Garry Glowacki essays

Garry Glowacki essays Garry Glowacki: A Representative for Justice Alternatives to Prison Garry Glowacki was nice enough to come and speak about his job in the law enforcement field. The field stretches out so far that some parts you wouldnt even know existed. One of these jobs is Garry Glowackis job. He works in the alternative to prison section of the criminal justice system. Through Garrys Life and work experience he believes that this system really does work. Garry came in and told us what the alternative to justice route of law enforcement is and how it works, but he did not talk about the actual rehabilitation process for it that prison had. Alternatives to justice are part of the criminal justice system in Kingston Penitentiary. The Alternative Justice system works with all kinds of offenders that can be considered not a threat to society when they are held under supervision. As an example, if a man broke into a home and stole another mans television and got caught there are two ways of going about his punishment; the justice system could end up spending over 25,000 dollars on the persecution and jail time of the offender or the offender could be supervised and work off the damages done to the home of the owner by mowing his lawn and trimming the hedges and stuff like that. This alternative will make the prisoner realize that it is an actual person that he has stolen from and realize how hard they worked to get that VCR (or whatever they stole). Garry firmly believed that no one is a bad person; they were just lead in the wrong direction as a child. He Quoted, hurt people, hurt people, and this statement is very true. Generally speaking, offenders have been offended in their lives and that has built up an aggression that they can not deal with. Garry explained that forgiveness is the key. Not forgiveness for their crimes but, actually reaching into the person and finding out what was bothering them in t...

The Top 6 ACT Science Tips You Must Use

The Top 6 ACT Science Tips You Must Use SAT / ACT Prep Online Guides and Tips Many students struggle with ACT Science. Students, who came to me for tutoring after taking their first official ACT test, typically performed worst on this section.It is very fast and unlike any other science test. This section more than any other is about pacing and strategy. I was able to boost my ACT Science score 5 points with a few tips.So, what simple tips and tricks can you use to boost your ACT Science score right now? ACT Science Tip #1: Save the Conflicting Viewpoints Passage for Last Every question in the ACT Science section is worth the same point value, so you want to get the most points in the limited amount of time given (35 minutes total or 52.5 seconds per question). To get the most points, you should save the most time-consuming passage for last, which conflicting viewpoints is.If you do not know the 3 Types of ACT Science Passages, read this articlefirst. As a brief summary, there are 3 types of passages, 7 passages used on the test: 3 Data Representation Passages 3 Research Summaries Passages 1 Conflicting Viewpoints Passage The Conflicting Viewpoints Passage has no graphs or tables.Instead, there are two or more scientists/students/theories presented in short paragraphs.The questions ask you about each viewpoint and the differences and similarities between the viewpoints.You need to read and understand the entire passage to answer the questions.Therefore, this passage will take the longest, so save it for last, so it doesn’t kill your pace. Conflicting Viewpoints should be THE END You should be able to speed through the other 2 types of passages using our next tip: ACT Science Tip #2: Use Only Visuals to Answer Questions in Data Representation and Research Summary Passages Again, since every question is worth the same point value and you only have 52.5 seconds per question, you want to answer as many questions as you can in the shortest amount of time. Saving Conflicting Viewpoints until the end will save you some time, but not reading the Data Representation and Research Summary passages will save you even more time. Most of the questions in these 2 types of passages can be answered by using the visuals and not reading the passage, so you will actually save time and answer more questions correctly by not reading these passages! Counterintuitive, I know. Since the majority of the questions ask you about data which is presented in the visuals, you just need to look at these visuals to find the correct answer. Learn more about this in our other article on time management and section strategy. Again, skip reading these passages, jump right to the questions and answer as many as you can with visuals alone.If you can’t get to a final answer, at least use the visuals for process of elimination: ACT Science Tip #3: Use Process of Elimination Again,you have very little time on the ACT Science section (5 minutes per passage or 52.5 seconds per question). You need to find ways to make the best use of your limited time. So, as you start to notice what cannot be the correct answer, cross it out. This process of elimination will help you make the best use of your time and will lead you to the correct answer. If you don'tuse process of elimination, you may jump to pick an answer before making sure it is the best answer choice. With process of elimination, you know your final answer is the only one thatCANbe correct. If it is wrong, cross it out! You do not want to let anything slow you down, including the big science terms: ACT Science Tip #4: Make Sure You Read the Right Figure and Pay Attention to Labels In my experience teaching students, the most common careless mistake I see is reading the wrong figure and mixing up the labels. If you look at Figure 2 when you're supposed to be looking at Figure 3, you'll make huge mistakes. And you can bet the ACT has trap answers that bait you into these mistakes. Similarly, graphs often have labeled x and y-axes, and you need to make sure you're looking at the correct axis to find the correct data value. Check out my guide on reading graphs to make sure you don't make these mistakes. ACT Science Tip #5: Don't Get Stuck onBig Science Terms ACT Science is really a misnomer; the test should be called the â€Å"reading with very confusing big words and tricky visuals† section.The reason ACT Science does not force you to memorize AP level Bio or complete IB Physics HL problems is that not everyone takes all of that math in high school. For ACT Science to be a fair standardized test for all high school students, the test asks you about basic science concepts in tricky or confusing ways. The ACT Science does not expect you to be familiar with the big science terms it throws at you. ACT Science Tip #6: Don't Study ScienceTerms If you need to know a science term to answer a question, the term will be defined for you in the passage. For most of the large science terms that are not defined,you will not need to understand them to get to the answer.Think of it as a matching game. If a question asks about average change in AGTB and you do not know what that is, simply find the term â€Å"average change in AGTB† in a visual (such as a graph) and then see if you can find the data you need to answer the question. There are only 4 outside knowledge questions on ACT Science that require you to know concepts outside of the passage. We detail every concept you need to know in this guide. Recap Use these 6 tips and you will see an instant improvement: Save the Conflicting Viewpoints Passage for last. Try to use only visuals to answer questions in Data Representation and Research Summary Passages. Use Process of Elimination. Make sure you read the right figure and pay attention to labels. Do not get caught up in the big science terms. Don't actually study science to improve your score. Keep these tips in mind before your test and you'll avoid careless mistakes and save time! These strategies alone may not help you push your score to the maximum. Be sure to check out our other articles for maximum score improvement. What’s Next? Learnabout the differenttypes of questions on the ACT Science section such asfactual questions,interpreting trends questions, and experimental design and hypothetical change questions. Looking for overall ACT Science review? Read our complete guide to the section. Taking the ACT really soon? Check out our guide to cramming. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Growing Customer Value of Apple, Inc Essay Example | Topics and Well Written Essays - 2500 words - 1

Growing Customer Value of Apple, Inc - Essay Example The company is located in the Silicon Valley in the United States that is currently experiencing economic turmoil. The recession has caused some technology companies to close shop and file for bankruptcy. Unemployment in the region has increased due to the economic downturn. Â  On the other hand, the high standards of living among Americans have prompted for an increase in labor wages. The problems of the American economy created threats to the sustainability of some companies. However, Apple saw the recession as an opportunity to pool potential talents for their new business ventures. Â  Laws and regulations related to mobile communications devices in the many jurisdictions in which the Company operates are extensive and subject to change. Such changes, which could include restrictions on production, manufacture, distribution, and use of the device, locking the device to a carrier’s network, or mandating the use of the device on more than one carrier’s network, could have a material adverse effect on the Company’s financial condition and operating results. Mobile communication devices, such as iPhone, are subject to certification and regulation by governmental and standardization bodies, as well as by cellular network carriers for use on their networks. These certification processes are extensive and time consuming and could result in additional testing requirements, product modifications or delays in product shipment. (Apple, Inc, 2008) Â  Information technology system failures, network disruptions and breaches of data security could disrupt the company’s operations by causing delays or cancellation of customer, including channel partner.

Strategic management - C4 Essay Example | Topics and Well Written Essays - 1250 words

Strategic management - C4 - Essay Example functional disciplines (manufacturing, finance, marketing, human resources, R&D, etc) near the end of their academic program, but hardly thought of strategic management as a separate discipline or as a branch of business policy. With the publication of some books on corporate strategy, particularly that of Prof. Igor Ansoff, better awareness of the corporate environment developed as having sometimes critical impact on the organization and the results that it sought to achieve in a sometimes chaotic and turbulent environment. That the firm had to look towards expansion and diversification and that it could achieve synergy (â€Å"the whole is more than the sum of the the parts†) in some strategic decisions became quite obtrusive in the consciousness of many executives, particularly members of top management and corporate boards. Academicians and business writers began to talk about the environment and its impact on businesses in search of growth and expansion: the societal environment, the task environment, and the internal environment. (Buchholz, 1992). The societal environment consisted of the economic forces, the socio-cultural forces, the legal/political forces, and the technological forces, and some writers added the demographic forces and global forces. In addition, closer to the organization, there was the task environment, which comprised: the stockholders, customers, suppliers, workers/labor unions, governments and government regulatory agencies, creditors, competitors, trade associations, and the communities in which they operate. The balancing of the interests of the various stakeholders was important for the success of the organization. Finally, the internal environment, the organization itself with its structure, values, culture and resources, and the need to assess the organizational strengths and weaknesses vis-a-vis the challenges posed by the broad societal environment. An organization in search of opportunities needed to perform environmental

World Literature Essay Example for Free

World Literature Essay In this introductory lecture it better to say something about the intimate connection between English literature and English history. They go hand in hand: they are both sides of the same coin. English history is considered as the fundamental base for English literature. A history of English literature has therefore a national, as well as a personal character and interest. The inner life of each generation is revealed in the literature. In studying English literature, according to the chronological method of history, let us always try to think of it as the progressive revelation of the mind and spirit of the English people. We shall look in detail at the social and cultural history of the centuries in which the British literary tradition has grown, and explore the historical experience as well as the literary importance of the writers it considers. English literature as an integral part of the world cultural heritage English literature is an integral part of the world cultural heritage. The best traditions of English art have enriched the world literature. The masterpieces of English prose and poetry were translated into almost all languages, thus winning the recognition far overseas. Together we shall explore the long, jagged /? d? ag? d/ history of writing in the British Isles, from the Anglo-Saxon and the early Christian period up to the present day. Strong emphasis is made on the growth and development of the English language, and how changing understanding of the nature of language has affected the growth of writing. The British Isles have always been a multilingual landscape, and the language or rather languages have always been in constant change. The Celtic /? k? lt? k/ heritage, the Viking invasion, the Norman invasion, the deep penetration of Latin as the lingua franca /? l gw? ?fra? k? / a language that is adopted as a common language between speakers whose native languages are different. – all are part of the great word-stock we call English. And that has led to no less profound changes in language’s most developed form of expression – that is, in its oral and, above all, its written literature. Today, for a variety of different historical reasons, English has become the world’s first language, the modern lingua franca. It is used in all six continents as first, second or third language. Over 300 million people today speak it as a mother tongue; another 300 million use it regularly as a second language. All over the world, authors write in English, to describe worlds, landscapes, cultures for which the language itself was not originally devised. This has led to an extraordinary expansion not just in the spread but also in the vocabulary, structure and power of the language, which some contemporary writers ignore at their peril. Literature written in the British Isles is read everywhere. This vivid, expanding, difficult language is one of the world’s richest. Part of that richness comes from the remarkable history of its literary use. This is a language that has constantly recreated itself. The Anglo-Saxon of the Beowulf poet is a quite different English from that of the travelled and educated Geoffrey Chaucer, writing under the influence of court French, even while he was recreating the contemporary vernacular /v nakj? l? / the language or dialect spoken by the ordinary people of a country or region. The rich Elizabethan / l? z bi (? )n/ English is something else again – and different from the more formalized, Latinate /? lat? ne? t/ language of John Milton. Dickens’s English carries the noise of the Victorian streets of London when it was the world’s biggest city. The language of writers today is shaped by contemporary multi-culturalism, by streets that are noisy with different sounds and by the universal spread of travel and contact. So there is still a tradition to be remembered: a sequence of forms, myths, preoccupations, cultural debates, literary and artistic trends, great and influential literary movements. The flowering of verse in Anglo-Saxon times and again in the Middle Ages constructed a poetic tradition that still has influence on the most experimental poets of today. The flowering of drama in the Elizabethan age has, despite many transformations, founded a lineage /? l? n d? / direct descent from an ancestor that still has its impact on the theatricality of modern playwrights. The remarkable emergence of the novel as a popular form in Britain in the early eighteenth century not only composed a form in which some of the essential stories of national life have been told, but helped create what is now one of our most important and popular of literary genres, practised right across the world. Any writer draws in many ways on the previous heritage of the form he or she uses, the devices and artifices / t? f? s/ clever or cunning devices or expedients it has developed, the cultural energies it has acquired, the themes and experiences it has explored. The same is true of the history of the language, that elegant instrument of expression which has taken on such a complicated shape over time. A literary language goes through a great range of adventures and experiments. Forms and genres take shape: the comedy and the tragedy, the ode /d/ and the epic / p? k/, the novel and the dramatic poem, blank verse and stream of consciousness /? k? n sn? s/. Literary language moves between high formality and vernacular ease; common speech frequently transforms conventions when they grow fixed, so creating – as with the Romantic movement – a major literary and emotional revolution. Tradition deposits a vast stock of words and meanings, complex grammatical and artistic devices: simile and metaphor, irony and burlesque /b l? sk/ and satire. Literature is our link with great humane /hjme? n/ and moral ideas; it is part of the advancement of learning and the imaginative / mad n? t? v/ understanding of other people’s lived experience. Literature is always an experiment, as significant and innovative as any in medicine and science – as well as an eternal story of the power of the human imagination. The true tradition of literature is never simply national; it never has been. Writers constantly venture out of their own landscapes, borrow from other traditions and other tongues, welcome in travellers or influences from elsewhere. This course rightly emphasises the relationships among the different traditions within the British Isles, and their relation with other traditions beyond. But every new writer of significance shifts the tradition slightly, adding something of his or her own, extending, sometimes totally upturning, what has gone before. At the beginning of the twenty first century, a time with its own conviction of deep and fundamental change in political, gender and global relations, as well as in science and the technologies, that extending and upturning is visibly happening again, as it did at the start of the twentieth century. Yet writing still needs the past and the tradition – if only as a help in discovering the present, and prospecting the future. So, my task as a lecturer is to lead the way as effectively as possible to the works of past and present that show you British writing does have a long and fascinating history. Periodization For the sake of convenience, the history of English literature is divided into periods.

Eliza as a Strong, Assertive Woman in Pygmalion Essay -- George Bernar

Eliza as a Strong, Assertive Woman in Pygmalion Bernard Shaw’s comedy Pygmalion presents the journey of an impoverished flower girl into London’s society of the early 20th century. Professor Higgins proposes a wager to his friend Colonel Pickering that he can take a common peddler and transform her into royalty. Eliza Doolittle is the pawn in the wager. But little does Higgins know the change will go far beyond his expectations: Eliza transforms from a defensive insecure girl to a fully confident,strong, and independent woman. When the audience first meets Eliza Doolittle she is a flower girl peddling at 11 PM in front of St. Paul’s Church. The audience’s first impression is one of sympathy because she is dressed in rags and pedestrians are unkind to her. Higgins calls Eliza "you squashed cabbage leaf, you disgrace to the noble architecture of these columns, you incarnate insult to the English language." (p. 21) The audience’s sympathy is intensified when we see Eliza’s wretched lodgings. These lodgings are much contrasted to those of Higgins in Wimploe S...

Why special needs children should be mainstreamed

This article spends the bulk of its clip informing the reader of the different facts behind the history of mainstreaming instruction. It begins with a glossary of different footings that are used when discoursing mainstreaming. This glossary becomes rather utile, in that it relates the reader to terminology such as, IDEA, which is the Persons with Disabilities Education Act, or IEPT which is Individualized Education Planning Team. It so moves on to the background of mainstream instruction. It shows the economic facets every bit good, demoing that to educate a mentally impaired kid it costs about three times the sum it does to educate a kid that is non mentally impaired. It so goes on to advert how Michigan has gone supra and beyond the federal Torahs when related to mainstream instruction. The article concludes by adverting the rapid growing of particular instruction, which besides means an addition in the demand for mainstreaming these kids. This article is a firsthand history of what one instructor has learned after learning kids that have been mainstreamed. She makes three points about what demand to be realized about mainstreaming in her article. The first thing she points out is a immense barrier towards mainstreaming. The writer points out that kids that are mentally impaired and mainstreamed, are by and large self-aware about it, and hence do non desire to pull attending to themselves, and so make non inquire inquiries, because they do non desire to look foolish. She so points out that kids that are non mentally impaired do non inquire inquiries because they do non desire to be looked at as the dense pupil. Another point that this writer makes is that mentally impaired pupils need one-on-one contact with a instructor, which can be hard when being mainstreamed, and being in category with 30 or more other pupils. This article was really enlightening, in demoing the differences between mainstreaming instruction for mentally impaired pupils, and the thought of inclusion. Perles points out that the chief difference between the two is the sum of support the pupil gets from instructors and other staff. Another big difference between the two is the outlook of the pupil. When being mainstreamed a mentally impaired pupil is expected to larn at a similar gait as the other pupils, although a small spot slower, when traveling through inclusion the outlooks are much lower, but are still related to what is expected of the other pupils. The thought behind mainstreaming is to assist a pupil better academically and socially by being given higher outlooks, and being around other pupils. The thought behind inclusion is assisting mentally impaired pupils better socially by puting them in schoolrooms with other pupils, instead than concentrate on faculty members. This article points out non merely some of the benefits of mainstream instruction, but besides some marks to state whether or non a pupil should be mainstreamed or non. The writer points out instantly that taking whether or non to mainstream a kid is a personal pick for any parent of a particular needs kid. She so mentions some of the factors one should see when make up one's minding whether or non to mainstream their kid. First, a parent should see the noise degree of a schoolroom, and whether their kid would be able to work with an increased noise degree, as compared to a schoolroom that contains other mentally impaired pupils merely. Another of import factor is how the kid behaves normally in public, if the kid is person that is non capable of acting themselves around other people in public, so they would non profit from being mainstreamed. The writer goes on to advert that mainstreaming can hold positive effects on all kids, the mentally disabled kids gain the societal accomplish ments, and derive friendly relationships, while other kids, without those disabilities learn how to handle people that are different than they are. This article attempts to present the reader to the construct of mainstreaming mentally impaired kids in public instruction. The writer starts the article by specifying what inclusion is. He so points out that there are two chief types of inclusion. Inclusion itself is when particular demands kids spends a few categories with general instruction classs, and so pass the remainder of the twenty-four hours with the particular instruction categories, whereas Full-inclusion is when particular needs kids spend the full twenty-four hours in general instruction categories. Full-inclusion frequently means that there is either no particular instruction schoolroom, or that there are really few pupils in at that place, with merely one or two instructors. As the writer points out, inclusion is popular for a few grounds, first it follows the American with Disabilities Education Act ( aka IDEA ) , and the Rehabilitation Act of 1973. Another large ground that inclusion is a popular thought is that it is cost effectual, by incorporating mentally disabled pupils into general instruction schoolrooms, schools do non necessitate to engage as many staff members as they would if they were unable to mainstream those pupils. Arguably the biggest job confronting inclusion is the deficiency of general instruction instructors being trained so that they are able to learn both the mentally disabled pupils and the other pupils reasonably, without being excessively hard on the mentally handicapped, and without being excessively simple for the remainder of the category. This article looks at the practicality of inclusion. The writer spends most of the article informing the reader about some of the jobs that face inclusion, and the practicality of it. She mentions that one of the biggest jobs confronting inclusion is that the instructors need to be trained in how to learn, non merely general instruction pupils, but besides mentally impaired pupils, and non merely separately, but both at the same clip. What the reader needs to recognize, nevertheless, is that the writer is non merely playing Satans advocator for inclusion, but instead, the writer is indicating out the defects with full-inclusion, which is easy the more hard of the two when it comes to execution. Unfortunately, many of the points that are brought up in this article that have become outdated, and this is non the mistake of the writer. The article was originally published in October 1997. Over the last 13 old ages, while the jobs that are brought frontward by the writer have non been sol ved, but at that place have been paces to better these jobs, and they are being solved reasonably quickly. This article informs the reader of what an inclusive school is like. The writer points out that if inclusion is traveling to be successful, so the mentally impaired pupils need to be viewed the same as any other pupil, by every other pupil. Until this happens, inclusion can non be considered complete, or successful. The writer besides includes a chart of things that inclusion seeks to make in any schoolroom, things that it tries to make less of, and things it tries to make more of. This includes things like Less whole category teacher-directed direction and More attending to affectional demands and the changing cognitive manners of single pupils. If inclusion is traveling to work so schools need to turn to the points that this writer brings up, and either work out the jobs associated with them, or implement the different thoughts. This article sets out to open the eyes of the reader to the existent grounds behind the mainstream motion. The writer points out instantly the grounds that she believes mainstream instruction has become such a popular thought. The writers first ground for the popularity behind the popularity it has incurred is cost. It is a batch cheaper to pay for a few instructors that can learn both mentally disabled kids, and general instruction kids, than wage for instructors for each separately. The ground is non so that schools can do more money by non paying for single particular instruction teachers, but instead because schools are confronting more and more budget cuts, particularly in Michigan, schools need to happen manner to cut costs, and by doing particular needs kids take category with general instruction pupils the school does non hold to pay for an excess teacher. The writer so mentions that this is all being done deceivingly, by mentioning that this is being done so that mentally im paired kids are treated with equality, when compared to other kids, people decide that these kids need to be mainstreamed, and the terminal consequence is that they may non be acquiring the instruction they would be acquiring if they were non being mainstreamed. This article is alone from the remainder in that it non merely supports the thought of mainstream instruction, but the article lists seven stairss that parents of mentally disabled kids should travel through to assist find whether or non they should see mainstreaming their kid. The writer besides mentions that while mainstreaming is something to see, there are certain fortunes that one needs to believe about earlier merely presuming that mainstreaming their kid is the right manner to travel. Before one determines that they will partake with a mainstream-style instruction for their kid they need to see the badness of their kids damage. If their kid is badly impaired, or needs a batch of single attending, so the kid can non work in a mainstream environment, and it would destroy the categories that they would go to. But, if you determine that your kid will be able to manage mainstream instruction, they should. There have been surveies that have shown that kids that go through mainstream instruction go more functioning parts of society than those that were isolated in merely particular instruction schoolrooms. One key point that the writer did do is that mainstream instruction demands to turn to the demands of the mentally impaired kid, while still turn toing what the other pupils need academically. This article decidedly seems to be the most cheerful about mainstream instruction. The writer references that for mainstream instruction to work parents necessitate to be involved, but allow the kids believe they are the ground that everything is working so good. While the parents need to let their kids to believe this duty is theirs entirely, the parents besides play a important function in how effectual mainstream instruction will be for their kid. The parents need to back up their kids, while keeping a moderately high degree of outlooks for their kids, and this manner the pupil will make their maximal potency. One really of import factor that the3 writer points out is that, while parents can presume that the people in charge of running mainstream instruction have their kids best involvement in head, the parents are the lone people that are traveling to be worried about their kid above all else. Parents need to be the figure one advocator for their kid, or they will non acquire wha t they want out of mainstream instruction. This article points out something that none of the others has, mainstream instruction does non merely impact the parents, and mentally handicapped kid. Mainstream instruction affects the full household, siblings can frequently clock feel isolated from their parents when all of this attending is traveling to merely one of their kids. The writer points out that one thing that parents should look into is happening some signifier of support for everyone in the household.

High School and Lateness Essay

This paper is a review on lateness in public schools, which has posed a major problem to school administrators in Delta State, Nigeria; especially at the primary and secondary school levels. The author delimited his focus on students, staff and supporting staff in the school system. The salient point is that, lateness to schools plagues school administrators, bringing about inefficiencies at work by way of administration. Therefore, this paper highlights the meaning, causes and effects of lateness to schools as related to the school administrator in Delta State, Nigeria. The study also highlighted various remedies to the sordid situation. This review will therefore help school administrators alleviate lateness, a hydra-headed monster plaguing schools in Delta State, Nigeria, and as such bring about easy administration of schools in the region. Key words: Lateness, school administrators, discipline, environment, punctuality. INTRODUCTION Amongst other components of any organisation, human beings are the most difficult to manage. Folks pose the most problems to administrators anywhere in the world, not excluding school organisations as learning factories in Delta State, Nigeria. Many authors have posited as a matter of fact that, it is easier to manage the financial and material components of any organisation than to manage the human component. They insinuate that â€Å"it is easier to manage even animals than to manage human beings† (Nakpodia, 2006; Peretomode, 1991; Peretomode, 2001; Ubogu, 2004; Emore, 2005; Ukoshi, 2004). Thus, in the school system, the school head, which is usually the headmaster/headmistress or the principal, is confronted with numerous problems posed by staff and/or students. These problems include: sleeping on duty, negative attitude to tasks, lack of motivation to tasks, sexual harassment, theft, quarrelling, malice, jealousy, envy, absenteeism, lateness, etc. But Lauby (2009) stated clearly that: ‘As a Human Resource professional, I have dealt with a plethora of employee issues: sleeping on the job, theft, sexual harassment†¦ but I have found over the years, that there is one issue that plagues managers more than all these other issues combined†¦ attendance and punctuality. That is, people not showing up at all†¦ people not showing up on time. It could thus be deduced from the excerpt that in the school system, which is the focus of this paper, both staff’s and students’/pupils’ lateness to school pose the greatest problems to school administrators in Delta State. What then is lateness? DEFINITION OF LATENESS Literally, the term â€Å"lateness† implies a situation where an individual arrives after the proper, scheduled or usual th time (Oxford Advanced Learners’ Dictionary, 5 ed. , 1995). Furthermore, Lauby (2009) puts it as a term used *Corresponding author. E-mail: kosdaf80@yahoo. com. Tel: +2347033941918. Nakpodia and Dafiaghor 59 to describe â€Å"people not showing up on time†. Breeze et al. (2010) contributed by saying that, lateness is synonymous with â€Å"tardiness†, which implies being slow to act or slow to respond, thus not meeting up with proper or usual timing. It is obvious therefore that, lateness could be seen as a system of network breakdown (Peretomode, 1991), a situation of not meeting up with programme†¦ a function of time†¦ time is the criteria and determinant of lateness. Having therefore known the meaning of lateness, the causes of lateness should be highlighted. CAUSES OF LATENESS There are numerous causes of lateness to school. Amongst others, the following are the major causes of lateness to school. Going late to bed This is one of the major causes of lateness to school. Going late to bed could result in waking up late, as could be deduced from the literal meaning of the saying â€Å"early to bed early to rise†. Watching films and late-night movies The individual involved in watching films and home videos may be so captivated and hypnotised by it that, he/she forgets that he/she has to be in school; and at sudden realisation, he/she hurries off and likely may not be punctual (Ukoshi, 2004). The habit of waking up late Some folks find more pleasure in early morning sleep than the overnight sleep. These kind of people always wake up late to hurry off to school but most times, situation may not really be in their favour, thus they are irresistibly late to school. Distance/Location of school The further the location of the school from the student/pupil or staff, the more distractions, obstacles, friends to say high to, hold-ups to beat, go-slows, etc are there that tend to hinder his/her punctuality to school. For instance, consider a situation where an individual working in DELSU Secondary School, Abraka, leaves Eku or Igun every day for work. This individual is likely not to be punctual when compared with some one of the same status living in Abraka, possibly even close to the school; he is more likely to be punctual because the level of distraction would be lesser. Keeping friends of different status Friends and acquaintances that are not of the same status with an individual tend not to understand the responsibilities of the individual, most especially those of lower status. For instance, a teacher spending most of the leisure time with a motorcyclist; the motorcyclist is likely not to motivate the teacher in the aspect of punctuality as compared with a fellow teacher. Engagement in untimely domestic chores/activities These activities are necessary but doing them at a wrong timing is what cause lateness to school. In some cases, most parents even oblige their wards to help carry their goods to the market and other such kind of chores before going to school. Activities like these inevitably cause lateness to school, either voluntarily or involuntarily. Furthermore, Oghuvwu (2008) concurred to this when he opined that â€Å"lateness is common as a result of students’ involvement by parents†. Innate anxiety level Most people always have that relax mind in anything they do; they do not even care if they are running late or not; they just do not beat that their relax temple or mood of doing things. Even when a little hurry could make them punctual, they prefer to be late than beat their innate temple; this is a glaring situation. Family background In some cases, the habit of lateness is being copied from family members. For instance, the child that sees the father always going late to work could also either voluntarily or involuntarily learn the habit, thus go to school late also. This is supported by Peretomode (2001) and Egbule (2004), when they elaborated the concept of NATURE-NURTURE as it affects an individual’s habits. Cultural background We live in a society where the culture does not frown at, or rather say anything about punctuality as ethics in a work environment, thus to most individuals, punctuality is not really a serious matter, compared with how punctuality is being perceived in Western cultures and developed countries (Breeze et al. , 2010). 60 Int. J. Sci. Technol. Educ. Res Religious background Every individual in this world is loyal or faithful to one religion or the other. Even the atheist is loyal to his own beliefs, thus he/she is his/her own religion. Individuals tend to swallow hook, line and sinker, whatever their religious leaders teach, and those which the religious teacher does not teach is considered less or not important by them. The salient point is that, if religions frown at lateness, it would reduce; and if they do not speak of it or speak encouraging it (they may say, no matter what happens, God will always favour you); the tendency is that lateness would be on the increase, most especially in Delta State, Nigeria, Africa, where religion is tenaciously adhered to because of the fear of witchcraft and wizardry (African Science). Lack of functional and effective punctuality policy Obviously, individuals could come late to school, if they perceive that there are no consequences to it. It is a consensus that â€Å"if black man no see strong thing, e no they hear†. This consensus is more pronounced in Delta State, Nigeria, where the probability of misdemeanour and stubbornness is high. Furthermore, school head’s fairness or equal treatment between different subjects, as perceived by individuals, could cause lateness. Individuals are likely to be more punctual, if they perceive obvious â€Å"rule of law† in terms of punctuality (Clackmannanshire Council Online, 2010). Too much body care and excessive facial/body makeup In some cases, individuals are obsessed by their appearance to the detriment of timely engagements in school. Oghuvwu (2008) agreed to this when he opined that â€Å"lateness is common among females more than males†. This could be as a result of the fact that, females require more time for their body and facial care and make up. EFFECTS OF LATENESS TO SCHOOL There are various effects of lateness to school. Many writers have pinpointed many of these effects. Amongst others, some are outlined and briefly discussed as follows. Lateness disorganises and causes distraction to the individual and the whole system The individual that came late to school is both a problem to him/herself, fellow students, teacher, and others in the school system†¦ he/she walks in when teaching is going on†¦ both teachers and students turn to look at him/her†¦ the system and flow is distracted and distorted†¦ he/she thinks where do I start from to catch up?.. asks a fellow student â€Å"is he just starting?.. how long has be been teaching?.. what has he/she taught?†¦ let me see your note. From this simple analogy, it is glaring that the late comer is both a problem him/herself and the entire school system. In addition, according to â€Å"Clackmannashire Council Online†, â€Å"lateness is disruptive to the individual and to the work of the class and may be an early warning of other difficulties†. Lateness inhibits the process of achieving the goals of the school The basic reason for the human component is to enable easy achievement of the goals and objectives of establishing the school. Thus, if the employers’ goal is to make money, and the individual’s contribution to the organisation could bring the school N20 per h. If he/she then comes 30 min late every day, thus N10 is lost every day as a result of lateness. The point is that as small as this, multiplied by the days of the years and a good number of employees with this habit†¦ this would be a very great loss to the school. Thus, Ali (2007) clearly posited that â€Å"†¦ showing up 10 min late could add up to lots of lost revenue for the company (school) and the individual. † Furthermore, ETC’s (2009) attendance and punctuality policy clearly states that â€Å"regular and punctual attendance is of paramount importance in ensuring that all students have full access to the curriculum†¦ valuable learning time is lost when students are absent or late†. Lateness leads to absenteeism and general failure in life Pupils/students and/or staff could sometimes feel the extent of their lateness and very often they just decide to be absent. This has a very great effect on the individual’s academic and other achievements. According to Ali (2007), this could lead to loss of confidence and engagement in premature sexual activity for students, leading to pregnancy, resulting in a phenomenon called storm and stress among adolescents. Also, Catt F found out that â€Å"it is always the same group of people showing up early and the same group of people showing up late†. REMEDIES TO LATENESS 1. Schools should operate strict functional punctuality policy. One of the major responsibilities of the school head is to implement policies and/or even possibly make some†¦ as whatever happens in the system would be credited or blamed upon him. Thus, the school head Nakpodia and Dafiaghor 61 needs to carry out the function of maintaining punctuality policy without favouritism. 2. Staff and students in the school system should be sensitised and made aware of the effects of lateness to them and the entire school system, and also the benefits of punctuality to them first and then to the entire school system. This should be carried out by both school heads, governmental and non-governmental agencies, religious bodies, and other such bodies and individuals. 3. The school administrator must teach punctuality by example†¦ he/she must act as a model for all to copy. 4. School administrators should impose compulsory beginning and closing of the day meeting of staff and students. In the meetings, there should be strict attendance register. 5. School administrators should build in staff and students, the virtue of â€Å"time-consciousness†. For instance, putting wall clocks in conspicuous locations for all to see could instil the time-consciousness attitude in individuals in the school. 6. As an individual, try to be 15 min early to school, as this could help you make friends and say hello to alreadymade friends; get one’s self prepared for the day’s activity; possibly even read a book, and most importantly could help make up for unforeseen causes of lateness, and still be punctual. 7. There should also be activities /acts to motivate and reinforce punctuality. For instance, awarding prizes for punctuality could go a long way in enhancing punctuality. 8. Parents and school administrators should join efforts in enhancing punctuality. UK Government (2010) stipulated that â€Å"on the first day absence, contact should be made with parents of the child to find out why the child is absent†. 9. Truancy patrol†¦ is a situation where members of the community are sensitised to seize or report students found outside the school environment after stipulated times. In this kind of situation, the pupil would likely be punctual since the only convenient environment would be that of the school†¦ if he/she comes late, would be punished†¦ he is then forced to come early. 10. Parents involving students in domestic activities should be mindful of punctuality. 11. Government on its part, should improve transportation and other economic activities in the country†¦ as some students walk/trek to school, as a result of fair†¦ even those that have the fair, sometimes no transport service or no good roads, causing hold-ups and go-slows. help identify and proffer solutions to this quality and disturbing problem that could lead to students’ drop-out from school, and also inefficiency and ineffectiveness on the part of the school administrators, by way of school administration and management; knowing fully well that lateness could be reduced by providing free education counselling and discipline among students, in addition to the use of electronic systems, truancy sweep by school heads. It should also be noted that, lateness is common among female students, and as such they should be of more concern to the school administrator in Delta State. Finally, the remedy to any situation is in the situation; thus, the school administrator, should study the peculiar situation and respond as the situation suggests. The fact is no two situations are the same, no matter how similar. REFERENCES Ali M (2007). Attendance and Punctuality cost companies big money. Retrieved 23rd September, 2010 from: http://bizconvering. com/business-law/attendance-andpunctuality. cost†¦ Breeze S, Woosh C, Batt C, Fine M (2010). â€Å"How to be punctual†. WikiHow: thehow to manual that you can edit. Retrieved 23rd September, 2010 from: http://www. wikihow. com/Be-Punctual. Catt F (2010). The lateness game: Coincidence or equilibrium? Retrieved 20th September, 2010 from: http://expertvoices. nsdl. org/cornell-info204/2010/02/27/the-game-ofpunctuality-coincidence-or-equilibrium/. Clackmannanshire Council Online (2010). Attendance and Punctuality (Secondary Schools). Retrieved 23rd September, 2010 from: http://www. clacksweb. org. uk/learning/attendanceandpunctualityss/ Egbule JF (2004). Readings in Educational Psychology. Owerri: Barlos Publishers, pp. 234-241. Emore C (2005). â€Å"Causes of students’ lateness to school in Uvwie L. G. A. of Delta State. † Unpublished Post Graduate Diploma in Education Project, Abraka, Delta State University. ETC (2009). Attendance and punctuality policy. Retrieved 23rd September, 2010 from: http://www. etc. org/attendanceandpunctuality/policy/†¦ Lauby S (2009). Attendance and Punctuality. Retrieved 23rd September, 2010 from: http://www. hrbartender. com/2009/comp/attendancepunctuality/. Nakpodia ED (2006). Educational Administration: A new approach. Warri: Jonokase, pp. 66-72. Oghuvwu PE (2008). â€Å"Absenteeism and lateness among secondary school students in Nigeria: Profiling causes and solutions. † Academic Leadership. Retrieved 23rd September, 2010 from: http://www. academicleadership. org/empirical_research/384. shtml. Online J. , 6: 3. Oxford Advanced Learners Dictionary of Current English (1995). 5th ed. , Oxford: University Press. Peretomode VF (1991). Educational Administration: Applied concepts and theoretical perspectives for students and practitioners. Lagos: Joja Educational Research and Publishers, pp. 25-26. Peretomode VF (2001). Sociology of Education: An introductory text for Nigerian undergraduates, 2nd ed. Lagos: Obaroh and Ogbinaka. Ubogu RE (2004). â€Å"The causes of absenteeism and dropout among secondary school students in Delta Central Senatorial District of Delta State. Unpublished Ph. D. Thesis, Abraka: Delta State University. UK Government (2010). Fourteen approaches to improving attendance. Retrieved 23rd September, 2010 from: http://www. education. gov. uk. Ukoshi RE (2004). â€Å"Absenteeism in Nigeria work organisation: A comparative study of private and public organisation in Ondo State. † Unpublished M. B. A. Thesis, Benin: University of Benin.

How Many Cups Is 4 Quarts A Conversion Guide

How Many Cups Is 4 Quarts A Conversion Guide SAT / ACT Prep Online Guides and Tips One of the types of questions you’ll see on both the SAT exam and the ACT exam are word problems. You know, situations where you’re given real-world scenarios, and you have to figure out the answer to a particular question based on the data you’re given. It’s common to see conversions in word problems. Conversions ask you to change a value from one form of measurement into another. In today’s article, we’re going to cover one specific type of measurement conversion: imperial volume conversion. Specifically, we’re going to show you how to figure out how many cups are in 4 quarts. (Spoiler alert: 16 cups are in 4 quarts!) We’ll teach you: The math formula for converting cups to quarts How to figure out how many cups is 4 quarts by figuring out the cups to quarts conversion How to read a chart that explains different imperial volume conversions Ready? Let’s dive in! Measurement Systems: Imperial vs Metric Volume measurements like ounces, cups, and quarts are all part of the imperial system of measurement, which is the primary method of measurement used in the United States. (Most of the world uses the metric system.) The metric system uses a base 10 system, meaning each measurement increases by a factor of 10. That’s why it’s so easy to convert in the metric systemall you have to do is move the decimal point left or right depending on the unit. So for example, it’s easy to convert 320 milliliters to centiliters...you just move the decimal point one position to the left. And voila! You’ve converted 320 milliliters to 32 centiliters! Unfortunately, the imperial system doesn’t use a base 10 system, which means conversions are much more confusing. In order to do imperial conversions correctly, you have to either a) memorize the different conversion values or b) use a conversion chart. That’s the most important factor in figuring out our quarts to cups conversion! But don’t worry. We’ve provided you a handy-dandy conversion chart below, and we recommend bookmarking this article so you’ll always have it handy! Quart to Cup Conversion: The Math Formula Okay, now that you understand how tricky conversions can be, let’s walk through one so you can see how to use a conversion chart to convert imperial measurements. Go ahead and scroll down to the chart. Follow the instructions in that section to figure out how many cups are in a quart. Did you do it? Then you know that four cups equals one quart! To write that as a mathematical formula to solve our conversion problem, we need to think about what we now know. We’ve figured out that there are four cups in one quart, which looks like this as a mathematical expression: 1Q = 4C In this case, â€Å"Q† stands for quarts and â€Å"C† stands for cups. (These aren’t variables you need to solve for.) Now all we have to do is work this equation. How Many Cups Is 4 Quarts? Okay, now that you know how to do the math, let’s figure out how many cups are in four quarts! To start off, let’s go back to our equation: 1Q = 4C Now, let’s think about what we know. We know we have four quarts, so we’ll have to multiply the left side of the equation by four to get the right value. But as you’ve learned, you can never change one side of the equation without doing the same thing to the other side. That means you’ll have to multiply the right side by four, too. Here’s what that looks like: 4 * 1Q = 4 * 4C Once we work that out, the final expression looks like this: 4Q = 16C In other words, we now know there are 16 cups in 4 quarts, and you’ve finished your conversion! How to Find Other Conversions Now that you know how to solve questions like â€Å"how many cups is 4 quarts,† you can do the same for any other imperial conversion on our conversion chart. The fundamental steps are always the same: Figure out what value you have and what value you need. Ask yourself, â€Å"what do I know† to find the value you have, and â€Å"what do I need to know† to find the value you need. Check the chart to get the right factor. You’re trying to figure out the 1 to 1 ratio here. So for our equation, it was four cups in 1 quart...but it could be anything! For example, if you wanted to work backward from quarts to cups, you’d have to multiply both sides of the equation by .25 instead. Set up the conversion as an expression. This is where you set the value you have as equal to the value you need. Multiply, multiply, multiply! Multiply both sides by the correct factor. And that’s it! It’s a little more work to do than metric conversions. But once you understand how conversion works, it’s a piece of cake! Volume Conversion Chart Like we mentioned earlier, the easiest way to figure out imperial conversions is to reference an imperial volume conversion chart. That’s why we’ve included a conversion chart here! Here’s how to use it for a quarts to cups conversion: Find the value that you know in the left column. So, if we’re trying to figure out how many cups is 4 quarts, we know how many quarts we have. That means we want to locate â€Å"quarts† in the left column. Now, find the value you want to convert to in the top row. In this case, we want to find â€Å"cups.† Go ahead and try that for yourself below: Tbsp. Cups Pints Quarts Gallons 1 Tbsp. - 1/16 1/32 1/64 1/256 1 Cup 16 - 1/2 1/4 1/16 1 Pint 32 2 - 1/2 1/8 1 Quart 64 4 2 - 1/4 1 Gallon 256 16 8 4 - You’ve now figured out that there are four cups in one quart, which is what you’ll use to solve our particular problem. But now that you have this chart, you can use the method we outlined above to do almost any conversion! What's Next? Conversions are just one type of math problem you might face. Make sure you’re prepared for the test by reading our Ultimate Guide to SAT Math Prep and our Ultimate Guide to ACT Math Prep! If you’re feeling pretty confident, why not test your skills against the 13 hardest SAT Math questions ever? If you can conquer those, you’ll likely do great on the SAT, too! (Here are the hardest math questions on the ACT, too.) If you need a little extra practice, why not check out some math prep books? Here’s a list of our favorites. Have friends who also need help with test prep? Share this article! Tweet Ashley Robinson About the Author Ashley Sufflà © Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Early Christianity in North Africa

Early Christianity in North Africa Given the slow progress of Romanization of North Africa, it is perhaps surprising how quickly Christianity spread across the top of the continent. From the fall of Carthage in 146 BCE to the rule of Emperor Augustus (from 27 BCE), Africa (or, more strictly speaking, Africa Vetus, Old Africa), as the Roman province was known, was under the command of a minor Roman official. But, like Egypt, Africa and its neighbors Numidia and Mauritania (which were under the rule of client kings), were recognized as potential bread baskets. The impetus for expansion and exploitation came with the transformation of the Roman Republic to a Roman Empire in 27 B.C.E. Romans were enticed by the availability of land for building estates and wealth, and during the first century C.E., north Africa was heavily colonized by Rome. Emperor Augustus (63B C.E.14 C.E.) remarked that he added Egypt (Aegyptus) to the empire. Octavian (as he was then known, had defeated Mark Anthony and deposed Queen Cleopatra VII in 30 B.C.E. to annex what had been the Ptolemaic Kingdom. By the time of Emperor Claudius (10 B.C.E.45 C.E.) canals had been refreshed and agriculture was booming from improved irrigation. The Nile Valley was feeding Rome. Under Augustus, the two provinces of Africa, Africa Vetus (Old Africa) and Africa Nova (New Africa), were merged to form Africa Proconsularis (named for it being governed by a Roman proconsul). Over the next three and a half centuries, Rome extended its control over the coastal regions of North Africa (including the coastal regions of modern day Egypt, Libya, Tunisia, Algeria, and Morocco) and imposed a rigid administrative structure on Roman colonists and indigenous peoples (the Berber, Numidians, Libyans, and Egyptians). By 212 C.E., the Edict of Caracalla (aka Constitutio Antoniniana, Constitution of Antoninus) issued, as one might expect, by the Emperor Caracalla, declared that all free men in the Roman Empire were to be acknowledged as Roman Citizens (up till then, provincials, as they were known, did not have citizenship rights). Factors Which Influenced the Spread Of Christianity Roman life in North Africa was heavily concentrated around urban centers- by the end of the second century, there was upwards of six million people living in Roman North African provinces, a third of those living in the 500 or so cities and towns which had developed. Cities like Carthage (now a suburb of Tunis, Tunisia), Utica, Hadrumetum (now Sousse, Tunisia), Hippo Regius (now Annaba, Algeria) had as many as 50,000 inhabitants. Alexandria considered the second city after Rome, had 150,000 inhabitants by the third century. Urbanization would prove to be a key factor in the development of North African Christianity. Outside of the cities, life was less influenced by Roman culture. Traditional Gods were still worshipped, such as the Phonecian Baal Hammon (equivalent to Saturn) and Baal Tanit (a goddess of fertility) in Africa Proconsuaris and Ancient Egyptian beliefs of Isis, Osiris, and Horus. There were echoes of traditional religions to be found in Christianity which also proved key in the spread of the new religion. The third key factor in the spread of Christianity through North Africa was the resentment of the population to Roman administration, particularly the imposition of taxes, and the demand that the Roman Emperor be worshiped akin to a God. Christianity Reaches North Africa After the crucifixion, the disciples spread out across the known world to take the word of God and the story of Jesus to the people. Mark arrived in Egypt around 42 C.E., Philip traveled all the way to Carthage before heading east into Asia Minor, Matthew visited Ethiopia (by way of Persia), as did Bartholomew. Christianity appealed to a disaffected Egyptian populous through its representations of resurrection, an afterlife, virgin birth, and the possibility that a god could be killed and brought back, all of which resonated with more ancient Egyptian religious practice. In Africa Proconsularis and its neighbors, there was a resonance to traditional Gods through the concept of a supreme being. Even the idea of holy trinity could be related to various godly triads which were taken to be three aspects of a single deity. North Africa would, over the first few centuries C.E., become a region for Christian innovation, looking at the nature of Christ, interpreting the gospels, and sneaking in elements from so-called pagan religions. Amongst people subdued by Roman authority in North Africa (Aegyptus, Cyrenaica, Africa, Numidia, and Mauritania) Christianity quickly became a religion of protest- it was a reason for them to ignore the requirement to honor the Roman Emperor through sacrificial ceremonies. It was a direct statement against Roman rule. This meant, of course, that the otherwise open-minded Roman Empire could no longer take a nonchalant attitude to Christianity- persecution, and repression of the religion soon followed, which in turn hardened the Christian converts to their cult. Christianity was well established in Alexandria by the end of the first century C.E. By the end of the second century, Carthage had produced a pope (Victor I). Alexandria as an Early Center of Christianity In the early years of the church, especially after the Siege of Jerusalem (70 C.E.), the  Egyptian  city of Alexandria became a significant (if not the most significant) center for the development of Christianity. A bishopric was established by the disciple and gospel writer Mark when he established the Church of Alexandria around 49 C.E., and Mark is honored today as the person who brought Christianity to Africa. Alexandria was also home to the  Septuagint, a Greek translation of the Old Testament which traditional has it was created on the orders of Ptolemy II for the use of the large population of Alexandrian Jews. Origen, head of the  School of Alexandria  in the early third century, is also noted for compiling a comparison of six translations of the old testament- the  Hexapla. The Catechetical School of Alexandria was founded in the late second century by Clement of Alexandria as a center for the study of the allegorical interpretation of the Bible. It had a mostly friendly rivalry with the School of Antioch which was based around a literal interpretation of the Bible. Early Martyrs It is recorded that in 180 C.E. Twelve Christians of African origin were martyred in Sicilli (Sicily) for refusing to perform a sacrifice to the Roman Emperor Commodus (aka Marcus Aurelius Commodus Antoninus Augustus). The most significant record of Christian martyrdom, however, is that of March 203, during the reign of the Roman Emperor Septimus Severus (145211 C.E., ruled 193211), when Perpetua, a 22 year old noble, and Felicity, her slave, were martyred in Carthage (now a suburb of Tunis, Tunisia). Historical records, which come partially from a narrative believed to have been written by Perpetua herself, describe in detail the ordeal leading up to their death in the arena- wounded by beasts and put to the sword. Saints Felicity and Perpetua are celebrated by a feast day on March 7th.   Latin as the Language of Western Christianity Because North Africa was heavily under Roman rule, Christianity was spread through the region by the use of Latin rather than Greek. It was partially due to this that the Roman Empire eventually split into two, east and west. (There was also the problem of increasing ethnic and social tensions which helped fractured the empire into what would become the Byzantium and Holy Roman Empire of medieval times.) It was during the reign of Emperor Commodus (161192 C.E., ruled from 180 to 192) that the first of three African Popes was invested.  Victor I, born in the Roman province of  Africa  (now  Tunisia), was pope from 189 to 198 C.E. Amongst the achievements of Victor I are his endorsement for the change of Easter to the Sunday following the 14th of Nisan (the first month of the Hebrew calendar) and the introduction of Latin as the official language of the Christian church (centered in Rome). Church Fathers Titus Flavius Clemens (150211/215 C.E.), aka  Clement of Alexandria, was a Hellenistic theologian and the first president of the Catechetical School of Alexandria. In his early years, he traveled extensively around the Mediterranean and studied the Greek philosophers. He was an intellectual Christian who debated with those suspicious of scholarship and taught several notable ecclesiastical and theological leaders (such as Origen, and Alexander the Bishop of Jerusalem). His most important surviving work is the trilogy  Protreptikos  (Exhortation),  Paidagogos  (The Instructor), and the  Stromateis  (Miscellanies) which considered and compared the role of myth and allegory in ancient Greece and contemporary Christianity. Clement attempted to mediate between the heretical Gnostics and the orthodox Christian church and set the stage for the development of monasticism in Egypt later in the third century. One of the most important Christian theologians and biblical scholars was Oregenes Adamantius, aka  Origen  (c.185254 C.E.). Born in Alexandria, Origen is most widely known for his synopsis of six different versions of the old testament, the  Hexapla. Some of his beliefs about the transmigration of souls and universal reconciliation (or  apokatastasis, a belief that all men and women, and even Lucifer, would ultimately be saved), were declared heretical in 553 C.E., and he was posthumously excommunicated by the Council of Constantinople in 453 C.E. Origen was a prolific writer, had the ear of Roman royalty, and succeeded Clement of Alexandria as head of the School of Alexandria. Tertullian (c.160c.220 C.E.) was another prolific Christian. Born in Carthage, a cultural center much influenced by Roman authority, Tertullian is the first Christian author to write extensively in Latin, for which he was known as the Father of Western Theology. He is said to have laid down the foundation on which Western Christian theology and expression is based. Curiously, Tertullian extolled martyrdom, but is recorded of dying naturally (often quoted as his three score and ten); espoused celibacy, but was married; and wrote copiously, but criticized classical scholarship. Tertullian converted to Christianity in Rome during his twenties, but it was not until his return to Carthage that his strengths as a teacher and defender of Christian beliefs were recognized. The Biblical Scholar Jerome (347420 C.E.) records that Tertullian was ordained as a priest, but this has been challenged by Catholic scholars. Tertullian became a member of the heretical and charismatic Montanistic order around 210 CE, given to fasting and the resultant experience of spiritual bliss and prophetic visitations. The Montanists were harsh moralists, but even they proved to lax for Tertullian in the end, and he founded his own sect a few years before 220 C.E. The date of his death is unknown, but his last writings date to 220 C.E. Sources The Christian period in Mediterranean Africa by WHC Frend, in Cambridge History of Africa, Ed. JD Fage, Volume 2, Cambridge University Press, 1979. Chapter 1: Geographical and Historical Background Chapter 5: Cyprian, the Pope of Carthage, in Early Christianity in North Africa by Franà §ois Decret, trans. by Edward Smither, James Clarke, and Co., 2011. General History of Africa Volume 2: Ancient Civilizations of Africa (Unesco General History of Africa) ed. G. Mokhtar, James Currey, 1990.

Fairly Contemporary Issue about Global Political Economy Essay

Fairly Contemporary Issue about Global Political Economy - Essay Example The dominance is a political one in the sense that the dominant state does have the power to exert influence to other system of states. During the post war, economists have studied hegemony and its' importance in global political economy. Kindleberger raises the thought that the world economy has to have a stabilizer for it to be stable and the stabilizer had to be one state. Keohane, on the other hand, presented the idea that most hegemony is established for self-interest. This he explains that in most cases once the hegemony fades the regimes established does linger in the economy for a long time (Keohane 103). Therefore, we argue: in view of the hegemonic theories by Keohane and Fukuyama how does the rise in power by other states cause the fading of hegemony? And also how does globalization affect the American hegemony? Fareed looks at the Post American world, which he states is not about power shift in the political aspect of the global economy, but rather it represents the rise of the rest of the states in terms of economic growth. Fareed explains that the political stability, economic connection and technological connection have enabled the American dominance in the market to lessen and allow other states to rise above the American dominance. Fareed looks at the world in 1979 where the countries that were considered to have a robust economy were 33 countries (Fareed 30). The rest of the countries were locked out of the economic system. However, Fareed states that the post-war era has seen the collapse of communism systems and the soviet empire and a global market system been born in this new era. Let us consider the case of Russian and its rejection of the American influence. Russian strongly believed that central Asia and its backyard. The political interests of both Russia and the United States of America translate to some form of competition between the two nations to gain control over these regions. However, it is clear that the Russian state and the United States had one common interest to block the emergence of new nuclear power. The rise of Russia against the influence of the Americans was due to the fear that they would lose their control over central Asia if the United States influence continued to grow. The U.S had the upper hand considering their stable economy and their policies that looked good. The situation between the US and Russians over the Middle East does prove that hegemonic influences are usually based on self, and it is true that a better state in terms of the economy does gain the upper hand in the influence. The Russians did manage to get influence once their economy rose to match the Americans economy and this happened once the Soviet Union was dissolved. Fareed examines the fade in American dominance, in fields that are key economic indicators of growth. Fareed gives an example the field of patterns produced where china stands to outdo America. Fareed also gives an example of the expansion of Chinas power in Asia as well as Africa, which in the earlier years was US hegemony. Fareed explains that, in any political system, there can never be two dominant countries. Fareed asserts that the rise of the rest of the world is an economic phenomenon. The shift of dominance from industrial, financial, educational social cultural dimensions is evident. The American dominance is evident at the politico-military level. The rise of the rest of the world does define new roles in the global system not only politically but also

Poverty in america Essay Example | Topics and Well Written Essays - 1500 words

Poverty in america - Essay Example Conservatives tend to focus on the poor, suggesting their behaviors are the cause of their poverty. Liberals, on the other hand, believe that poverty is created through social problems that cannot be solved by focusing on an individual. Poverty is a social issue and both liberals and conservatives have strong opinions on the topic. Liberal Point of View In their book on the welfare system and the aspects of social policies that have inadequately approached understanding the problem of poverty, Joel Handler and Yeheskel Hasenfeld suggest that the biggest problem with the system is that it is perpetually built upon a structure of myths that do not accurately represent the problem within the United States. The pervasive policy that causes the worst decision making is that through getting if the impoverished would just get a job, the impoverished state of a family would be improved. This policy does not take into consideration the low wages of most positions that are available without a college education, the cost of providing a roof, and most importantly, the lack of jobs and the impermanence of low paying jobs within the United States (Handler and Hasenfeld 4). This theory does not take into account that there are not enough jobs for the labor force. The liberal point of view embraces the idea that being poor is a state that comes from circumstance, many of which are out of the control of the individual. This point of view recognizes that poverty affects lives and that not having adequate shelter, food, or resources for health perpetuates a problem that may never be rectified even if those things are provided due to the economic state of the nation. Handler and Hasenfeld argue that one of the problems with defining poverty in the United States is the assumption that attaining a state above the federally defined poverty line means that a family is adequately supported through their own means. However, this is not often the case. The elements that go into to determ ining the concept of the poverty line are ’deeply flawed’, providing an inaccurate picture of the struggle of financial insecurity within the United States (Handler and Hasenfeld 5). In exploring the liberal point of view, there are many aspects to discuss, but the argument that Handler and Hasenfeld have made about the myths upon which public policy has been built appears to support the basic liberal viewpoint about poverty. People have needs, whether or not they can work. Hunger, according to FRAC (Food Research and Action Center) affects 50.2 million people who are living in food insecure households, with 23.2% of all children not eating on a regular basis. Social support is not about defrauding the taxpayer through welfare, but in trying to find a way to support the needs of people who are starving and in need of basic services for which the state of the economy cannot provide. Incidentally Conservative Point of View One of the stronger theories from the conservati ve point of view which emerged in the 1970s and 1980s on the poor is that of behavioral poverty. Behavioral poverty is based upon the concept that certain behaviors, primarily three behaviors, contribute to the state of poverty. The behaviors that lead to overcoming poverty are â€Å"completing high school, once an adult, get married and stay married (even if not on the first try), and stay employed, even at a wage and under conditions below their ultimate aims†