The Catalpa Tree and Its Caterpillars

Argument of Love Essay - 1289 Words

Precious Howard-Torregano September 20, 2010 English 112 â€Å"Young Love Becomes True Love† Have you heard the term ‘’high school sweethearts?’’ Well, just in case you have not, it is the significant other that you spent most of your high school career with. By staying with this person through good and bad times, and inspiring them to do better you are guaranteed the relationship will remain strong. On the other hand, people feel you should grow and experience the world in order to learn and understand the complexity of love. But how can we learn about something or someone without any experience? It takes being around someone on a regular basis to know and see how he/she handles different situations. This helps you know if this is someone†¦show more content†¦Starting off young give you more time to figure your problems out so when it is time to get married you have truly been through it all with your lifetime partner. Once people reach about thirty-five they have had a few relationships that ended up bad, so they become close minded to people’s personalities. However, they still feel the need to settle down. They expect someone to be a certain way and if they are not what they think they should be then getting to know that person is over. Now a year has passed, they have met someone, dated, had sex, and met each other’s family. While overlooking the city sipping wine and smoking cigarettes, you have finally talked about the past, present, and future. â€Å"Oh NOW you are in love?† You were fed dreams in the sunset while washing it down with Alize so it just has to be true. Six years after being married, you are divorced with a five year old and high blood pressure. Your done with men/women but you still want love deep down inside. The one you fell in love with that night as the sun went down turned out to get overly angry when he would mix his Alize with Patron behind your back. 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Job the Story and It’s Meaning Free Essays

string(126) " further explains that God communicates through trials, so that in times of rewarding we see the realization of God’s love\." LIBERTY UNIVERSITY RESEARCH PAPER JOB: THE STORY, GOD’S RESPONSE, ITS MESSAGE A PAPER SUBMITTED TO PROFESSOR WAYNE POPLIN IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE COURSE OBST 592 LIBERTY BAPTIST THEOLOGICAL SEMINARY BY DAN S. LESLIE STUDENT ID: 3675885 LYNCHBURG, VIRGINIA 14 AUG 2011 TABLE OF CONTENTS: INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ III THE STORY OF JOB†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. III GOD’S RESPONSE IN JOB 38–42†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ VI THE MESSAGE TO BE LEARNED†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦VII A THOUGHT IN CLOSING †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. We will write a custom essay sample on Job: the Story and It’s Meaning or any similar topic only for you Order Now X BIBLIOGRAPHY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. XII INTRODUCTION Man is born to sin; expect no release of it in this battle we call life. A clear example of one man’s struggle stands out among the rest. Setting aside the human condition of sin, Job stood as a supreme being still only being a man; who in spite of his troubles, questioning, and doubts, held fast in his devotion and love to God. In the end, Job is vindicated for his faith and devotion. Within this brief paper I will attempt to tell of Job’s story and its meaningful example to be followed by us all. As devote Christians our trails and sufferings should be viewed, as seen in Job’s experience, as a witness not only to God’s sovereignty but also as a witness to His goodness, justice, grace, and love to the secular world which awaits our fall. Let us now turn to the book of Job, always remembering that sometimes the lesson to be learned is much easier heard, than it is to actually bear. THE STORY OF JOB â€Å"Have you considered my servant Job? † was the questioned asked of Satan by God. (Job 1:8) This triggers a book of over forty chapters of a man’s suffering and his reactions at the hands of his God. The story of Job basically falls into three tests and then God’s answer to Job’s cries. The summation of the first two tests came at the hands of Satan and his challenge to God. Job had lost everything, his oxen, his asses, his sheep, his camels, and even his children, yet he did not do what Satan had predicted he would. Job stood fast in his belief and faith in God. He did not curse or renounce God, but bowed before the will of God, and said, what we all hope can be said in such circumstances of sorrow and loss, â€Å"Naked I came from my mother’s womb, and naked I will depart. The LORD gave and the LORD has taken away;   Ã‚  Ã‚  may the name of the LORD be praised. †(Job 1:21) By doing this, Job only angered Satan, which in turn made him want to disprove Job’s faith that much more. So he went to God once again and said, â€Å"â€Å"Skin for skin! † Satan replied. â€Å"A man will give all he has for his own life. 5 but now stretch out your hand and strike his flesh and bones, and he will surely curse you to your face. † (Job 2:4) It was Satan’s plea that losing all of his possessions was not enough, but to take Job’s health and leave him in pain would show that Job would no longer believe, which leads s to the second test. Job was covered from head to toe with painful boils and disease that included, inflamed ulcerous boils (2:7), itching (2:8), degenerative changes in facial skin (2:7, 12), loss of appetite (3:24), insomnia (7:4), hardened skin, running sores, worms in the boils (7:5), difficulty breathing (9:18 ), loss of weight (16:8), eye difficulties (16:16), emaciation (17:7; 19:20), bad breath (19:17), trembling of the limbs (21:6), continual pain in the bones (30:17), restlessness (30:27), blackened, peeling skin (30:28, 30), and fever (30:30). As Job sat atop a pile of dung outside the city his wife begged him to renounce his faith as he scrapped at the sores covering his body. Job’s answer was pure in heart, â€Å"You talk like a foolish woman. Should we accept only good things from the hand of God and never anything bad? † (Job 2:10) At this Satan fades out but instead is replaced by another challenge in the form of friendship. Jobs suffer rejection from those closest to him by the tongue and those who do not show when he is in most need. In Job’s three friends Eliphaz, Bildad, and Zophar we find that they come to mourn with him and comfort him. Though I truly believe that in the beginning they were true in heart with their intentions, they eventually turn to the condemnation of their friend. They come to this by having a basic fundamental belief that all suffering is a result of sin, and that Jobs’ suffering was so great due to his sinful nature and that he was hiding it. We can hear Eliphaz, the Temanite as he proclaims, â€Å"5Your sin prompts your mouth;  you adopt the tongue of the crafty. 6 Your own mouth condemns you, not mine;  your own lips testify against you. † (Job 15:5-6) Job shows that after all, he is still only a man when he comes to the point of him questioning God Himself. Job grows sarcastic, impatient, and afraid; he points to the injustice that God lets wicked people prosper while he and countless innocent people are left to suffer. In this, Job is confronting God in complaint, but he never curses God nor renounces him. Nor were his questions to shield himself from his moral responsibilities, but they were more genuinely from a perplexed confusion in the dealings at hand. If we choose to ignore Job’s questions as to â€Å"why? † (Job 3:11, 12,20; 10:18; 13:24; 24:1) in his search for God’s answer, it would be nothing less han to ignore many basic issues of life’s struggles that everyone of us must face. Job was a real person, just as we are, with struggles of emotions and feelings. With this another character is prompted to appear as God’s forerunner (Elihu). Elihu very quickly dismisses Job’s friends and points out that Job has spent too much time in defense to himself and in question to God. Elihu sees thi s as an act of open rebellion. Elihu further explains that God communicates through trials, so that in times of rewarding we see the realization of God’s love. You read "Job: the Story and It’s Meaning" in category "Papers" 24 and he is gracious to that person and says to God, ‘Spare them from going down to the pit; I have found a ransom for them† (Job 33:24) Our next step in the story is within the discussion between Job and our Father, but that in itself leads us to the next portion of the paper. GOD’S JOB’S RESPONSE 38–42 A pure voice comes out of the whirlwind setting aside Job’s condemners and answering Job with questions. They come in the form in the majesty of God as Creator and Ruler of the Universe; where was he when the foundations of the earth were laid, when the morning stars sang together, and when all the sons of God shouted for joy. Job 38:4-7) Through this Father God establishes his greatness in all creation itse lf, and exposes to Job the limitations of his earthly knowledge. What we need to take into account before this, is that the preceding verses in the Book of Job lead us in the exchange with his friends and all of their reams of rhetoric about God. His three friends believed that Job should not protest his innocence but rather confess for his sins. Their words truly did little too nothing to comfort Job. In the end, when Job and his so called wise friends finally finished in their critique of it all†¦Ã¢â‚¬ ¦. God spoke. (Job 38:2-4) When this happened Job acknowledged that he had not truly known God in His omnipotence. It took God’s revelation of Himself to Job, in the eye of the storm for Job to recognize his Master personally. Job now knew God in a more intimate way; he was given a new awareness of God, with a deeper insight into His character and attributes. (Job 42:1-6) We see in Job 42:7-9 that he is interceding before God. Job’s three friends were doing as the Lord instructed; with no argument or reluctance they followed through on His divine orders. Instead of being as most would, with bitterness or revenge, Job amiably interceded for each one of his friends who had spoken falsely about both him and God. Job had forgiven those who had persecuted him when he most needed their love and support. â€Å"7 After the LORD had said these things to Job, he said to Eliphaz the Temanite, â€Å"I am angry with you and your two friends, because you have not spoken the truth about me, as my servant Job has. 8 So now take seven bulls and seven rams and go to my servant Job and sacrifice a burnt offering for yourselves. My servant Job will pray for you, and I will accept his prayer and not deal with you according to your folly. You have not spoken the truth about me, as my servant Job has. † 9 So Eliphaz the Temanite, Bildad the Shuhite and Zophar the Naamathite did what the LORD told them; and the LORD accepted Job’s prayer. † In this final plea in prayer†¦Ã¢â‚¬ ¦. for his friends, after enduring unthinkable losses, through endless pain, stretched to days and weeks of misperception and desolation, the condemnation of himself and his friends, came to an end. Our Lord restored Job’s wealth and friends. (Job 42:10-12) In a summation of the section an important function of the remarkable ending to this book is to show the reality that not all suffering is the direct result of the suffering individual’s sins. The book of Job contests retribution theology. It teaches us that we don’t get punished on an individual basis for what we do but instead that all humanity gets punished for what all humanity does. That through it all Job came to see the point of this, and in this realization he humbled himself and repented for his lack of faith and submission, but even more so for the lack of humility in the acceptance for the actions of God. The lessons in suffering may be mysterious, but it need not give us challenge in our faith, nor should they rob us of our faith in our sovereign, loving God. THE MESSAGE TO BE LEARNED What lessons should we take from the book? Like in life, there are trails to stand before and face, that material goods are only that, material and can be taken away with something as little as the change of weather. As Christians we have an obligation to examine our motivation in life as well as in coming to and serving God, especially during times of trial and suffering. The book of Job teaches and gives exampled hope in that man has it in him to make his life an un-bought loyalty to the Father; in this we have purpose and meaning. It is of no doubt that our Father will find the nature of our hearts and in doing so to confess uncommitted sin in the face of adversity can be as much a foolish act as in not confessing of it when it is due. The message is that God is too abundant to be explained, debated about, or for our human minds to try to analyze. God can do all things. Nothing is too hard for him. All things are possible with Him. God is omnipotent, all-powerful. Our Father is to be followed and trusted, we are to have total faith in Him. We are to be even as Job. â€Å"15 Though he slay me, yet will I hope in him†¦.. † (13:15) God was not required nor did He address Job’s suffering directly, even in Job’s challenge to the questioning of His justice, did he defend His actions? God taught Job the error in assuming that the universe operated according to the principles of human rationale. What the book of Job reveals to us is the sovereignty and freedom of God, whatever please God, He does, and not one thing can be said or done to make things different. As James reminded us, â€Å"11 As you know, we count as blessed those who have persevered. You have heard of Job’s perseverance and have seen what the Lord finally brought about. The Lord is full of compassion and mercy. †The needed underlying purpose of our Father in our lives should be seen as to produce and hold high the spiritual rewards and developed moral qualities. Our Christian faith teaches us that all who love God and stand the trails of both life and time will be rewarded in the end. God seeks a balance of our freedom in creation, not just straight application retribution. This grants us His tolerance and Grace; it is the promise in true Christian faith for those that earnestly seek him, will be held high and rewarded, though He chooses the time and place. A THOUGHT IN CLOSING Job shows us while God is just, it is wrong for us to adopt that our fallen world, under the influence and evil plans of Satan, is fair. The failure of customary wisdom to answer Job’s complaints reveals that the world operates by the plan of our Father’s fallen son, and only by taking up a personal relationship with God can we as fallen humanity find meaning and purpose within the injustices of this world. We should accept the fact that our own understanding of it all is very imperfect. We are not required to justify God, as Job’s friends attempt to do. Any such attempt to defend our Savior in His actions would really imply us passing judgment on Him. This is not only an impossibility, but also would be impudence. As Job did, we also only need to acknowledge man’s limitations in ourselves and have faith in Him. Job is a book that has left us a manifold of instruction; it is profitable for doctrine, a tool to be reproofed, not for correction, but for new understanding for instruction in righteousness. (2 Tim. :16) Bibliography: William Lasor, David Hubbard, Frederic Bush; Old Testament Survey (Eerdmans Publishing, Grand Rapids, Mi. 1996) The International Standard Bible Encyclopedia (provided by SearchGodsWord. org): http://www. searchgodsword. org/enc/isb/view. cgi? number=T5075 http://www. searchgodsword. org/enc/isb/view. cgi? number=T5076 http://www. searchgodsword. or g/enc/isb/view. cgi? number=T607 Charles Flowers, Stephen M. Miller, Thomas L. Robinson; Who’s Who in the Bible (Reader’s Digest, Pleasantville, NY. 1994) Bible Encyclopedia, Dictionary and Index (Easton’s Bible Dictionary):http://www. iblicalproportions. com/modules/wfsection/article. php? articleid=2637 http://www. biblicalproportions. com/modules/wfsection/article. php? articleid=2639 Larry J. Walters; Reflections on Suffering from the Book of Job (Bibliotheca Sara 154, Dallas Theological Seminary, Oct. -Dec. 1997): 436-51 Greg W. Parsons; Guidelines for Understanding ; Proclaiming the Book of Job (Bibliotheca Sara 151, Dallas Theological Seminary, Oct. -Dec. 1994): 393-413 James E. Patrick; The Fourfold Structure of Job: Variations on a Theme (American Theological Library Association, Cambridge, UK): 185-206 Bernard Ehrlich; The Book of Job as a Book of Morality (Jewish Bible Quarterly, Vol. 34, No. 1, 2006): 30-38 David Shepherd; Strike his bone and his flesh: Reading Job from the Beginning (Sage Publications, L. a. , Ca. 2008): 81-97 Alec Basson; Just Skin and Bones: The Longing for Wholeness of the Body in the Book of Job ( American Theological Library Association, Vetus Testamentum Vol. 58, 2008): 287-99 Larry J. Walters; Missio Dehn the Book of Job (American Theological Library Association, Bibliotheca Sara 166, Dallas Theological Seminary, Jan. -Mar. 2009): 19-35 Clarence E. Macartney; The Greatest Men of the Bible (Abingdon-Cokesbury Press, NY) ——————————————– [ 1 ]. Walters Larry J. ; Missio Dehn the Book of Job (American Theological Library Association, Bibliotheca Sara 166, Dallas Theological Seminary, Jan. -Mar. 2009) p. 19 [ 2 ]. Lasor, Hubbard, Bush; Old Testament Survey (Eerdmans Publishing, Grand Rapids, Mi. 1996) p. 471 [ 3 ]. Flowers, Miller, Robinson; Who’s Who in the Bible (Reader’s Digest, Pleasantville, NY. 1994) p. 229 [ 4 ]. Walters Larry J. ; Missio Dehn the Book of Job (American Theological Library Association, Bibliotheca Sara 166, Dallas Theological Seminary, Jan. Mar. 2009) p. 23 [ 5 ]. Walters, Larry J. ; Missio Dehn the Book of Job (American Theological Library Association, Bibliotheca Sara 166, Dallas Theological Seminary, Jan. -Mar. 2009) p. 24 [ 6 ]. Basson, Alec; Just Skin and Bones: The Longing for Wholeness of the Body in the Book of Job (American Theological Library Association, Vetus Testamentum Vol. 58, 2008) p. 293 [ 7 ]. Lasor, Hubbard, Bush; Old Testament Survey (Eerdmans Publishing, Grand Rapids, Mi. 1996) p. 327 [ 8 ]. Parsons, Greg W. ; Guidelines for Understanding Proclaiming the Book of Job (Bibliotheca Sara 151, Dallas Theological Seminary, Oct. -Dec. 994) p. 394 [ 9 ]. Ibid, p. 397 [ 10 ]. Lasor, Hubbard, Bush; Old Testament Survey (Eerdmans Publishing, Grand Rapids, Mi. 1996) p. 485 [ 11 ]. Ehrlich, Bernard; The Book of Job as a Book of Morality (Jewish Bible Quarterly, Vol. 34, No. 1, 2006) p. 32-33 [ 12 ]. Flowers, Miller, Robinson; Who’s Who in the Bible (Reader’s Digest, Pleasantville, NY. 1994) p. 229 [ 13 ]. Parsons, Greg W. ; Guidelines for Understanding Proclaiming the Book of Job (Bibliotheca Sara 151, Dallas Theological Seminary, Oct. -Dec. 1994) p. 397-98 [ 14 ]. Ehrlich, Bernard; The Book of Job as a Book of Morality (Jewish Bible Quarterly, Vo l. 4, No. 1, 2006) p. 34 [ 15 ]. Walters,Larry J. ; Reflections on Suffering from the Book of Job (Bibliotheca Sara 154, Dallas Theological Seminary, Oct. -Dec. 1997) p. 449 [ 16 ]. http://www. searchgodsword. org/enc/isb/view. cgi? number=T5076; The International Standard Bible Encyclopedia (provided by SearchGodsWord. org); accessed 09AUG11 [ 17 ]. Flowers, Miller, Robinson; Who’s Who in the Bible (Reader’s Digest, Pleasantville, NY. 1994) p. 230 [ 18 ]. Walters,Larry J. ; Reflections on Suffering from the Book of Job (Bibliotheca Sara 154, Dallas Theological Seminary, Oct. -Dec. 1997) p. 446 [ 19 ]. Ibid, p. 447 How to cite Job: the Story and It’s Meaning, Papers

Chromosome Probes Essay Example For Students

Chromosome Probes Essay Sensitive chromosome probes recently discovered by a University of Torontogeneticist will make it easier to detect certain types of genetic and prenatal diseases, aswell as being used to determine paternity and provide forensic evidence in criminalProbes are short pieces of DNA which bind to, and actually pinpoint, particularsites on a chromosome. Because these new probes are actually repeated hundreds orthousands of time at a particular site, they are much more sensitive than previouslyOf the 23 pairs of human chromosomes, Dr. F.H. Willard has discovered repeatedprobes or markers for six plus the gender determining X and Y chromosomes. Whatwere trying to decide now is whether to isolate probes for the other chromosomes, orwhether we should utilize the eight we have, he says. Dr. Willard is currently negotiating with an American company to developprenatal diagnostic tests, which, because the current tests are time consuming andtechnically difficult to do, are restricted to women over 35 and those who have a familyhistory of chromosomal abnormalities. Prenatal tests using Willards probes would bemuch simpler and faster to perform and could be available to all pregnant women whowish to take advantage of the technology. Current prenatal testing involves growing fetal cells in vitro and examining them,over one or two months, to see if there are two copies of a particular chromosome, whichis normal, or one or three, which is abnormal. A test using Willards probes would requireonly a few cells and a few days to detect abnormalities. I dont think its beyond therealm of possibility that these kinds of tests could eventually be done by an obstetricianin the office during the early stages of pregnancy, he adds. The determination of gender is another possible use for the probes. Manydiseases, such as Duschenes muscular dystrophy, show up on the X chromosome,manifesting only in boys. Willard thinks it is possible to develop a test which wouldquickly indicate the fetus sex. This would benefit parents whose only option is to haveConfirming gender in children with ambiguous genitalia is another medicalreason for using the test. A quick examination of the X and Y chromosomes of the childwould indicate whether genetically the child is male or female. As yet, Willard has been unable to develop a probe for chromosome 21. DownsSyndrome results from three copies of chromosome 21 (trisomy 21). I think well knowwithin a year whether a test to detect trisomy 21 is feasible, he says hopefully. The other six chromosome probes which Willard has developed do notimmediately lend themselves to diagnostic tests, except for certain cancers, he says. Wehave a probe for chromosome 7 and we know that trisomy 7 is a signal for certain typesof cancer. Chromosome abnormalities of all kinds are a signpost of tumors.Theoretically, an oncologist could use a chromosome probe test to examine tissue andobtain a reading for a specific cancer. It wouldnt suggest a mode of therapy, he pointsout, but would be a speedy test and would have prognostic implications for the kind ofAs a basic research tool, Willards probes could be used to develop a geneticlinkage map for human chromosomes. Its important to know the location of genes in thehuman genome, particularly disease genes. The leading approach to try to sort out diseasegenes is to use genetic linkage. Because our sequences are at the centromere it wouldThe third application for the probes is in forensic biology. Willard believes hismarkers are as unique to each each individual as are fingerprints. According to thegeneticist, it will be possible to make a DNA fingerprint from blood or sperm, whichcould be used as evidence in rape or murder cases. .u488d3705a119286629c1e3089af4e3c5 , .u488d3705a119286629c1e3089af4e3c5 .postImageUrl , .u488d3705a119286629c1e3089af4e3c5 .centered-text-area { min-height: 80px; position: relative; } .u488d3705a119286629c1e3089af4e3c5 , .u488d3705a119286629c1e3089af4e3c5:hover , .u488d3705a119286629c1e3089af4e3c5:visited , .u488d3705a119286629c1e3089af4e3c5:active { border:0!important; } .u488d3705a119286629c1e3089af4e3c5 .clearfix:after { content: ""; display: table; clear: both; } .u488d3705a119286629c1e3089af4e3c5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u488d3705a119286629c1e3089af4e3c5:active , .u488d3705a119286629c1e3089af4e3c5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u488d3705a119286629c1e3089af4e3c5 .centered-text-area { width: 100%; position: relative ; } .u488d3705a119286629c1e3089af4e3c5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u488d3705a119286629c1e3089af4e3c5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u488d3705a119286629c1e3089af4e3c5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u488d3705a119286629c1e3089af4e3c5:hover .ctaButton { background-color: #34495E!important; } .u488d3705a119286629c1e3089af4e3c5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u488d3705a119286629c1e3089af4e3c5 .u488d3705a119286629c1e3089af4e3c5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u488d3705a119286629c1e3089af4e3c5:after { content: ""; display: block; clear: both; } READ: The Evil Rooted In Women Essay Summary We havent yet done the analysiswhich confirms that our probes are DNA fingerprints, but once we do, we will makethem available for development into tests. As research progresses in all these areas, Willard hopes to collaborate with otherdepartments at the U of T to conduct clinical trials. His work is funded by the March ofDimes, the Hospital for Sick Children Foundation and the Medical Research Council. Bibliography:

Metaphor and Symbolism in Don Quixote free essay sample

A discussion on the concept of delusions, dreams and reality in the novel Don Quixote. This paper explores the issues of hope versus disillusionment, and dreams versus reality in the novel Don Quixote. The author provides examples of the state of illusion and dreams of the protagonist, Miguel de Cervantes. Time is a significant factor throughout the book. The story is about a man who wanted to be great in ways that are incompatible with the times he lives in (Sieber, ?Don Quixote.?) Don Quixote apparently not only believes that the fiction he has read about knights and their ladies are true, but that they are happening within his lifetime. Without this time confusion, the rest of his delusion would fall apart.

Essential Facts You Need to Know About Planet Earth

Essential Facts You Need to Know About Planet Earth Earth is unique among the planets of our solar system; its particular conditions have given rise to all sorts of life, including millions of plant and animal species. The planet is incredibly diverse- it has tall mountains and deep valleys, humid forests and arid deserts, warm climates and cold. Its 195 countries are home to over 7.5 billion people. Key Takeaways: Planet Earth The third planet from the Sun, Earth has a unique physical and chemical composition that allows it to support a huge range of plant and animal life. Earth takes about 24 hours to complete one full rotation and about 365 days to complete one full revolution around the Sun. Earths highest recorded temperature is 134 degrees Fahrenheit, and its lowest is minus 128.5 degrees Fahrenheit. Circumference Measured at the equator, the circumference of the Earth is 24,901.55 miles. However, the Earth is not quite a perfect circle, and if you measure through the poles, the circumference is a bit shorter- 24,859.82 miles. The Earth is a bit wider than it is tall, giving it a slight bulge at the equator; this shape is known as an ellipsoid, or, more properly, a geoid. The Earths diameter at the equator is 7,926.28 miles, and its diameter at the poles is 7,899.80 miles. Rotation on Axis It takes the Earth 23 hours, 56 minutes, and 04.09053 seconds to complete a full rotation on its axis. However, it takes an additional four minutes for the Earth to revolve to the same position as the day before, relative to the sun (i.e. 24 hours). Revolution Around the Sun The Earth takes 365.2425 days to complete a full revolution around the Sun. A standard calendar year, however, is only 365 days. To correct for the drift, an additional day, known as a leap day, is added to the calendar every four years, thereby ensuring that the calendar year remains in sync with the astronomical year. Distance to the Sun and Moon Because the Moon follows an elliptical orbit around the Earth, and because the Earth follows an elliptical orbit around the Sun, the distance between Earth and these two bodies varies over time. The average distance between the Earth and the Moon is 238,857 miles. The average distance between Earth and the Sun is 93,020,000 miles. Water vs. Land Earth is 70.8 percent water and 29.2 percent land. Of this water, 96.5 percent is found within the Earths oceans, and the other 3.5 percent is found within freshwater lakes, glaciers, and polar ice caps. Chemical Composition The Earth is composed of 34.6 percent iron, 29.5 percent oxygen, 15.2 percent silicon, 12.7 percent magnesium, 2.4 percent nickel, 1.9 percent sulfur, and 0.05 percent titanium. Earths mass is about 5.97 x 1024 kilograms. Atmospheric Content Earths atmosphere is composed of 77 percent nitrogen, 21 percent oxygen, and traces of argon, carbon dioxide, and water. The five main layers of the atmosphere, from lowest to highest, are the troposphere, stratosphere, mesosphere, thermosphere, and exosphere. Highest Elevation The highest point on Earth is Mount Everest, a Himalayan peak that reaches 29,035 feet above sea level. The first confirmed ascent of the mountain took place in 1953. Tallest Mountain From Base to Peak Earths tallest mountain as measured from base to peak is Mauna Kea in Hawaii, which measures 33,480 feet. The mountain reaches 13,796 feet above sea level. Lowest Elevation on Land Earths lowest point on land is Israels Dead Sea, which reaches 1,369 feet below sea level. The sea is known for its high salt content, which allows swimmers to practically float in the water. Deepest Point in the Ocean Earths lowest point in the ocean is a section of the Mariana Trench known as Challenger Deep. It reaches 36,070 feet below sea level. High water pressure in this area makes exploring it very difficult. Highest Temperature The highest recorded temperature on Earth is 134 degrees Fahrenheit. It was recorded at Greenland Ranch in Death Valley, California, on July 10, 1913. Lowest Temperature The lowest recorded temperature on Earth is minus 128.5 degrees Fahrenheit. It was recorded at Vostok, Antarctica, on July 21, 1983. Population As of December 2018, the world population is estimated to be 7,537,000,0000. The most populous countries are China, India, the United States, Indonesia, and Brazil. Annual global population growth as of 2018 is estimated to be about 1.09 percent, which means that the population is increasing by 83 million people per year. Countries There are 195 countries in the world including the Holy See (the city-state of the Vatican) and the State of Palestine, both of which are recognized by the United Nations as non-member observer states. The worlds newest country is South Sudan, which was founded in 2011 after breaking away from the Republic of Sudan.

Justification Essay Example | Topics and Well Written Essays - 750 words

Justification - Essay Example As mentioned by Klosko, the principle of fairness is the key to settle all social problems as it solves the existing problems of other political obligation theories, as well as resolves social conflicts diplomatically through justice (The Principle of Fairness 33). The principle of fairness was first introduced in the works of Hart in 1955, who suggested that fairness is determined by the extent to which two or more parties, both agreeing to restrict their rights, participate in and benefit from a common venture (Klosko, â€Å"The Principle of Fairness† 33). This definition implies that the principle of fairness entails both equality and restriction of rights. On the other hand, Rawls’ theory, which contains similar concepts with Hart’s, posits that such mutual cooperation is governed by rules that restrict all participating parties and that justice is needed to implement such rules (Rawls 10-12). Rawls’ ideas on the principle of fairness also come along with the principles of justice because, in his definition, justice is the key in implementing the rules that govern all mutually advantageous collaborations. With Hart and Rawls’ definitions, it can be said that the main idea of the principle of fairness is mutual cooperation and conformity to rules. Thus, to sum up the two definitions, Klosko proposes that there are five fundamental elements that govern the principles of fairness: 1) cooperative scheme, 2) rules governing the cooperative scheme, 3) restrictions, 4) distinctions between cooperators and non-cooperators, and 5) benefits of the non-cooperators (The Principle of Fairness 34). The cooperative scheme refers to the mutually beneficial ventures of which the participating parties share both the burdens and benefits of such ventures. The governing rules refer to the sacrifices that all participating parties must make in order to yield the desired benefits of the

Contract Performance Research Paper Example | Topics and Well Written Essays - 1250 words - 1

Contract Performance - Research Paper Example Two bids were received, one by the Alabama Laundry and Linen supply and the other by Tennessee Valley Laundry and dry cleaners; however, the Tennessee bid was cheaper. Alabama Laundry management filed a protest, which alleged that Tennessee Laundry was inexperienced, and therefore it should have been declared non-responsible. The law concerning performance contracts required that a bid be given to a responsible contractor; who should have achieved a satisfactory performance in his previous contracts. Alabama Laundry further alleged that Tennessee Laundry’s past performance was unsatisfactory; therefore, the contract should have been terminated. Thirdly, Tennessee Laundry was accused of violating the law by not inspecting the site of performance. Therefore, the protestor argued that the award granted to Tennessee should be granted to Alabama Laundry. However, these allegations were found baseless without evidence; Tennessee Laundry was therefore given a go ahead in their contra ct and the protest was dismissed, since Tennessee Laundry was found to be responsible. Regulatory provisions (FAR) pertaining to contract performance in general The federal acquisition regulation (FAR) provides the requirements pertaining to contract performance; bidders have the right to compete for the contract equally. This is referred to as sealed bidding acquisition, whereby, the lowest bidder and responsive bidder get the award. FAR law prohibits any restrictions that limit the number of bidders. Once the bids are read, those that do not meet the requirements are rejected; nevertheless, FAR requires the contractor to have sufficient resources to perform the contract. Secondly, the contractor must be capable of complying with the performance schedule. Thirdly, the company should have a history of satisfactory performance from its previous jobs. Business Ethics are also considered an important factor. Further, FAR requires the contractor to have quality and effective skills. The refore, if the bidder meets all the above requirements, he is at an advantage of receiving an award (Vacketta, 1999 Para 4). In addition, apart from sealed bidding, a contract may be awarded through negotiation, allowing flexibility to determining the winning bidder. Here, the contracting officer conducts negotiations with offerors, therefore evaluating the best bidder for the contract. This process ensures that the best is obtained from a pool of bidders. However, the law prohibits the contracting officer from conducting favors on some bidders. FAR 52.249-2 indicates that, termination for convenience permits the government to terminate a contract at any time, without a reason, but only when in the government’s best interest (Vacketta, 1999). In addition, FAR 15.304 (c) (3) (i) require the evaluation of past performance on the contractors, however, in the lowest price factor, evaluation of past performance is not necessary (Naval air welfare centre, 2009). The selection of a bidder may be beyond responsiveness and responsibility; nevertheless, price is a very important factor in choosing the right bidder. Cite and explain the regulatory provisions (FAR) that relate to the particular contract performance issue of the report you chose. The protest on bidder’s responsibility and contact performance involves an appeal by one contractor in protest of the selected bidder’s award. Vacketta (1999) explains that an appeal to the United States court by a contractor should

Millennials Essay Example | Topics and Well Written Essays - 1500 words

Millennials - Essay Example ew up making decisions with others and using tools that provide instant gratification for support and other needs and desires, Millenials are different from other generations in how they form and develop their workplace and close relationships because constant technology usage and communication has affected how they think and express what they think about. Millenials grow up always connected through technology because parents are working harder than ever, therefore conditioning their kids to get used to helicopter parenting from childhood to adolescence through technology. Their parents already gave them their cellphones at a young age. Some Millennial kids had their first cellphones at age 8 (Tyler para.8), while others, much earlier. Parents do this generally because they want to ensure continuous communication. After all, many households nowadays have parents working full-time. Even mothers who stay at home work through having their businesses or Internet-based jobs or are busy with community affairs. One of the ways they can ensure that their children are safe and that they can influence their decisions is through helicopter parenting (Tyler para.5). Jeanne Achille, CEO of Shrewsbury, a public relations firm, notes that she receives constant information streaming from her daughters, telling her what they are doing and even what th ey plan to do (Tyler para.1). She admits that she would never have given her own parents this level and frequency of information before (Tyler para.3), which underscores that, as a parent, she is one of the drivers of her children’s frequent usage of and dependence on technology for communication and relationship-building purposes. Families are significant motivators for using technology with such pervasiveness among Millenials. Parents also affect school and workplace practices, as they extend their helicopter parenting to their children’s schools and careers. Kathryn Tyler reports about parents who meddle in academic courses,

The Growth And Decline Of Bebop Media Essay

The Growth And Decline Of Bebop Media Essay Jazz music has existed for nearly 100 years producing many subgenres of music and evolving styles along the way; starting with Ragtime in the late 1890s early 1920s, moving on to the prominence of the big band, to the syncopated feel of Swing (that led to the mainstream popularity of Jazz); during the 1930s. These progressions in Jazz led to the formation of a new subgenre, Bebop. Swing music brought two main developments to the Jazz genre; firstly throwing Jazz into the limelight, and secondly becoming a popular type of Jazz music people could dance to. However, the conformity of Swing constrained Musicians freedom to experiment and gain personal acclaim through the opportunity to play solo passages. The frustration this led some Jazz musicians to branch out and develop a music genre known as Bebop. This new style of Jazz (named Bebop but often referred to as bop or Rebop); emerged in the main, from Swing bands around the 1940s. The music placed larger emphasis on technique, speed and complex harmonies than swing; making it almost impossible to dance to which was the intention of the musicians who wanted their music to be appreciated through listening. Despite this causing much controversy, musicians were content with the longer solo time and smaller band sizes this style offered. Historically, Bebop is referred to as the first modern Jazz style originating in New York, through such artists as Charlie Parker, Thelonious Monk, Dizzy Gillespie, Kenny Clarke and Charlie Christian. The freedom of this style soon attracted other musicians drawn to its complexity, lack of structure and very experimental style Musicians often used different types of ornamentation to aid the complex melodies and harmonies. Features such as comping, sliding, parallel octaves (often borrowed from piano by guitar), improvisation and emphasis on the 3rd and 7th notes of a chord, were all common features of Bebop. 2. The rise of Bebop Bebop music, whose roots are founded in Swing, began to emerge in the mid 1940s when musicians became frustrated with swing and began working on a new, more technical type of Jazz. Its growth and development continued until around 1955. Aimed at destabilising swing music and excluding the less talented, white musicians that had latched onto what had once been a black innovation; bebop was seen as a chaotic revolution in the Jazz genre. In his book, Jazz 101, Szwed states that, To non-jazz fans or swing devotees, bop was a musical affront, a deliberate provocation, a scandal.3 pg161 Another contributing factor to the rise of Bebop was the commercialisation of swing music and its increasing status as the Pop music of America4 pg162 when it had previously been seen as more ethnic, alternative type of music. This commercialisation led to Swing becoming more focussed on pleasing mainstream audiences and making money. Bop originated in New York as artists who were already playing large shows in the city would often find smaller venues to practice and refine the more technical aspects of the music. Bars and clubs that were often too small for the dancing encouraged by swing were perfect for the groups of 4-6 musicians needed for a Bebop combo. One of the more famous venues for the development of Bebop was Mintons playhouse; where many jam sessions took place involving renowned musicians and some of the most famous Bebop music was played. 3. The influences leading to the evolution of Bebop Political/Economic/Social During this time in history a number of political, social and economic factors can be seen as influential and relevant to the ways in which Jazz music evolved. Firstly, racism and a lack of civil rights had a significant impact on black African American communities and black musicians were no exception. The majority of black musicians struggled to profit in the music industry and White musicians were alleged to have frequently stolen black musicians ideas. Furthermore, many black musicians were prevented from performing concerts or recording their music. Secondly, World War II had a significant impact on Jazz as a whole due to musicians that played in big bands being drafted into the army. Thirdly, the economic depression during this time made life hard. Many families did not have enough money to live and feed themselves. There were frequent riots in major cities, led by black people revolting against their terrible living conditions and unjust treatment. In contrast, increasing industrialism and mass production significantly reduced prices of products such as radios and cars. Most households owned a radio which made Jazz Music more accessible to the mainstream including young, impressionable artists who were able to listen to their idols. Musician Preference As previously mentioned, one of the largest contributing factors to the growth of Bebop music was musicians frustration with swing and big bands. Despite the generic success of swing music through its easy melodies and dance like feel, many artists felt unfulfilled when playing it. There were constraints on what they could play with only a few musicians having the chance to solo for short periods. Many performers believed their music should be appreciated through listening rather than dancing. Skilled and experienced musicians wanted to exclude amateur musicians joining in with jam sessions and thus invented more elaborate, complex ways of playing that only professional musicians could accomplish. What changed? The developments from Swing to Bebop Band sizes Bebop was seen as a more collaborative and intimate type of music than Swing with bands consisting of only 4-6 musicians; thus allowing for greater cohesion between musicians and more time dedicated to individuals soloing. In addition, the musicians would often play off one another trading fourths, which involved the soloist exchanging a 4 bar progression with another musician or the drummer. This was very engaging to audiences. Bop became music for the elite rather than the masses and was associated with more accomplished and skilled musicians. Chances for soloing Due to smaller band sizes, Jazz musicians were given longer sections for soloing; including bassists and drummers which was very appealing to musicians who had previously been playing simple beats or chords in the background. The band would play a melody before individual musicians would solo over the songs chord progression, making the melody secondary, with a greater emphasis on solos. Instruments and Rhythm The rise of Bebop music saw the end of rhythm guitar and clarinet. The typical big band size of 10 or more musicians was reduced to 4-6, and often did not include more than one of each instrument. A typical Bop combo would consist of drums, double bass, piano and either a guitar, trumpet or saxophone. Rhythm guitar was only used for accompanying another instrument during its solo, when other musicians would be playing a complex melody or head in unison. Bassists would play a walking bass line that consists of a mixture of scale tones (arpeggios or chromatic runs) that outline the chord progression of the song. Drummers relied less on the kick drum and more on the cymbals to maintain the often complex and fast paced rhythm. For example Nicas Dream (a song played by many artists) switches between 4/4 Latin or Samba and 4/4 Swing, creating a complex rhythm. Above are the two different rhythms used during the song Nicas Dream There was significant emphasis placed on the 1st and 3rd beats of the bar by musicians during the swing era. However, during the Bebop period, the rhythmic prominence changed to the 2nd and 4th beats of the measure. These techniques created a feel of solos (characteristic of Bebop music) being more free and less rigidly tied into the song. This genre was characterised in part by its unpredictable rhythms. The scales, notation and approach to playing Although the approach to playing and soloing was different in Bebop in comparison to swing, most sections played were based on the melody of a song. Bop musicians employed chromatics and favoured the use of the 3rd, 5th, and flat 7th notes of the chords for improvisation. The faster tempo made the music more frantic and energetic which also led to a greater display of musicians technical talent. The use of harmony became significantly less fashionable for the greater part of the Bebop period and most melodies or heads were played in unison. Guitarists incorporated the use of unison octaves (made famous by Wes Montgomery) for solos. Song Analysis The following two songs are great examples of Bebop music, containing many of the features commonly associated with this genre: Billies Bounce Recorded in 1945, Billies bounce is a through composed Jazz-blues song written by Charlie Parker. The song was recorded by a quintet consisting of a young Miles Davis, Curley Russell on bass, Dizzy Gillespie on piano and Max Roach on drums. The song is in F major or D for alto sax and 4/4 time. The general chord progression of the song is in F blues, however the melodic tonality of the head and the solos are more characteristic of Jazz and the tempo, indicative of Bebop. It is described as a Bebop head over a variation of the 12-measure blues progression in which a I-VI-II-V7 substitutes for V7 V7- IV7, IV in the last six measure. The light, bubbly piano intro from Dizzy Gillespie outlines the beat and style of the song. This is followed by the head that is played in unison 3rds and octaves with both the saxophone and trumpet. In bars 11 and 12 we see a repeat of the earlier 2 note theme seen in bars 2 and 3 to end the head. Throughout the melody there are examples of chromatics and slurred triplet notes that are seen later during the solos. The first 7 bars of the song are in standard F blues; however in bar 8 there is an Am7, followed by an Abm7. This chromatically sets up the Gm7 in bar 9. A standard blues would see bar 9 and 10 contain the chords C7 and Bb7 respectively, but Billies bounce extends the C7 over 2 bars and then re-harmonizes it with a standard II-V7 progression that turns to F in the last 2 bars. The beginning of the first solo sees a chromatic passing note between the G and A and again between the Bb and C. At the end of the second bar the notes of the chord Dm7/C are played over the Bb7 chord. In the third bar, Charlie Parker uses the notes of the Eb Mixolydian scale. The movement of the whole song is highly arpeggiated in both directions and there is some trace of a stepwise movement. Parker used a licks-based approach to the solo; however he was also very adept at altering the licks already in his vocabulary and changing them in more creative ways. He had a very flexible sense of harmonic placement that allowed him to change the duration of chords by either hitting them early or prolonging them and even sometimes adding progressions that were not part of the accompaniment. Above is a list of the guide tone lines for measures 1-7 as notes in a staff. Above the staff are chord options implied by Parker occasionally. Four on Six Wes Montgomery Four on six is a Bebop Jazz piece written by Wes Montgomery. The song is in Bb major and 4/4 time. The Harmony is based around the intro made entirely of 5ths and played in unison with the bass and piano. The intro that precedes the solo sections, sees the drums playing a simple crotchet rhythm on alternate cymbals to create a 2/2 feel. Following the intro of 5ths, Wes plays a small break that consists of the four chords Bbmaj7, Gm7, G#m11, Am11 and D7(#9). The chords played in the break are similar to those that form the intro of 5ths, but are however played of a much smaller time frame. After the break there is a Small melody. This modal melody line moves around the notes of Gm9. The backing chords for the melody are the same as those seen in the first 2 bars of the song, however the Gm now includes the 7th note; a note often used in bebop scales and songs. The melody is followed by a II V chord sequence with strong accents. These II V chords follow the harmony of the intro. The ch ords used are Cm9, F7(#9b11), Bbm9, Eb7(#11b9), Am9, D7(#11b9), Ebm9 and Ab9(#11). The chord sequence is descending and contains many chromatic notes that are very characteristic of bebop music. After the melody and chord sequence the solo section of the song begins. The chord accompaniment for this section is very similar to that of the intro. The chords cycle through 4 bars of Gm7, then simplified version of the descending sequence. For improvisation over the solo section there are a few scales that Wes Montgomery generally used that fit his style and way of playing. Over the Gm7 part Wes would use a G Dorian scale consisting of the notes G, A, Bb, C, D, E and F. Wes made sure that he was ever confined to one position on the neck and therefore learned the scale across the whole guitar neck. An alternative to the Dorian scale is the G minor pentatonic scale with or without the blues notes. This scale consists of the notes G, Bb, C, Db (blues), D and F. The blues notes are used to s lide from the C to the D. The advantage of the pentatonic scale in this situation is that all of the notes are either the root notes of the chords or a note inside the chords of the song. Wes uses many of his signature licks during his solos and even throws different styles into the mix. Above is an example of simple melody that includes a big jump across the fret board of the guitar. It uses a Gm(7) arpeggio with extensions. Wes also uses other styles such as blues in his solos. Below are two examples of this. This is a unison-interval blues clichà © played over the Gm7/maj7 and C7 chords. There are two hammer-ons and pull-offs during the melody to make a faster, smoother transition between notes. Above is a series of four repeated II-Vs. In the theme the dominant chords contain a natural 9 and Sharp 11 (F9#11). The scale played over these chords is a melodic minor scale. Over the Cm7 and F7 a C melodic minor scale can be played, however the name of this scale over the F7 is the Lydian dominant scale (5th mode of the melodic minor). Wes Montgomery doesnt think in scales for this part but in melodic patterns. Because the tempo is so fast this is an advantage as fast tempos make scales difficult to play musically. He frequently plays a pattern on the first II V and transposes it down the neck for the rest of the II Vs. Features The evolution to Bebop music created many stylistic changes and new musical features, which not only livened up the music but made it more contemporary, and distinguished the more accomplished musicians. The melodies were different from those previously associated with Jazz and were the base for most improvisational solos. Scales Jazz musicians typically used complex scales for their solos. The generic Bebop scale was made by adding either a major 7 to a Mixolydian scale or a major 3 to a Dorian scale. For solos, musicians preferred to use the 1, 3, 5 and flat 7th notes of the scale. Illustration of a C Major Bebop Scale The freedom of the melodies and complex chords of Bop opened up new possibilities for soloing. Musicians could play over the whole register of their instruments and find notes in any range that fitted into the chord progression; aided through the use of chromatics. Musicians used other scales such as the blues or enclosed scales (which use the technique enclosure- taking a note and playing one note above it and one note below before arriving at the note you were targeting.) Comping Although Rhythm guitar had essentially been excluded from Bebop bands, it was still used when accompanying a soloist through the comping (staccato chord playing) technique. However, as Bebop did not often follow a simple time signature, comping was not used frequently. Furthermore, the rhythms used by musicians were commonly irregular and thus the regular strumming pattern of comping may have disturbed the soloist. Chord melody Some musicians played solo arrangements by simultaneously playing chords in the background and the melody over the top. This was most commonly associated with piano and guitar. Decline of Bebop Economic Although considered a significant musical achievement by many musicians, by the 1950s bop music had begun to decline; partly due to its lack of commercial viability and niche market appeal. Variety magazine, an entertainment trade magazine based in New York reported Bop is a flop in late 1949. Many musicians such as Charlie Barnet, Benny Goodman and Woody Herman (who was $175,000 in debt) had to break up their bands during this decline. Cool Jazz and Hard bop The decline of Bebop music served as a platform for 2 new subgenres in Jazz. Firstly, Cool Jazz which was developed by many bop musicians such as Chet Baker, John Coltrane, Miles Davis, Dizzy Gillespie and newer musicians such as Dave Brubeck and Gerry Mulligan; was a direct contrast to bop with its more relaxed tempo, lighter tone and more traditional harmonies. In response to this progression and to maintain some of the features of Bebop, another subgenre developed known as Hard bop. This music was less extreme than Bebop music, had a more soulful feel rooted in traditional African and Blues music but still incorporating many phrases and notes from Bebop. These differences made Hard bop more accessible to beginner musicians and brought back a rhythm section. Artists Many artists that had been prominent during the Bebop era such as John Coltrane, Dizzy Gillespie, Thelonious Monk and Charlie Parker; continued playing into the Hard bop and Cool Jazz period that subsequently followed. The most prominent cross-over artist of the two genres was Miles Davis who became very popular and well-known, especially with the release of his record Birth of Cool which was acclaimed within the Jazz world. Conclusion At the height of its popularity, Bebop introduced many innovations into the world of not only Jazz, but other genres of music. It changed the way musicians and listeners alike viewed Jazz and opened up many doorways to other styles, genres and artists. Bebop music has been an innovation and the ideas that have been created are still used to this day. In modern day jam sessions, Bebop is one of the most employed genres due to its small band sizes and simple structure (melody followed by solos). It gives many musicians the chance to improvise and explore different avenues of Jazz, allowing for the progression of new music in the modern industry. Even After its decline, bop music is still influencing instrumentalists and their music today Bibliography Websites http://library.thinkquest.org/18602/history/bop/bopstart.html http://www.scaruffi.com/history/jazz8.html http://en.wikipedia.org/wiki/Bebop http://www.jazzguitar.be/bebopscale.html http://www.jazzguitar.be/bebop.html http://www.jazzquotations.com/2010/05/brief-history-of-bebop.html (function() { var scribd = document.createElement("script"); scribd.type = "text/javascript"; scribd.async = true; scribd.src = "https://www.scribd.com/javascripts/embed_code/inject.js"; var s = document.getElementsByTagName("script")[0]; s.parentNode.insertBefore(scribd, s); })() http://leadsheetmusic.com/multifakebooks.brooklyn/01_Fake_and_Real_Books/Play_Along/Vol_62_Wes_Montgomery_v2.pdf http://www.hypermusic.ca/jazz/bop.html http://answers.yahoo.com/question/index?qid=20090202152858AAjScZJ http://www.mattwarnockguitar.com/bebop-scale-patterns-for-guitar http://www.wisegeek.com/what-is-bebop-music.htm http://www.kennedy-center.org/programs/jazz/ambassadors/Lesson6.html http://www.jazzguitar.com/lessons.html http://books.google.co.nz/books?id=hNTLZ3bpBFcCpg=PA447lpg=PA447dq=decline+of+bebopsource=blots=_GLiz0J9Zpsig=6xcoNDngRNtGHsXwTlJc81fek54hl=ensa=Xei=MdTFT9mfFcHYigeSs62hAwved=0CFkQ6AEwAw v=onepageq=decline%20of%20bebopf=false http://en.wikipedia.org/wiki/Wes_Montgomery http://www.jazzguitar.be/premium-issue-1.html http://en.wikipedia.org/wiki/Jazz_guitar http://www.jazzguitarlessons.net/jazz-improvisation-2.html http://en.wikipedia.org/wiki/Lead_guitar Creating_lead_guitar_lines http://www.guitarplayer.com/article/jazz-picking-and-phrasing/663 http://www.theguitarschool.com/CharlieParker.html http://airjudden.tripod.com/jazz/styles.html http://www.learning-charlie-parker.com/licks.php http://web.archive.org/web/20070812145101/http://www.vervemusicgroup.com/history.aspx?hid=20 http://teacher.scholastic.com/activities/bhistory/history_of_jazz.htm (function() { var scribd = document.createElement("script"); scribd.type = "text/javascript"; scribd.async = true; scribd.src = "https://www.scribd.com/javascripts/embed_code/inject.js"; var s = document.getElementsByTagName("script")[0]; s.parentNode.insertBefore(scribd, s); })() http://www.jazzinamerica.org/LessonPlan/5/5/230 http://en.wikipedia.org/wiki/Bassline Walking_bass http://en.wikipedia.org/wiki/Hard_bop http://www.timeisonourside.com/STBop.html http://en.wikipedia.org/wiki/Cool_jazz http://forums.allaboutjazz.com/showthread.php?t=37646 http://forum.saxontheweb.net/showthread.php?35319-BeBop-HardBop http://www.jazzinamerica.org/LessonPlan/8/6/211 http://www.bbc.co.uk/schools/gcsebitesize/music/popular_music/jazz3.shtml http://answers.yahoo.com/question/index?qid=20080228152849AAQMyaT http://xroads.virginia.edu/~asi/musi212/margaret/martist.html http://en.wikipedia.org/wiki/Ii-V-I_turnaround#Jazz http://en.wikipedia.org/wiki/Ii-V-I_turnaround#Jazz http://www.musicbanter.com/jazz-blues/58195-jazz-progression-2-5-1-a.html http://peterspitzer.blogspot.co.nz/2011/07/analysis-of-charlie-parkers-billies.html http://ebmusicman.blogspot.co.nz/2008/03/billies-bounce-part-1.html http://s130.photobucket.com/albums/p261/liquidtensionxpr/blog/?action=viewcurrent=billiesbounce-simplified-part1.jpg http://s130.photobucket.com/albums/p261/liquidtensionxpr/blog/?action=viewcurrent=reharm-04b.gif http://www.jazzguitar.be/billies_bounce_lesson.html Books Roads of Jazz Peter Bole Jazz: A history of Americas music Geoffrey C. Ward and Ken Burns The Chronicle of Jazz Mervyn Cooke Discography Song Played by Nicas Dream Wes Montgomery Tune up Miles Davis Airegin Sonny Rollins Four on Six Wes Montgomery Billies Bounce Charlie Parker

The Universal Living Wage Essay -- Essays Papers

The Universal Living Wage In 1906 Father John Ryan, a renowned social and economic intellectual within the Catholic Church, published a book titled A Living Wage: Its Ethical and Economic Aspects. The book introduced to America workers the idea of a guaranteed minimum pay determined by the basic costs of living and set the stage for later minimum wage legislation during the 1930’s. Over the last decade, the idea of a living wage has resurfaced as workers have become more outspoken about the inadequacies of the federal and state minimum wage levels. Living wage legislation for government workers has taken effect in major U.S. cities such as Baltimore, Los Angeles, San Jose, Detroit, Boston, and many more. This paper will discuss the moral, social, and economic implications of instituting these laws as well as labor conditions around the world and the need for guaranteed living wages in countries such as India and Mexico. First of all, a clear definition of the living wage should be established. The Universal Living Wage Campaign Organization says that if a person works forty hours a week, a living wage should provide the worker and his/her dependents with proper nutrition, health care, housing, clothing, and transportation. Some debate has arisen around this definition though for a few reasons. First of all, the number of dependents the wage-earner must support has a huge impact on the calculation of the living wage. A wage-earner who only has to support himself can survive with a much lower wage than a wage-earner who must support a family of five for example, so how should legislation take this into account? If the idea of the living wage is to pay workers based on need, a law that provides a wage capable of supp... ...> - Clean Clothes Campaign. < http://www.cleanclothes.org/campaign/liwa99-11- 3.htm>. - â€Å"Universal Living Wage Effect on Business and Taxpayers†. http://www.nationalhomeless.org/ulwwhitepaper.html - Pritchard, Justin. â€Å"U.S. Study Concludes That 'Living Wage' Reduces Poverty†. < http://www.commondreams.org/headlines02/0314-03.htm >. 2002 - Coalition for Justice in the Maquiladoras. â€Å"New Study: Mexicans Unable to Live on Sweatshop Wages†. . 2001. - CFO â€Å"Protecting the Rights of Maquiladora Workers†. - Pritchard, Justin. â€Å"Study: Living Wage Laws Work†. http://www.cbsnews.com/stories/2002/03/14/national/main503712.shtml - http://www.epinet.org/issueguides/minwage/figure1.gif

Five sector circular flow of income of Australian economy

?Outline the main features of the five-sector circular flow of income model of the Australian economy. Explain how leakages and injections influence the level of economic activity. The five sector circular flow of income model describes the operation of an economy and the linkages between the main sectors in an economy. The model divides the income to five sectors; the individuals, Businesses, financial institutions, governments and international trade and financial flows.The individuals consist of all individuals in the economy and looks at their activities such as earning income and spending it on goods and services. They supply factors of production (inputs) such as labour and enterprise to businesses who then produce goods and services. Individuals then receive incomes as rent, wages, interest and profits. It is important to think of the individuals sector and the business firms together as together they affect the amount of economic activity in a circular flow of income. The bus inesses buy factors of production and use them to sell goods and services.They are dependent on individuals, as their spending becomes their income to then spend on producing the goods and services in demand for the consumers. Individuals and businesses are interdependent they are both needed to exist. The institutions involved in the borrowing and lending money of money are the financial institutions sector. They act between the savers and borrowers of money and consist of; banks, building societies, finance companies, credit unions, superannuation funds and life insurance companies.It enables individuals and businesses to both save and borrow money. The financial institutions mobilise savings so they can be used for investment. In the circular flow of income savings are leakages as it is money withdrawn causing a reduction in both the circular flow of income and in economic activity. The leakage of savings causes a fall in expenditure on goods and services, a fall in production, a fall in the demand for resources and a fall in income to the owners of those resources. To counteract the leakagesof savings there are injections of investment. Investment is any current expenditure that is made in order to obtain benefits in the future. Investments represent an injection into the circular flow and have the opposite effect of a leakage. Spending on investment would lead to rising expenditure, production, employment and income levels in the economy. The individuals, businesses and financial institutions make up the private sector of our economy. The government sector consists of the Commonwealth, state and local.They are responsible for collective (community) wants and obtain resources by imposing taxes on the other sectors of the economy. The government then uses tax revenue to undertake government expenditure. Taxation is a leakage in the economy and causes a reduction in the level of economic activity. Government expenditure represents an injection as it goes tow ards collective goods and services. The sector is our public sector and together with the private sector makes up the domestic sector in our economy.International trade and financial flows cover all transactions that our economy has with the rest of the world. This includes exports, imports and international money flows. Imports are goods and services produced overseas but sold in Australia and these payments represent leakages from the circular flow. Exports are goods and services produced in Australia but sold overseas to overseas customers and increase the size of the circular flow, as they are injections.

Top Tips for Doing College Homework

Top Tips for Doing College Homework In contrast to the academic requirements of high school, college courses present a much heavier, more consistent workload. And with everything else that college students have to manage jobs, personal life, relationships, physical health, cocurricular obligations it can sometimes seem like getting your homework done is an impossible feat. At the same time, however,  not  getting your work done is a recipe for disaster. So, what tips and tricks can you use to get your homework done in college? Tips for Successfully Doing College Homework Use these tips to create a process that works for you and your personal study style. Use a Time Management System Put all major assignments and their due dates in your time management system.  A key part of staying on top of your homework is knowing whats coming; no one, after all, wants to realize on Tuesday that they have a major midterm on Thursday. To avoid surprising yourself, make sure all of your major homework assignments and their due dates are documented in your calendar. That way, you wont inadvertently sabotage your own success simply because youve mismanaged your time. Schedule Homework Time Schedule times to do homework each week, and keep those appointments.  Without designated time for addressing your  to-dos, youre more likely to cram at the last minute, which adds to your anxiety levels. By putting homework on your calendar, youll have the time allocated in your already-too-busy schedule, youll reduce your stress by knowing when, exactly, your homework will be done, and youll be better able to enjoy whatever else you have planned since youll know your homework is already taken care of. Sneak in Your Homework Use small increments of time whenever possible.  You know that 20-minute bus ride you have to and from campus every day? Well, thats 40 minutes a day, 5 days a week which means that if you did some reading during the ride, youd get more than 3 hours of homework done during your commute. Those little increments can add up: 30 minutes between classes here, 10 minutes waiting for a friend there. Be smart about sneaking in small bits of homework so that you can conquer the bigger assignments piece by piece. You Cant Always Get It All Done Understand that you cant always get all your homework done.  One of the biggest skills to learn in college is how to gauge what you  cant  get done. Because sometimes, there really is only so many hours in a day, and the basic laws of physics mean you cant accomplish everything on your to-do list. If you just cant get all your homework done, make some smart decisions about how to choose what to do and what to leave behind. Are you doing great in one of your classes, and skipping the reading one week shouldnt hurt too much? Are you failing another and definitely need to focus your efforts there? Hit the Reset Button Dont get caught up in the get-caught-up trap.  If you fall behind on your homework, its easy to think and hope that youll be able to catch up. So youll set a plan to catch up, but the more you try to catch up, the more you fall behind. If youre falling behind on your reading and are feeling overwhelmed, give yourself permission to start anew. Figure out what you need to get done for your next assignment or class, and get it done. Its easier to cover the material you missed when youre studying for an exam in the future than it is to fall further and further behind right now. Use Your Resources Use class and other resources to help make doing your homework more productive and efficient.  You might, for example, think that you dont need to go to class because the professor only covers whats already been addressed in the reading. Not true. You should always go to class for a variety of reasons and doing so can make your homework load lighter. Youll better understand the material, be better able to absorb the work you do out of class, be better prepared for upcoming exams (thereby saving you studying time and improving your academic performance), and overall just have a better mastery of the material. Additionally, use your professors office hours or time in an academic support center to reinforce what youve learned through your homework assignments. Doing homework shouldnt just be a to-do item on your list; it should be an essential part of your college academic experience.

The Categories of Aristotle Essay Essay Example

The Categories of Aristotle Essay Essay Example The Categories of Aristotle Essay Essay The Categories of Aristotle Essay Essay Aristotle ( 384-322BC ) is one of the most influential philosophers of the western tradition and had many philosophical plants credited to him. In his treatise on logic jointly known as â€Å"Organon† . Aristotle gave two preliminary treatises ; â€Å"The Categories and De Interpretatione ( on reading ) covering with footings and with propositions severally. This paper is an effort to look at the classs from Aristotle’s position. Hence it is necessary to specify the term class ( Internet Explorers ) from a general point of position foremost. so as to make enabling environment to dig into the classs of Aristotle. THE TERM CATEGORY ( IES ) In remarkable signifier. class harmonizing to Oxford Advanced Learner’s Dictionary is a category or group of people or things regarded as holding certain characteristics in common. Etymologically. the word itself is derived from the Grecian word â€Å"Kategorein† which has the significance of â€Å"predicate† . Thus. the classs signify different ways of predicating something or better still. different manners of being. The exact same significance is besides found in the Latin reading â€Å"praedicamenta† from the verb â€Å"praedicare† intending to asseverate. ARISTOTLE’S CATEGORIES. Aristotle’s classs is a singularly of import work of doctrine. which non merely presents the anchor of Aristotle’s ain philosophical theorizing. but has exerted an alone influence on the systems of many of the greatest philosophers in the western tradition. The set of philosophies in the classs provides the frame work of enquiry for a broad assortment of Aristotle’s philosophical probes. runing from his treatments of clip and alteration in the natural philosophies. to the scientific discipline of Being qua being in the metaphysics. and even widening to his rejection of Platonic moralss in the Nicomachean Ethics. In his treatise. the classs deal with footings in isolation and he used it to demo the different categorization of things. which for him. can be in 10 different categorizations viz. ; substance. measure. relation. quality. topographic point. clip. place. ownership. action and passion. He considers these classs to hold really been in being outside the head and in things and non as unreal creative activities of the head. Thingss for him fell into assorted categorizations by their very nature and we think of them as members of a species or genus because they are. Therefore. thought was connected with the ways things are. and this underlies the close relation between logic and metaphysics. Furthermore. the 10 classs are divided foremost into significant and inadvertent things. The significant which is the substance states whatness or essence/substance. that is a thing which can non be in its ain right. instead does be in another thing as in a topic. THE Tenfold DIVISION OF THE CATEGORIES 1 Substance: this is a thing which can be in its ain right. non merely as a alteration of something else. Substance is the 1. like human being. animate beings. and workss. It is identified from inquiry like ; â€Å"what is the thing? † 2 QUANTITY: in relation to the substance. the measure negotiations about the sum or figure of something that can be measured or that is fixed. For illustration ; the adult male is six pess tall. It is fixed. It is elucidated in inquiries like ; how many or much of it is at that place? In other words. measure is an accident of material things whereby they are extended into infinite. measureable by some mathematical criterion. and capable of being divided into separate parts. It is either diescrete measures or uninterrupted. Discrete measures are figure abd address ; that of uninterrupted are lines. surfaces. solids etc. 3 Quality: this is a term that is used in many senses. However. in this context. it is that in virtuousness of which people ( substances ) are said to be such and such. It is an accident by which a thing is of a certain kind or sort ; its sense qualities and form. how a thing acts ; its abilities and wonts. Therefore. one may inquire for case. what kind of thing is it? Is it green. Sweet. happy. weather etc? 4 Relation: this is an accident that answers the inquiry ; what is the connexion? Example ; are they same. similar. equal. male parent. president. break ones back? It is an accident in a thing which is the bearing or mention of the thing towards another thing. 5 Topographic point: this is an extrinsic accident said of a thing which makes a mention to where or location. Example. here. at that place. near. up. down. 6 Time: this deals with or makes a mention to when ; when is it runing: yesterday. now. so. before etc. 7 Position: this talk of a thing with mention to the order of a thing’s portion in a given topographic point. That is. what is its place? Is it dead set. standing. reversed. prone. foremost? 8 Possession: it is an accident peculiar to the homo being which includes all external equipments added to his natural organic structure such as vesture. decorations etc. it describes human existences as holding particular ownerships. 9 Action: this entails making or transporting out an activity. It is an accident which is the making of something to something else. Like heating. traveling a tabular array. cutting grass etc. 10 Passion: while the action is of making. passion is the receiving system. In other words. passion is an accident which is the receiving of something from something else such as being cut. being moved etc. RULES FOR THE CATEGORIES Before one can put a given thing in any one of the classs. one must detect the undermentioned regulations: 1 Merely simple worlds can be placed in a given class. That is to state that composite construct like â€Å"healthy child† must be reduced to its elements before trying to use the classs. Therefore. we have child as substance and healthy as quality. 2 The simple world must be a whole. The portion of something is placed in the same class as the whole to which it belongs. Example. the human manus as portion of the human being. is placed in the class of substance. 3 The simple world must be natural ; however. an unreal thing may be placed in the same class as the thing which it imitates. 4 The simple world must be a unequivocal word. for if the word is ambiguous. two different constructs are implied. every bit good as the possibility of two different classs. For case. â€Å"Bark† as the covering of a tree is placed in the class of substance. but as the sound of a Canis familiaris. it is in quality. 5 Merely the cosmopolitan nature can be placed in the classs and non the alone singular. Example. Canis familiaris stand foring the whole household Canis familiaris is acceptable non Regis or Alsatian stand foring a peculiar household of Canis familiaris. EVALUATION AND CONCLUSION From the foregoing. it could be said. from one’s point of position. that Aristotle classified footings upon the rudimentss of grammatical differentiation as to their usage. From another angle. it may be that he is non sorting lingual symbols but what they symbolize. that is. things. An ontological reading to this 2nd position. will show Aristotle as trying to sort the chief facets of world. However. the reply to what Aristotle is really making encompasses the three position as articulated in the words of Porphyry’s commentary on the classs ; â€Å"†¦ as things are. so are the looks which chiefly indicate them. † Conclusively. these classs are ways of showing how things relate to each other or ways in which we speak about worlds. Wordss uncombined can be said to intend and fall into one or other of the above 10 classs. What Aristotle wants to emphasis is that there is a series of related things or events that leads to â€Å"science† . This order is. in the first topographic point the being of things and their procedures ; secondly. our believing about things and their behavior ; and eventually. the transmutation of our idea. Hence. logic is the analysis of linguistic communication. the procedure of concluding. and the manner linguistic communication and concluding are related to world. BIBLIOGRAPHY BRUGGER. W. A ; BAKER. K. : â€Å"Categories† in Philosophical Dictionary. New York: Drams associates Inc. . 1966. 51-55. EDWARD. P. ( erectile dysfunction ) : â€Å"Aristotle† The Encyclopedia of Philosophy. Vol. 1 A ; 2. New York: Macmillan Publishing Inc. A ; the Free Press. 1967. 155-157. FLEW. A. : â€Å"Aristotle. † in The Dictionary of Philosophy. London: Pan Book. 1984. 160-163. HALVERSON. W. A. : Concise Introduction to Philosophy ; 2nd Edition. New York: Random House. 1967. LEVY. I. M. : â€Å"Categories. † in Merriam-Webster’s Dictionary and Thesaurus. Chicago 2009. CDR. LEVY. I. M. : â€Å"Aristotle’s Classs. † in Encyclopedia Britannica Student A ; Home Edition. Chicago 2009. CDR. OZUMBA. G. O. : A Concise Introduction to Epistemology. Calabar: Ebenezer Printing Press A ; Computer Service. 2001. SPANGLER M. : Logic ; an Aristotelean Approach. rpm. erectile dysfunction. Old line state: University Press of America Inc. . 1993. STUMPF. S. E. : Doctrine ; History A ; Problem. North America: McGraw-Hill Inc. 1994.

Essay Planning for Organizational culture is fundamentally about

Planning for Organizational culture is fundamentally about symbolic meaning and as such cannot be managed. Discuss. - Essay Example ance of organizational culture for a variety of organizational sizes and the natures of business they are involved in, identification of the various macro- and micro-cultural factors that affect an organization, and what qualifies as effective management of the organizational culture. I selected only the theories that provided a detailed and holistic perspective of organizational culture and were include manageable factors. I ensured the quality of my sources by using peer-reviewed sources that included but were not limited to books and journal articles. I used articles from good impact factor journals. I also used the sources only that were published in the last five years to ensure that my paper covers recent research and is updated on the latest findings in the subject. This reflects in the references section given at the end. I made sure not to include and to exclude retrieving any information whether in support of or to refute my argument from non-credible sources like Wikipedia and blogs. I had a plan in mind according to which I found the sources. I first I broke the statement down in different sections and phrases so that I would be able to reach the sources discussing particular aspects of the statement. For example, one of my phrases was â€Å"management of organizational culture† while another phrase that I used to search the sources on the Internet was â€Å"organizational culture’s symbolic meaning†. To make sure that I use credible sources, I preferred looking into journal papers and books than other kinds of sources available online. For instance, to find the relevant journal articles, I would write â€Å"journal filetype:pdf† after the phrase on the search bar. As a result, all I got was journal articles in pdf files online. Basically, the side of the argument I was on reflected in the statement of discussion i.e. â€Å"Organizational culture is fundamentally about symbolic meaning and as such cannot be managed.† I had four approaches in mind while

Read the attached book chapter (Sandel (2009) Doing the Right Thing, Essay

Read the attached book chapter (Sandel (2009) Doing the Right Thing, Justice). its only 3 pages - Essay Example Each of these ideas points to a different way of thinking about justice†. (Sandel 6) Advocates of price gauging laws promote the need of a third party (the government) to step in to ensure that practices such as these do not direcly effect the consumer in a negative way. However, those that argue for freer markets such as Thomas Sowell merely state that such practice is a necessary action of a market that attempts to justify supply and demand in a crisis situation. In other words, these are prices that consumers are willing to pay to suppliers so an equalibrium is met within the markets. This in effect boils down to a question of welfare versus freedom of the market/consumer and/or supplier. As such, arguments for regulation point to the fact that in times of a crisis or emergency there is no â€Å"free† market as individuals are forced to consume necessities such as lodging, food, and fuel and are at the mercy of suppliers awho lord over them in an extortionary way. Furthermore, the brief write up grapples with the fact that our current economic system is dominated by greed; accordingly, it attempts to juxtapose this fact with the claim that greed is not in and of itself evil – yet too much greed is. What is of interest to this particular author is the fact that from an free market economic standpoint it is rational to allow the practice of price gauging to take place as it is merely a represetnation of dynamic supply and demand and the complex interplay between consumer and supplier with regards to what equilibrium they can agree to meet. However, when one realizes that the economic system under which our nation operates is quite a far cry from a true free market, the need for and positive benefits that regulation provide can only then be fully