, thinks I, that looks powerful bad for Tom, and I’ll dig out for the island right off. So away I shoved, and turned the corner, and nearly rammed my head into Uncle Silas’s stomach! (Twain 367). The other problem arises because though the novel’s subject is directed to the theme of freedom, at the end Jim who is supposed to be free is not still free. This can be attributed to the mistake that Tom made though intentionally. Jim, who has been technically free for all that time they were in the adventure, is still bound in chains, first in the home of Phelpses before the escape and then by the locals who captured him when he went to bring the doctor who would treat Tom. It is ridiculous that Miss Wanton can not set Jim free when she is alive and has to wait till she dies and does it in her will. Old Miss Watson died two months ago, and she was ashamed she ever was going to sell him down the river, and said so; and she set him free in her will. â€Å"(Twain 383) In conclusion, it is clear that the work of Mark Twain was based on the theme of racism, slavery and freedom thus different readers can critic it using different views. The plot flows smoothly from the beginning but the problem arises in the ending as the reader is left wondering why there is no development in Huck’s character -who is the protagonist and who is supposed to develop in all areas as the plot develops. How to cite Twain’s problematic ending of Huck Finn, Papers

Twain’s problematic ending of Huck Finn Free Essays

The adventures of Huckleberry Finn is known as one novel that has brought controversy from the time it was published in the year 1884 (Pearl par 1). It was banned in major public libraries many referring to it as â€Å"trash. † Currently, many regard it as a classical American novel though others still critic it in one area or the other. We will write a custom essay sample on Twain’s problematic ending of Huck Finn or any similar topic only for you Order Now It is a novel from where â€Å"all modern literature† was derived and modern scholars and critics now treats it as great work of art in America (Pearl par. 1). Perhaps the greatest irony is that though it received great criticism, of all the MT’s novels, it is the one that sold most immediately when it was published. Hunk Finn, as it is commonly referred to, is set in the Mississippi river town of St. Petersburg, Missouri and the various locations along that river through Arkansas (SparkNotes, screen 21). The major conflict in the novel is portrayed as the main character (protagonist), Huck struggles with a society (antagonist) that is trying to civilize him. The conflict is also intensified as Hunk deals with Jim who is a black slave; since Hunk must decide whether to reject Jim and please the society or protect him and follow his conscience. This essay shows that Twain’s ending of the novel betrays the true subject of the work. The novel ends with the three boys Huck, Tom and Jim escaping from a shed where they had been surrounded by about fifteen farmers guarding Jim, the black slave (Twain 361). They make a hole in the wall to escape but as they does, Tom makes some noise and what follows is the shooting that leaves a bullet in Tom’s leg who portrays himself a hero. However, Huck and Jim are concerned about the condition of the leg and upon Jim’s suggestion; they go to look for a doctor. This only worsens things for Jim who is captured by the locals and is chained as they bring Tom home on a mattress accompanied by the doctor. By this time Huck has already run home having left the two boys alone. The locals have decided to hang Jim though no one does it as they are afraid of compensating the slave owner. They are therefore left with no other option than to treat Jim roughly until the time when the doctor comes and saves him by explaining that it is him who in fact saved Tom’s leg from deteriorating by nursing him (Twain 377). When Tom however learns that Jim was still in chains, he reveals to them that in fact Jim had already been set free thus was no longer a slave. This allows the reader to glimpse the character trait of Tom. Though he had known all along that Miss Wanton who had died two months earlier had set Jim free in her will, he did not say it because he felt that they needed to device a good plan to rescue Jim. If he had said it earlier, Jim could not have gone through the sufferings that he had experienced. Huck arrived and on enquiring from Tom what he would do if Jim was freed; he replied that he planned to repay Jim for all his troubles and sending him off as a hero. And he said, what he had planned in his head from the start, if we got Jim out all safe, was for us to run him down the river on the raft, and have adventures plumb to the mouth of the river, and then tell him about his being free, and take him back up home on a steamboat, in style, and pay him for his lost time, and write word ahead and get out all the niggers around, and have them waltz him into town with a torchlight procession and a brass-band, and then he would be a hero, and so would we (Twain 387). The Phelpses and Aunt Polly release Jim and feed him on hearing that he helped the doctor to nurse Tom. He is also given forty dollars as a payment for all his troubles (Twain 387). Tom and Huck are not through with their adventure and plan to go for another one to the Indian territories. Huck thinks that Pap had taken all the money but it is Jim who informs him that in fact the dead man he had seen in a floating house was Pap (a cruel and drunk father). It is clear that though the writer of the novel was initially heading to the right direction in his writing, he â€Å"looses focus† (it may have been intentionally) as he comes to end of the novel in the way he presents the relationship between Huck and Jim. All along, the two boys had been together passing through hardships and challenges during their adventure. They are seen doing different things together; for example have to hide the inheritance of the Silk sisters in a coffin away from the greedy â€Å"King† and â€Å"Duke. Huck even comes to a time when he had to decide whether to give the remaining Gherkin (food) from his provisions to Jim or take it himself (Paine Par. 20). Therefore every reader expects Huck’s emotional attachment with Jim to grow. However when Tom appears, a different picture is portrayed with Huck remaining quiet when, they endanger Jim’s life by not telling Phelpses that Jim had already been released by the former Slave master and instead decides to device a plan as part of their adventure. When Jim goes to get the doctor, Huck leaves and runs to his uncle’s place leaving his friend. So then I crept into a lumber-pile to get some sleep; and next time I waked up the sun was away up over my head! I shot out and went for the doctor’s house, but they told me he’d gone away in the night some time or other, and warn’t back yet. Well, thinks I, that looks powerful bad for Tom, and I’ll dig out for the island right off. So away I shoved, and turned the corner, and nearly rammed my head into Uncle Silas’s stomach! (Twain 367). The other problem arises because though the novel’s subject is directed to the theme of freedom, at the end Jim who is supposed to be free is not still free. This can be attributed to the mistake that Tom made though intentionally. Jim, who has been technically free for all that time they were in the adventure, is still bound in chains, first in the home of Phelpses before the escape and then by the locals who captured him when he went to bring the doctor who would treat Tom. It is ridiculous that Miss Wanton can not set Jim free when she is alive and has to wait till she dies and does it in her will. Old Miss Watson died two months ago, and she was ashamed she ever was going to sell him down the river, and said so; and she set him free in her will. â€Å"(Twain 383) In conclusion, it is clear that the work of Mark Twain was based on the theme of racism, slavery and freedom thus different readers can critic it using different views. The plot flows smoothly from the beginning but the problem arises in the ending as the reader is left wondering why there is no development in Huck’s character -who is the protagonist and who is supposed to develop in all areas as the plot develops. How to cite Twain’s problematic ending of Huck Finn, Papers

To What Extent Did The Liberal Government (1906 To 1914) Set Up A Welf

To What Extent Did The Liberal Government (1906 To 1914) Set Up A Welfare State In Britain? To what extent did the Liberal Government (1906 to 1914) set up a welfare state in Britain? A welfare state is a state with social services controlled or financed by the Government. These services aim to protect societys weakest members from the cradle to the grave; from birth to death. As Beveridge described it, a welfare state is the provision of services for the prevention of disease, squalor, want, idleness and ignorance. As the national Government from 1906 to 1914, the Liberals passed several reforms which many, including the historian G. Williams, claim heralded the arrival of the welfare state. The Liberal Government addressed the problem of disease and the overall poor health of the nation, as revealed by the physical deficiency of the countrys people, by passing several bills, each aiming to protect the vulnerable members of society, such as children. In 1907, the Medical Inspections Act dealt partially with the problem of disease in schools. Free medical inspections took place following this Act, but, although the Act highlighted the ill health of the nations children, it did nothing to alleviate the problem, for most parents could not afford medical treatment; this was not offered by the Government. Part one of the National Insurance Act of 1911 provided health insurance for workers who earned less then ?160 annually. This Act was triggered both by the issue of national deficiency and from the tuberculosis outbreak which was claiming 75,000 lives every year. Though this Act was significant in that it was the first time that the Government had offered such insurance, it failed to provide for the sick employees family, only for the employee himself. Also, sickness benefit lessened as time passed, and after 26 weeks, it was infinitesimal. The final reform Act passed by the Liberals which concentrated on lessening poor health was the Workmen's Compensation Act of 1906, which provided compensation for injury sustained whilst working. The problem of want was one which affected many living in Britain, particularly the working class. People living in poverty wanted for money and food, and the Liberal Government combated this indigence through reforms such as the Old Age Pensions Act, the School Meals Act and Acts which established a minimum wage. The first reform passed by the Liberals which targeted want was aimed at children: the School Meals Act of 1906. This was a cautious measure, successful in terms of the number of school meals provided: from 3 million in 1906 to 14 million in 1914, but limited in that there was no compulsion in the Act until 1914, and by 1912 over half the local authorities had not set up school meals. The Liberals also provided for the elderly, through the Old Age Pensions Act of 1908. This provided a pension of 5 shillings to any person over the age of 70. However, the amount offered was simply not enough to raise poor pensioners above the poverty line. Also, the pensions were only given t o those over 70; the average life span of a working class adult was much shorter than this. The National Insurance Act of 1911, Part two, provided unemployment insurance for people working in industries which were badly hit by periodic unemployment; seasonal trades such as shipbuilding and construction. This Act was limited in its effectiveness because it only covered seven trades and unemployment benefit lasted for only 15 weeks in one year. However, it was the first time that the Government had accepted any responsibility for the unemployed instead of thinking that unemployment was a result of individual idleness. Through the Sweated Trades Act and the Trade Boards Act of 1909, the Liberal Government set up boards to negotiate minimum wage levels for non-unioned sweated trades. The problem with these Acts was that they failed to establish an exact definition of a minimum wage. Idleness was perceived as a problem by society, which continued to be influenced by laissez-faire attitudes of the previous century, at the time of the Liberal Government. Despite the fact that the problem of unemployment was not solely caused by idleness, the Liberals passed a bill aimed at stopping laziness: The

Lab Report on Respiratory Physiology Essays

Lab Report on Respiratory Physiology Essays Lab Report on Respiratory Physiology Paper Lab Report on Respiratory Physiology Paper Timer (with a second hand) Glass Urinary and Salivary pH (litmus) paper Drinking straw Procedures: 1. Measure 2 ounces of water in a glass. Obtain the pH of the water in the glass. Record the water pH prior to experiment. Have the subject blow air through the straw into the water and keep blowing into the water for 2 minutes inhaling between exhalations. The subject should be breath as normal as possible while doing this activity. Measure and record the pH of the water in the glass. 3. Empty the water from the glass and refill it with fresh water. Have the subject do vigorous exercise for 5 minutes. 4. Immediately after exercise have the subject blow into the water for 2 minutes (inhaling between exhalations). Measure and record the pH of the water in the glass. 5. Empty the water from the glass and refill it with fresh water. Have the subject rest for 5 minutes. 6. Have the subject blow in the water for 2 minutes (inhaling between exhalations). Measure and record the pH of the water in the glass. Analysis and Data: 1. The pH of the water measured is close to a 7 on the pH scale. 2. After the subject blew air into the straw, the pH of the water was about 5 on the pH scale at first, but then turned neutral again. The subject did vigorous exercise for 5 minutes. 4. The pH of the water after the subject was exercising was about 6-7. 5. After refilling a new glass of water, the pH of the fresh water was about 6.

African Commonwealth Nations

African Commonwealth Nations The following alphabetical list gives the date at which each African Country joined the Commonwealth of Nations as an independent state. The majority of African countries joined as Commonwealth Realms, later converting to Commonwealth Republics. Two countries, Lesotho and Swaziland, joined as Kingdoms. British Somaliland (which joined with Italian Somaliland five days after gaining independence in 1960 to form Somalia), and Anglo-British Sudan (which became a republic in 1956) did not become members of the Commonwealth of Nations. Egypt, which had been part of the Empire until 1922, has never shown an interest in becoming a member. African Commonwealth Nations Botswana, 30 September 1966 as a RepublicCameroon, 11 November 1995 as a RepublicThe Gambia, 18 February 1965 as a Realm- became a Republic on 24 April 1970Ghana, 6 March 1957 as a Realm- became a Republic 1 July 1960Kenya, 12 December 1963 as a Realm- became a Republic on 12 December 1964Lesotho, 4 October 1966 as a KingdomMalawi, 6 July 1964 as a Realm- became a Republic on 6 July 1966Mauritius, 12 March 1968 as a realm- became a Republic on 12 March 1992Mozambique, 12 December 1995 as a RepublicNamibia, 21 March 1990 as a republicNigeria, 1 October 1960 as a Realm- became a Republic on 1 October 1963 – suspended between 11 November 1995 and 29 May 1999Rwanda, 28 November 2009 as a RepublicSeychelles, 29 June 1976 as a RepublicSierra Leone, 27 April 1961 as a Realm- became a Republic 19 April 1971South Africa, 3 December 1931 as a Realm- withdrew on becoming a Republic on 31 May 1961, rejoined 1 June 1994Swaziland, 6 September 1968 as a KingdomTanganyika, 9 December 1961 as a Realm- became Republic of Tanganyika on 9 December 1962, United Republic of Tanganyika and Zanzibar on 26 April 1964, and United Republic of Tanzania on 29 October 1964. Uganda, 9 October 1962 as a Realm- became a Republic on 9 October 1963Zambia, 24 October 1964 as a RepublicZimbabwe, 18 April 1980 as a Republic- suspended on 19 March 2002, departed on 8 December 2003

Public Speaking Speech or Presentation Example | Topics and Well Written Essays - 1250 words

Public Speaking - Speech or Presentation Example This only occurs when the speaker has a wide database of information to stand on and speak aloud of and in. Such questions which could be probed into are the following (which are broad lines to what should be asked)worth asking and must be asked to the representative are such as follows(in means and understanding that whether the speakers would be interested in the following questions or not when spoken about to them): The information to convey should be positively building a view of the scope of the company the speaker is speaking about. How far interested are they in the development of the speech into other components of discussion such as administration management of females and males relation in the office and ability to communicate between both genders in the company. The activities that are discussed concerning the look and overlook of the women to a male discussion and what men see and convey from meanings and what women tend to understand and what men in return tend to understand when women speak to them or discuss a topic with them. AreAre the executives willing to probe into such discussions Can the speaker openly discuss the opinions from a social point of view and personal to find a policy that is effective and reaching between two extremes (the manner of behavioral attitudes between men and women at work). Having on mind that men and women have examples of conveying understanding through physical appearances and jestures: how could I tell that the board is accepting what I say and what I do not say(men tend to be up and straight-forward and women could be quiet and chit chat among themselves). What are the issues that the board needs to discuss mainly (social, political, economical..) What trials

Child Gas-lift chair product Operator's Manual and Maintenance Assignment

Child Gas-lift chair product Operator's Manual and Maintenance Instruction - Assignment Example A gas-lift chair is meant for disabled children or those that have been bound to a chair for life. It is simplified in a way that the child is able to understand and remember the function of every feature on the chair comfortably. Implementing gas lift chair safety measures is not only important to the child but also to the manufacture. It is important for a child to know that Child Gas-lift Chair Company is not responsible of any damage or injury to child on the chair if; the damage occurred during transportation, since the chair is not meant for transport, as a result of wear and tear or due to fixation of fake accessories. All this can only be settled and avoided by following all the safety measures provided by the Child Gas-lift Chair Company (User manual, 2008). It may seem unnecessary but the child should ensure safety even on delivery and when unpacking the gas chair. This is because even as new as it may look it might be damage, posing a danger to the child if unnoticed. If the chair is damaged, the child should inform Child Gas-lift Company to either replace it or repair it (Burke, 2012). On the chair there two main features the child should consider the lever and the brake. The lever, which is usually below the seat, will help the child adjust the seats height by pulling it upwards. In case the child wishes to lower the seat, pulling the lever upwards will allow outflow of gas to a separate reservoir above the piston, effectively lowering the gas pressure below the piston and the seat goes down. To raise the seat the child need to get off the chair to allow in flow of air. The child should also understand that gas lift chairs are not meant for transport and should not be used in place of a wheel chair. In fact the child should not be on the chair during transportation. The other most important thing of all is that the child needs to know the maximum weight limit of the chair above

Constructivism :: Learning Education Learn Essays

Constructivism Missing works cited Definitions and Comparisons of Constructivism Constructivism is a defined, when referring to the learner, as a "receptive act that involves construction of new meaning by learners within the context of their current knowledge, previous experience, and social environment" (Bloom; Perlmutter & Burrell, 1999). Also, real life experiences and previous knowledge are the stepping stones to a constructivism, learning atmosphere. (Spigner-Littles & Anderson, 1999). Constructivism involves the learner being responsible for learning the material and, not necessarily, the teacher (Ely; Foley; Freeman & Scheel, 1995). When learning occurs, the goals, values, and beliefs of the individuals need to be linked to the new data. Also, in constructivism, the person, who is taking in the knowledge, can somehow filter, amend, and reformat the information that he or she feels is important to the schema (Spigner-Littles & Anderson, 1999). A constructivist learner uses the creative approach to apply their own meaning to a topic using the social and cognitive circumstances around themselves (Bloom; Perlmutter & Burrell, 1999). A short and sweet summary of constructivism is "how one attains, develops, and uses cognitive processes" (Airasian & Walsh, 1997). Constructivism versus Traditionalism There are methods that are considered very different than constructivism that are used in the classroom. One of the approaches is the traditional approach where the teacher teaches the information to the student, and the student does not contribute as much or convey the prior knowledge of the material during instruction (Airasian & Walsh, 1997). It has been said that traditional teaching can segregate students, especially ones with special needs, in the classroom (Bloom; Perlmutter& Burrell, 1999). In other words, traditional instruction is a more teacher-centered approach that uses rote, fact based learning. The teachers create the values, behaviors, and beliefs for the students. The teacher is in charge of the classroom, where they have rewards and consequences, and the students work mostly by themselves (this is very different that the constructivist classroom, which will be explained) (Windschitl, 1999). Characteristics and Roles in a Constructivist Classroom There are many specific aspects of constructivism when relating it to the classroom and the learner, at whatever age. As mentioned before, the social aspect of constructivism is important in the classroom. The socialization and interaction are an essential part of the classroom. It is in a constructivism classroom where a child can use his or her social activity to be influenced or influence other students’ beliefs and values.

Buddhist protestant

At first glance, the Protestant and Buddhist religions do not appear to have much in common. However, some of the rituals observed in one have parallel rituals observed in the other. At the structural level, there are more comparisons than contrasts to be made. If the view is expanded to include the followers of each religion, however, many more contrasts than comparisons can be observed. It is the people, the Protestants and the Buddhists, that make the religions different, due to teachings that cannot necessarily be observed.The customs of each religion will be detailed, and the similarities and differences made clear, in the essay that follows. This particular Sunday morning Protestant service begins at nine o’ clock, though the schedule is far from rigid. Members of the congregation are milling happily about, most wearing smiles that are wide and bright. Some of them spot me as a newcomer as soon as I step through the doorway, and they rush to shake my hand and introduce t hemselves. (One of these is Tobias Scouten, who agrees to be interviewed for this essay.) Protestants in this particular church, and this may be the same everywhere, are always welcoming new members. This is evidenced almost immediately after the service begins. The room, which Scouten calls â€Å"the sanctuary,† is dimly lit, except for the stage. Three spotlights illuminate the entire stage. There are candles burning on either side, but the dominant aromas are carpet cleaner and the various mingled odors of the people filling the room. After a few songs, which are sung with great enthusiasm by the entire congregation, the preacher takes the stage.His smile is perhaps brightest of all, and he makes a point of welcoming any visitors who might be in the audience. (There are no pews in this sanctuary; the worshippers are seated in cushioned chairs, which are arranged in long rows. ) He then offers up the microphone to anyone who has a â€Å"testimony† to share. Testimoni es, in this context, means a story in which congregation members spread the letter or the spirit of the message. Examples shared this morning include a few bags of groceries purchased for a needy family, an invitation extended to a despairing nonbeliever, and a night spent in prayer over a friend’s sick father.The congregation encourages these stories with calls of â€Å"Amen† and â€Å"Praise Jesus. † In this way, individual church members are rewarded, if with nothing more than the acclaim of their peers, for helping the Protestant faith as a whole to grow. The testimonies are followed by a musical performance. A young man and a young woman take the stage, the former holding a cordless microphone and the latter wearing an acoustic guitar. While they sing, the congregation sits back and listens, though a few scattered â€Å"Amen† calls can be heard at crucial moments in the lyrics. When the pastor returns to the stage, he reads from the Bible.He pauses d uring this reading to clarify certain points, bringing the ancient writing into more current context. After the reading, he relates an family anecdote, which in the end returns to the theme (this week, the church is focusing on â€Å"forgiveness†) discussed in the Bible passage. This is the only time during the service that everyone in the audience is quiet. All eyes are on the pastor as he walks up and down the stage, speaking through a headset microphone. His pacing is matched to the tone of his voice; when his volume increases, so does the length of his stride.Upon speaking the final words of his sermon, he allows full silence to descend on the congregation for a full five seconds before requesting everyone bow their heads in prayer. There is another song, again sung by the entire congregation, and the service comes to a close. No one appears to be in much of a hurry to leave the sanctuary. Many of the worshippers turn to each other and recommence the mingling in which the y had been indulging before the service began. At this point, Tobias Scouten escorts me out of the sanctuary and into what he terms â€Å"the fellowship hall† for coffee and cookies.We seat ourselves at one of the many tables, and he fills in the blanks for me. The information Mr. Scouten provides will be put to use when the Protestant practice is compared with the Buddhist practice, following the explanation of the latter. A small group of people, â€Å"fifty or so, on a good day,† according to Abbot Bai Tue, comes together at nine o’ clock on Saturday mornings for an English-language Zen service. The temple is a modest building, which consists of one large meeting room—called the â€Å"Zendo†Ã¢â‚¬â€and a few smaller rooms.Among these lesser chambers, the Abbot has an office, a bathroom, and a kitchenette. Upon entering the building, it is required that I remove my shoes. In a coatroom just inside the front door, every pair of shoes is stowed in a separate cubby. Not many of the cubbies are used, either because the temple does not attract a large group of regulars or because more people choose to attend the Sunday morning Japanese-language service. As it is, I am joined with less than twenty people in the temple. These people are dressed casually, in comfortable clothes, to make seated meditation more peaceful.As I will be told later, it is requested that people wear clothes that will not make much noise when the wearer moves, as this might be distracting during the meditation period. The dominant aroma here is one of incense, though the exact scent is unknown. Behind where the Abbot sits, a display consisting of a small Boddhisatva statue, a cup of incense sticks, and several burning sticks which are poking out of the base of the statue. The Zendo itself looks to be all natural wood, without much—if any—paint on the walls or ceiling.As the Abbot will tell me later, the sight of natural wood calms those who co me to the temple to meditate; it â€Å"allows them to feel surrounded by nature,† even while they are inside the building. No one says a word while they set up for the service. Cushions are retrieved from a closet off the main room for everyone to sit on, for there are no chairs. â€Å"Silence,† the Abbot will tell me, â€Å"is required in the Zendo. † The temple’s attendance might be small, but this matters little to those who do come regularly. They do not come to meet with the other members of the â€Å"Sangha†Ã¢â‚¬â€meaning the group—they come to experience something within themselves.The service begins with the ringing of a smell bell and a chanting ritual, alternating between the Abbot and the Sangha. The nature of this chanting is the offering up of the mind and the prostration of the body to something higher. This higher ideal is not a being, but rather a state of being: enlightenment. It is a myth that Buddhists worship Buddha. The y look to him as a leader, more of an example than a personification of judgment and the resulting punishment or reward. Following the chants, there is a type of sermon made by the Abbot, though the Sangha are encouraged to â€Å"turn inward† while listening.The words are not to be taken at face value, but to be seen as portals beyond which greater meaning can be found. The Sangha meditates during this time, and after a short period the Abbot falls silent. Within the Zendo, not a sound can be heard. The remote location of the temple becomes a notable positive at this point, as the only noise from outside is the rather soothing rush of the wind in the trees. The meditation lasts almost an hour and a half, after which Abbot Bai Tue invites anyone with questions related to the temple in particular or the Buddhist practice in general to stay and talk.Though I am not the only person to remain once the meditation is over, it quickly becomes clear that I am the only visitor to the t emple this morning. The Abbot is more than willing to provide answers for me, though he does not lead me in my interview at all. Even now, the search is a personal one. He speaks only when a question is posed, and his responses are concise and to-the-point. As stated in the introduction, the comparisons to be made between the religions are mostly structural. Both Protestants and Buddhists come together to practice.They begin with acts of participation, with songs in the Protestant church and chants in the Buddhist temple. Then a leader takes control of the service and gives the congregation or the Sangha what they cannot receive anywhere else. But even in these similarities, there are intrinsic differences. Mr. Scouten tells me he sings in order to show his â€Å"gratitude and love for the Lord. † According to Abbot Bai Tue, the chants have a different purpose; they â€Å"prepare the mind for meditation. † It would seem that the Protestant songs are sung for God, while the Buddhist chants are done for personal preparations.When the sermon begins, the Protestants are listening closely to each word spoken, and vocal responses are encouraged. In the Buddhist temple, the sermon is meant only to set the stage, and such responses are discouraged. These differences point to a fundamental contrast between the two religions. The Protestant faith is founded on the concept of propagation, and the practitioners of the faith take great pride in aiding that propagation. Diametrically, the Buddhist faith is about looking inward and finding peace within oneself. Bibliography Scouten, Tobias. Personal Interview. 18 February 2007. Tue, Bai. Personal Interview. 24 February 2007.

The World Has Changed Over The Past 300 Years - 1267 Words

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Wealth in these two countries, which was once heavily dependent on agriculture, has now shifted to other factors. Today the two main things that compose wealth in these countries are domestic capital and housing. The average national income in present day France and Britain is equal to roughly 30,000 euros. The national wea lth is equal to six times that, or 180,000 euros. This wealth is divided equally between housing and other domestic capital. Domestic capital includes investment and stocks. Farmland is virtually worthlessShow MoreRelatedThe Professional Golf Association Of America1037 Words   |  5 PagesThe Professional Golf Association of America is the largest sports organization in the world. The association is made of 28,000 professionals who are recognized experts in teaching and developing the game of golf. The PGA was founded in 1916. It is known to hold premier events such as the PGA Championship, Ryder Cup, Senior PGA Championship as well as the PGA Grand Slam of Golf. 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