Pensions and Other Postretirement Benefits Essay Example for Free

Pensions and Other Postretirement Benefits Essay As you may know there are two types of pension plans that are most commonly used: a defined contribution plan and a defined benefit plan. â€Å"A defined contribution plan sets forth a certain amount that the employer is to contribute to the plan each period (Schroeder, Clark, Cathey, Pensions and Other Postretirement Benefits, 2011). â€Å"A defined benefit plan specifies the amount of pension benefits to be paid out to plan recipients in the future. Companies that use this plan must make sufficient contributions to the funding agency in order to meet benefit requirements when they come due† (Schroeder, Clark, Cathey, Pensions and Other Postretirement Benefits, 2011). The defined contribution plan makes no promises on what the ultimate benefits are to be paid. â€Å"The benefits received by the recipients are determined by the return earned on the invested pension funds during the investment period† (Schroeder, Clark, Cathey, Pensions and Other Postretirement Benefits, 2011). When you account for this plan the risk for future benefit is the employee and the employer’s only cash outflow is the annual contribution to the pension plan fund. â€Å"The pension expense is equal to the amount of promised annual contribution†(Schroeder, Clark, Cathey, Pensions and Other Postretirement Benefits, 2011). The financial statements should disclose the plan, what groups are covered, the basis for determining contributions, and any significant matters affecting comparability from period to period (Schroeder, Clark, Cathey, Pensions and Other Postretirement Benefits, 2011). Accounting for the defined benefit plan is more complex. â€Å"The pension benefits to be received in the future are affected by uncertain variables such as turnover, mortality, length of employee service, compensation levels, and earnings on the pension fund assets† (Schroeder, Clark, Cathey, Pensions and Other Postretirement Benefits, 2011). The risks lie with the employers because they must make large enough contributions to meet what was promised and the amount of pension expense may not be equal to the cash contributed to the plan (Schroeder, Clark, Cathey, Pensions and Other Postretirement Benefits, 2011). Employers are also required to disclose the following information if they chose to use the defined benefit plan: â€Å"1. A description of the plan, including employee groups covered, type of benefit formula, funding policy, types of assets held, significant matters affecting comparability or information for all periods presented, 2. The amount of net periodic pension cost for the period showing separately the service cost component, the interest cost component, the actual return on assets for the period, and the net total of other components, 3.  A schedule reconciling the funded status of the plan with amounts reported in the employer’s statement of financial position† (Schroeder, Clark, Cathey, Pensions and Other Postretirement Benefits, 2011). APB Opinion No. 8 states that there are some basic problems with the accounting for the defined benefit pension plan. The problems identified are: â€Å"1. Measuring the total amount of cost associated with a pension plan, 2. Allocating the total pension costs to the proper accounting periods, 3. Providing the cash to fund the pension plan, and 4.  Disclosing the significant aspects of the pension plan on the financial statements† (Schroeder, Clark, Cathey, Pensions and Other Postretirement Benefits, 2011). SFAS No. 87 â€Å"Employers’ Accounting for Pensions† maintains that pension information should be prepared on the accrual basis and retained three fundamental aspects of past pension accounting: 1. delaying recognition of certain events, 2. Reporting net cost, and 3. offsetting assets and liabilities† (Schroeder, Clark, Cathey, Pensions and Other Postretirement Benefits, 2011). The components of pension costs reflect different aspects of the benefits earned by employees and the method of financing those benefits by the employer. The following are required to be included in the net pension cost recognized by the employer sponsoring a defined benefits pension plan: 1. Service cost, 2. Interest cost, 3. Return on plan assets, 4. Amortization of unrecognized prior service cost, 5. Amortization of gains and losses, 6. Amortization of the unrecognized net obligation or unrecognized net asset at the date of the initial application of SFAS No. 7† (Schroeder, Clark, Cathey, Pensions and Other Postretirement Benefits, 2011). There are other postretirement benefits that are addressed in SFAS No. 106 â€Å"Employers’ Accounting for Postretirement Benefits Other than Pensions. † SFAS No. 106 deals with other postretirement benefits other than pensions which includes a variety: tuition assistance, day care, legal services, and housing subsidies, the most significant are retiree health care services, and life insurance. Although on the surface OPRBs are similar to defined benefit pension plans that have characteristics that necessitate different accounting considerations and that have been the source of considerable controversy: future cash outlays for OPRBs depend on the amount of serves that the employees will eventually receive, additional OPRBs cannot be accumulated by employees OPRB with each year of service, OPRBs do not vest† (Schroeder, Clark, Cathey, Pensions and Other Postretirement Benefits, 2011). As noted the two most frequent pension plans are the defined contribution plan and the defined benefit plan. However, APB Opinion No. 8 has identified that there are some basic problems with the accounting for the defined benefit pension plan. There are also other postretirement benefits that include retiree healthcare benefits and life insurance.

Graphene: Development and Applications

Graphene: Development and Applications Number of carbon atoms packed in a two-dimensional (2D) grid cells as flat single layer give the graphene. This is a key building block for graphitic materials of all sizes. It can be enclosed in fullerenes (0D), rolled into 1D nanotubes or stacked into three dimensional graphite. A serious step forward in the study of graphene was when Andre Geim and Kostya Novoselov from Manchester extracted Singlet thick crystallites (graphene) from crude graphite in 2004. The unique electronic properties of graphene produce an unexpectedly high opacity for one atomic monolayer, with amazingly simple value : it absorbs ~ 2.3 % of white light . This is a consequence of the unusually low energy electronic structure of monolayer graphene saws which electrons and holes tapered zone which meet each other at the point Dirac which is qualitatively different from the more common solid square zones. In 2008 carried out the first experiment proves that graphene is the strongest material that exists in nature. The measurements showed that graphene has a tensile strength of 100 times greater than steel. Graphene is different from most conventional 3D materials. The natural Graphene presents a semimetal or zero-gap semiconductor. Been a long time since we talked through the Medgreece in graphene and its unique properties. Graphene is a material which was discovered relatively recently, and its main feature is that it is a graphite sheet consisting of a lattice of carbon atoms linked together as shown in the photo of the article ( we could characterize as a wire ) which has a thickness of a single atom . So far it has been described as the ideal replacement for silicon , and has a very low resistance and higher conductivity which can lead to the creation of faster chips for computers . And all at room temperature . Where else could however be used graphene ? From the University of California , and Alexander Balandin (Chair of Materials Science and Engineering), investigated the possibility of using graphene sheets as heat conductors . The researchers call these cards quilts ( like a quilt ) and that is because the graphene sheets are not homogeneous but consist of flakes graphene , which overlap creating a spreadsheet. Only unlike the quilt ( we all know ) the quilt of graphene flakes will not retain heat, but will remove it . The graphene sheets can be used to extract heat from parts of a circuit which, due to the high speed flow of electrons ( current) particularly heated , which leads to impaired function of the circuit. Helping the diffusion of that heat , graphene will help create sdti much faster chip . Graphene based on measurements made à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹by the researchers shows remarkably high thermal conductivity that surpasses even that of diamond and carbon nanotubes. The properties of graphene , (electrical conductivity , low resistance , high thermal conductivity ) find no scope only chip electronic circuits. As we mentioned previously this technology could even be used to improve the photovoltaic , since one of the main problems (in terms of performance ) is the high resistance of the conductor carrying the current. Graphene thanks to its properties , could significantly increase their performance Chapter 1: Carbon Nanostructures 1.1 A new class of materials The two-dimensional (2D) crystalline materials have only recently been identified and investigated. [1] The first material that falls into this category, is graphene, a singlet carbon layer. This new material has unique properties that make it extremely interesting both as basic knowledge, as well as for future applications. The electronic properties of graphene, for example, have resulted in an unusual quantum Hall [2], [3]. It is a transparent conductor [4] with a thickness equal to the extent of zp orbital of an atom of carbon (0,344 nm). It also has parallels with the physics of elementary particles which for example displays an unusual tunneling [5], [6], which was predicted by the Swedish Natural Oscar Klein [7]. Additionally, graphene exhibits excellent mechanical and electrical properties. Its mechanical strength is greater than steel while it can be bent. The thermal and electrical conductivity is very high and can be used as a flexible conduit. The Andre K. Geim and Kostant in S. Novoselov from the University of Manchester, were awarded the 2010 Nobel Prize for the production, isolation and identification of graphene [1]. 1.2 Forms of carbon Carbon is perhaps the most exciting element of the periodic table. It is the basis of DNA and life on earth. O coal occurs in different forms. The most common form of carbon, graphite, which consists of stacked sheet carbonates hexagonal structure. At high pressures, the diamond is created, which is a metastable form of carbon. A relatively new form of molecular carbon, are the Fullerenes (Fullerenes) [8]. The most ordinary fullerene consists of 60 carbon atoms (60 C) and has the shape of a football. It is consisting of 20 hexagons and 12 pentagons which enable the surface to form a ball. The discovery of fullerenes was awarded the Nobel Prize in Chemistry in 1996. The existence of a pseudo-one-dimensional form of carbon, carbon nanotubes, has been known for many decades and the existence of single-wall carbon nanotubes in 1993 [9]. The nanotubes are formed by winding of a graphene sheet so as to acquire a cylindrical shape with hemispherical ends with a configuration similar to that of the fullerene. The electronic and mechanical properties of metallic nanotubes, show many similarities with those of graphene. It was already known that the toner is composed of hexagonal carbon levels which are stacked on top of one another but scientists believed that such a singlet carbonate sheet could not be produced. In 2004, however, scientists A. Geim, K. Novoselov and colleagues [1] showed that such an individual could be isolated and was stable. The singlet this level carbon called graphene. Figure 1.1. The graphene sheets form the native structure of the graphite, carbon nanotubes and fullerenes [11]. It should be noted that structures similar to graphene has been known since the 1960s [10] but there were experimental difficulties in isolating them and raises doubts about whether this would be possible. The amazing thing is that a simple pencil contains graphite and as it moves the paper, toner levels separated in a very small part of which contains some of singlet layers of graphite, ie graphene. The difficulty is not the production of graphene structures but rather to isolate large quantities of singlet levels for the identification, characterization and study its properties. This just managed to make the Geim and Novoselov. 1.3 Graphene Graphene is called a singlet level of carbon atoms arranged in a hexagonal lattice, with nearest neighbor distance of atoms 0.142 nm. It is the first truly two-dimensional crystalline material and is representative of a whole class of two-dimensional materials which includes for example Psychosocial Critical Evaluation: Case Study of Rory Psychosocial Critical Evaluation: Case Study of Rory Psychosocial Critical Evaluation: Case Study of Rory Introduction Psychosocial theory originates from psychoanalytic and psychodynamic casework, which has had a profound and lasting impact on social work (Kenny and Kenny, 2000). This assignment will use the case study of Rory, a fifteen year old boy living in a family home with his brother, mother and stepmother. Throughout the assignment Rory’s social environment and his relationships within this environment will be analysed in order to understand how these factors have shaped his development. Following on from this an evaluation of group work as an intervention method to support and empower Rory shall be explored. Group work will be taken as evidence for practice, where social work practice is carried out in groups (Doel, 2000, p.148). Psychosocial theories will be explored into how they influence group work and group dynamics, and the way group work can be used to change and adjust dysfunctional social environments. In doing so, the model of psychosocial theory and its relevance to social work will be explored, and how useful it is in understanding clients and promoting their best interests. In order to critique the model of psychosocial theory, and explore how it influences our perception of the human condition, we must have a clear idea of what we mean by the term. Modern social work theorists have stressed the importance of applying the correct competency to the individual person, with regard to their social environment (Hutchinson, 2008). It sees people as ‘products of the interaction among their biogenetic endowment, the effects of significant relationships, the impact of life experiences, and their participation in societal, cultural and current events’ (Turner, 1978, p.2). The social work profession, can see the individual person as interdependent with their environment, which they are able to influence and change (Kondrat, 2002). By seeing individuals as being uniquely shaped by their environment, it helps social workers avoid the issues of social identity theory. Rather than categorising or stereotyping people, social workers are able to empathise a nd see all service users as individuals (Tajfel and Turner, 1979, cited in Gaine, 2010). The main ideas of psychosocial theory are reflected in other social work theories and methods, such as systems and attachment theory. Both theories developed from the need to build upon the traditional psychoanalytic model of individual therapy (Walker, 2012), and the idea that individual experiences with families were continually being shaped and influenced by the evolving interaction patterns of communication. For group work to be beneficial there must be a mindfulness of the social context or sociology of the individual and group. Understanding individuals who compromise the group requires knowledge of ‘psychosocial functioning and development through the life cycle’ but also the impact of the group’s structure and process on the members’ behaviour. A group cannot be understood without knowledge of members in their individual social context (Northern and Kurland, 2001, p.35). This promotes and encourages diversity within the group, as practitioners are mindful of differences within the group, and how they can be addressed to promote social skills such as empathy and respect. If a client’s environment and social context has been dysfunctional, as in Rory’s case, the group work can provide a model of a healthy culture through the group values, communication patterns, and the way it addresses interpersonal conflict (Northern and Kurland, 2001). Having explored the connection between group work and psychosocial theory, two theories of social work shall be applied and explored next. Attachment theory focuses on the quality of the attachments in the significant relationships in a client’s past (Bowlby, 1979, 1988). Bowlby’s theory of attachment stresses the importance of past relationships by determining which will develop emotionally and socially, and form relationships in the future. Bowlby was particularly concerned with the interactions and attachments that individuals had with their parents or carers. The ability of a child to attach to a parent or carer, the level of consistency of the parent or carer to meet the emotional needs of a child and the ability of the child to feel safe and secure, predicted how the child would develop emotionally. This theory has particular relevance and importance for this case study. The relationship between Rory and his mother can be recognised as a disorganised attachment. H is mother’s bi-polar disorder means her behaviour is inconsistent at times, due to her having stable periods but when her mood is very bleak she neglects the needs of Rory and his brother. From this behaviour Rory receives mixed messages, leaving him feeling anxious and unable to explain and possibly understand his own feelings (Bowlby, 1988). His father appears to display as insecure or ambivalent attachment, this is due to him demonstrating an inconsistency in his attitude to Rory, neglecting contact for several weeks at a time. His unpredictable behaviour and failure to display attention in a consistent way leads to anxiety and distress for Rory. Attachment theory is helpful to social workers in planning intervention, as they have insight into how past experiences of the service user can impact on their behaviour, and their ability to form relationships. For example, at the Youth Club Rory is seen as increasingly withdrawn and erratic by the youth workers. This may be due to his disorganised attachments impacting upon his ability to behave in social situations. Preston-Shoot and Agass (1990) explains that the development and quality of relationships can be influenced by considering the impact of the client’s feelings on behaviours. Group work can be a powerful tool when based on attachment theory issues. Egeland and Erikson (1993) and Eriskon et al., (1992) described a group in which young, high-risk mothers were brought together for weekly group sessions from the time their children were born until they were one year old. Group work was effective here for two reasons. Firstly, through the therapeutic relationship itself, or the relationship with the group facilitator, in which ‘the facilitator maintains a healthy, supportive alliance with the parent, proving such relationships are possible’ (Erikson et al., 1992, p.501). When using any intervention, it is important to create a working alliance, in which the patient has confidence that the practitioner can help (Holmes, 2001). Due to Rory having all his immediate adult relationships in his life being inconsistent and causing him anxiety, having another which proves to be consistent in his life, one that is dependable, may improve his self-esteem an d address problems he is exhibiting in social situations, such as at the Youth Club. The reason he may be attending the Youth Club could be due to him searching for that consistency and dependable person he needs, as the Youth Club is a weekly activity which is always there. The ‘therapeutic’ relationship gives Rory a ‘secure base’ (Holmes, 2001, p.17) where the task can challenge assumptions and relationship patterns. Group work would also introduce Rory to a plethora of perspectives and individuals. Through this, Rory may become conscious of thoughts and attitudes that were previously unconscious (Holmes, 2001). In listening to and working with others Rory may build up his self-esteem. As he begins to form relationships with members of the group, he has models of healthy and functional relationships that are different from his own attachments with family members. This could increase his confidence, addressing problems of withdrawn and erratic behaviour that have been raised by Youth Workers at Youth Club. A number of studies have shown group work can improve social skills (Reid and Hammond, 2001; Fargan and Jones, 2002). Group work also promotes diversity as those it helps do not feel isolated or alienated by their problems: through sharing experiences in a respectful and tolerant environment they gain insight into the sufferings and challenges of others, and methods to overcome this. Groupwork a s a form of learning extends beyond this, as groups offer members feedback that is often more effective coming from peers than from a social worker (Northern and Kurland, 2001). When done sensitively and constructively, such feedback helps clients such as Rory with their social skills and their ability to build relationships outside of the group. A weakness of this theory, however, may that does it is not sufficiently encompassing of all the social forces that act on the individual. Psychosocial theory holds that we should acknowledge the role in human development of temperament, racism, poverty, social class, and other environmental conditions (criticism outlined in Coady and Lehman, 2007). Group dynamics and interactions cannot be understood through individual’s relationships with their parents alone. Psychosocial theory assists social workers in understanding and analysing the situations and behaviours of their client. This provides practitioners with insight into what has occurred in the past or what may occur in the future. However, some argue that attachment theory does not paint a picture of the client whole: by attributing all of Rory’s behaviours and concerns to his parents, the practitioner may neglect the wider social context that is acting on him. Systems theory may offer a more encompassing picture of Rory’s social context. This theory holds that individuals and their environments are separate systems that are interconnected and interdependent (Teater, 2010). By thinking of families as living systems, systems theories are able to think about how dynamics are constantly altering as each family member deals with life inside and outside the family. Rory’s withdrawn behaviour, and self-destructive thoughts can be attributed to the frequency with which his family dynamics change. This change is at times dramatic for example the breakdown of his parent’s relationship, or his sister leaving the family home- but also in the inconsistencies due to his stepfather’s temper and mother’s mental illness. Systems theory also promotes tolerance and diversity, as it recognises that there is no one model for a healthy, functioning family (Walker, 2012). A change or movement in one of these systems results in change or movement in the others. In Rory’s case, social systems theory is useful as it allows social workers to identify which system requires an intervention (Teater, 2010). The key question is ‘does this structure work for this family’ and does it allow for the healthy development and growth of family members? As such, the Munro Report confirms that a systems perspective offers the most holistic tool for undertaking informed assessment work that takes into full account the wide environmental factors combined with the inter-personal relationship patterns that influence family experiences (cited in Walker, 2012). Furthermore, a family’s structure and organisation allows social workers to determine, to some extent what is possible within a particular family. Thinking of families systematically also ensures no family member is marginalised (Walker, 2012). One-to-one intervention with Rory will have an i mpact on the whole family system; his mother, brother and stepfather will be affected, and also the family dynamic as a whole. As such, group work is an effective method of intervention according to social systems theory. This is because it avoids the risk that the family’s problems and their solutions are individualised. By placing Rory in a different group dynamic, one that has been constructed by a facilitator or practitioner, social workers may be able to assess which elements of the family’s structure need intervention, and where Rory and the family need extra support. By assessing Rory’s patterns of communication and interaction outside his family dynamic, practitioners may gain greater insight into his specific needs and methods that can be used to support and empower him. Groupwork for families links closely to the family therapy movement (pioneered by figures such as Murray Bowen, Jay Haley, and Virginia Satir). The family therapy movement advocates systemic features as a means by which to assess the way groups of relatives organise themselves over time, creating stable patterns, that are inclined to return to familiar states. As such, one of the beliefs is that systems tend to be self-correcting, based on positive or negative feedback (Coady and Lehmen, 2007). By using groupwork intervention with Rory, he may feel empowered and supported to address and correct the patterns and familiar states of his family, rather than simply removing himself from situations. Furthermore, the counsellor or practitioner can address the dysfunctional and destructive subsystems that exist within Rory’s family. A concern surrounding this theory of social work, however, is the emphasis social systems theory places on adaptation. The purpose of the group work intervention is to explore how systems can be adjusted and change to create a healthy and supportive structure. As such, some fear that practitioners are encouraging clients to accommodate to oppressive circumstances (Coady and Lehmen, 2007). From this perspective, Rory may be being taught to accept and adapt to the hostile and threatening behaviour of his stepfather, or the neglect he sometimes faces from his mother. This can be addressed by being mindful of social work’s traditional concern with social justice- an integration of values such as social justice and social systems based thinking is possible. To do this, practitioners must be self-reflective and question their own values and assumptions, particularly in terms of prejudice and diversity, in order to ensure that the client’s best interests are at the heart of gr oup work intervention. An awareness of social circumstance is also important in tackling diversity with regard to mental health. Parental mental health, and the disruption to parenting capacity has been found to have profound and persistent implications for children and their parents (Smith, 2004). As such, it has been advocated that social workers have improved access to training that assists with psychosocial interventions, such as group work (National Institute for Mental Health in England, 2005). This helps us to understand the quality of attachment between Rory and his mother. Rory himself is displaying behaviours that may point to mental health, particularly disclosing suicidal thoughts. Research shows that social work plays a significant role of social work in promoting the involvement of people using services and developing systemic approaches to practice with families (Gilbert, 2007). Diversity is important here- social workers must address societal stigmas regarding mental health. Effective inter vention can also promote diversity by helping those with mental health to function and become involved in society. A psychosocial approach helps us to understand Rory’s patterns of communication and behaviour, as it gives us insight into the formative relationships, experiences and environments that have categorised his life thus far. This puts troubling behaviours, such as self-destructive and suicidal thoughts, within a social context that can be used as the basis for assessment and intervention. Our chosen intervention method, group work, is also revealing about how Rory can be supported and empowered. By modelling healthy and secure relationships, and developing Rory’s social skills, Rory’s future relationships do not have to be influenced solely by dysfunctional attachments with his parents and stepfather. By understanding his family as a system, and observing Rory but within that system and in other groups, insight is gained into how Rory’s social context can be adapted in order to promote the healthy growth of all its members.

Thesis Essay -- essays papers

Thesis The purpose of this research paper is to investigate the effectiveness of character education programs and how technology can be used to enhance student learning about character education. According to Laura and Malcolm Gauld (2002)" For families, educators, corporations, and communities, the biggest job we'll ever have is nothing less than a new paradigm for reconnecting education with core values." (p.1) The world of education is at a place where they are placing extreme importance on teaching our students values. This paper will discuss the true meaning of character education, give ideas on how to incorporate character education, and give examples of technology that is helping this process. Items such as the computer blocking software and parental controls will be explained. All of these things will make up what character education means to our students and schools. Defining Character Education Before we discuss methods of character education we must first define the term. Many sources define character education as different things but all reach one general view. In the book, Bringing a New Era in Character Education Damon (2002) says, â€Å"there are two themes needed in character education today. The first is a consensus that fundamental moral standards must be passed along to the young and that educators at all levels bear a serious obligation to transmit these core standards to their students†¦The second theme that emerges from this volume is a shared determination to get rid of sterile old oppositions that have paralyzed even some of the best efforts in this field over the past decade.†(p.11) Damon’s view is a summary of the definition of all those involved in character education. The goal of character educa... ...orporate character education into the classroom. Damon, W. (Ed.). (2002). Bringing in a new era in character education. Stanford, CA: Hoover Press. This book shows different peoples pint of views on what character education is and how they maintain it in their classrooms. Frieman, B. (2001). Children at risk. New York: McGraw-Hill. This book discusses different way children are at risk in the classroom and how to help them if they are at risk. Gauld, L., & M. Gauld. (2002). The biggest job we'll ever have. New York: Simon and Schuster. This book talks about the fact that teaching our children how to be good people is the hardest and most important job we will ever have. Steyer, J. (2002). The other parent. New York: Atria Books. The book by Steyer talks about how technology such has television and computers are parenting America’s children.

Flood Stories of the Epic of Gilgamesh and Book of Genesis of the Christian Bible :: Epic Gilgamesh essays

The Flood Stories of Gilgamesh and the Bible The amazing stories of the great flood that are described in The Epic of Gilgamesh which is translated by N.K. Sandars and â€Å"The Story of the Flood† which is the King James version, both stories similarly. Many of the events of each story are very similar in ways and very different in some of them. From reading both stories I concluded that there was a huge flood that took place in that area of the world. Even though the way both stories describe the flood; The Epic of Gilgamesh is more imaginable. I say that because it is more realistic to have rain for six days, six nights than for forty days, forty nights. Both flood stories have a major similarity and difference though. Both stories described the same flood but they did it in different ways. One difference that backs it up is in The Epic of Gilgamesh the rains that cause the floods only last six days, six nights and in â€Å"The Flood Story in Genesis† the rains last forty days, forty nights. A quote that tells about the flood is when Utnapishtim said, â€Å"For six days and six nights the wind blew, torrent and tempest and flood overwhelmed the world, tempest and flood raged together like warring hosts (pg. 25).† This quote by Utnapishtim describes how bad the weather, rains, and wind were during the six days and six nights of the storm. On the other hand in â€Å"The Story of the Flood† it rained for forty days, forty nights. While God was talking to Noah he said, â€Å"For yet seven days, and I will cause it to rain upon the earth forty days and forty nights; and every living substance that I have made will I destroy from off the face of the earth (pg. 48 line 4).† This quote describes how long God will have the rain go for. It also says th at he is doing it to destroy all of mankind. After reading the two stories I concluded that forty days and forty nights was too long for it to rain without stopping; that is why the flood in Gilgamesh is more realistic. The length of the rains in the flood story in The Epic of Gilgamesh is easier for someone to believe than the length of the rains in Genesis. Even though the stories were different there was many similarities in the stories.

Blake Coleridge Swift :: essays papers

The Symbolism of Christ William Blake, Samuel Taylor Coleridge, and Jonathan Swift were very different writes but are bound by basic Christian beliefs. In their writings there are strong references to Christ and symbolic images of Him. Blake writes "The Lamb" as a symbolic representative of Christ. Coleridge uses many form of religious symbolism in his poem "The Rhime of the Ancient Mariner", but the thing that stands out the most is how the albatross represents Christ. Swift writes in "Gulliver's Travels", of a man named Pedro de Mendez who is a savior to Gulliver. These three authors show us how Christian views and Jesus are a part of life not just in the Bible but also in current society. Blake uses our questions about faith to emphasize the importance of Christ in our lives. Blake emphasizes the connection of which the child is naturally aware, when he writes, "I, a child, and thou a lamb, We are called by his name"(p.1289). The tone, however, is the genuine simplicity of a child's speech. The first verse is a series of questions addressed to the lamb, which represents Jesus. The second stanza begins with the child being able to answer those questions. Blake writes, "Little Lamb, I'll tell thee"(p.1289). Meaning that the child understands Christ being the savior. These questions are asked purely for the satisfaction that it gives the child in answering and to show the child's understanding of God. Blake shows Christ in a way that is innocent like the child. Blake writes this poem using the example of the lamb found in nature to represent Christ and uses the child to represent man trying to understand God. Blake uses the lamb to represent Christ in nature in the same way that Coleridge uses the albatross to represent Christ in nature. Coleridge uses religious and natural symbolism, which correspond with one another and play the most important roles in this poem. Although there are many different interpretations of this poem, one idea that has remained common throughout the poem is that of the religious symbolism present. Especially that of Christ and his ability to save, which was present throughout this poem. The symbolism is that of the albatross. The albatross saves the Mariner for bad weather and keeps the sailors in

Examples of ways to establish ground Essay

Produce a briefing document for a new member of staff who will be delivering classes in your specialist area embedding functional skills. The document should demonstrate your understanding of: a) ways to establish ground rules with learners Beginners Massage Course Introductory Weekend Briefing document The aim of the Beginners Massage Course Introductory Weekend is to give people the chance to learn a few basic massage techniques and explore their interest in massage without having to commit to a full study programme. Before embarking on teaching the Intro weekend it is important to understand the need for ground rules: those already set by the organisation/ set by you, set by the learners themselves before /or during the course and rules agreed by both of you. Organisational Please read through our organisational policies & procedures including Health & Safety & Fire policy; this enables you to understand what to do in the event of a fire and to instruct your students/learners on the evacuation procedure. the syllabus gives clear objectives; lesson plans with suggested time frames, how to assess, monitor and review the achievements of the students, different methods of teaching, resources to hand (course manuals,whiteboard etc.), progression routes from beginners, anatomy & physiology through to practitioner level and also more course specific health and safety guidelines including advice on dress, jewellery, hygiene, use of equipment and the continuous observation of posture and correct stoke techniques. These provide a structure for the course for you & the students to follow, supports the diversification of learning skills (demonstration, verbal, hands on, handouts etc.) and give clear guidelines on where to go next with their knowledge. There are a maximum of 10 students per class with a mix of male & female of all ages though minimum age is 21. Due both to the  size of the room and our past experience we have found that this is an ideal number for a learning group. Requirements sent to all students at time of booking: – please arrive by 9.50am – you may wish to change into loose comfortable clothing – please bring 2 large bath towels – leave all your valuable at home i.e. we rings, necklaces, earrings etc. as we cannot be responsible for any loss or damage to these items as they will have to be removed during the class – For the comfort of the student you will be working with, please ensure your nails are short. These requirements ensure the smooth running of the course, all students having correct equipment/can learn equally and the well-being of students. Tutor set At the start of the course it is good practice to establish some basic housekeeping practices: evacuation procedures, whereabouts of toilets, suggested break/lunch times and use of mobile phones. Introduce yourself. This gives a little of your background to the students, gives them an idea of where they can go and your experience. Give a brief overview of the weekend, how it will run Review/ recap at the end of each day what they have learnt and ask if there are any questions/areas that need attention. This way give structure to the course and helps manage expectations for the students. Student led/negotiated Give students opportunity to introduce themselves Students choose to work with another student and this partner can be kept for the whole weekend or they may change. Students are more compliant when they set the rules so allow them to decide if & when they are ready to move onto the next technique or wish to review and repeat what they have already done. This way gives opportunity to learn the syllabus whilst allowing some fluidity in what pace the class moves at, allows access for everyone to learn equally and working with individual learning requirements. Understanding more about each other gives a feeling of ‘community’ or familiarity within the group so mutual respect & empathy can take place.

The Universal Effects of Animal Cruelty

Did you know that animals are not the only ones affected by animal cruelty? In fact, both animals and humans alike receive trauma and pain as a result of these atrocities. Many of these perpetrators involved in these harmful acts of abuse tend to not know the effects of their crimes and almost never have a good reason for doing so. Studies show that there are two types of animal cruelty: passive and active. Passive cruelty is not indirect abuse, but it involves neglect of caring for animals, whereas active cruelty is meant to purposely harm the animals and it is often associated with sociopaths. Animal cruelty is evident all around the world and includes: starving and not caring for domestic animals, testing products on animals, being utilized as shark bait, brutalizing and harming animals during film productions, and the notorious cruelty done for generation after generation without any particular reason. There has to be more laws implemented to stop harming animals overall, since the animals themselves are helpless in getting aid. Animals deserve just as much respect and rights to live in this world as humans do. Animals everywhere are just like humans and want to protect their loved ones. Animal cruelty is a worldwide issue that harms all living beings mentally and physically, therefore, in order to create a humane society for all organisms, it should altogether be stopped. First, many people think that hurting animals is harmless to us humans, but they are wrong, because many human serial killers began their first crime as animal cruelty which then graduated into human cruelty. There is a lot of evidence that shows that serial killers and abusers began with animal cruelty. If a human can abuse animals and show psychological issues, then it is possible that they can do the same harm to a human, which would solemnly cause not only harm to the animal society, but to the human society. Stopping animal cruelty and reporting people who do these malicious acts can possibly prevent human massacres as well as animal massacres. In 1997, Boston’s Northeastern University and the MSPCA did a study that found â€Å"70% of all animal abusers have committed at least 1 other crime and that 40% had committed violent crimes against humans† (Internet). This suggests that nearly half of the people that commit animal cruelty crimes also commit human cruelty crimes. Any kind of violence against a human being is inhumane and isn’t allowed, just as animal cruelty shouldn’t be allowed, seeing as many criminals have a tendency to follow up with human cruelty crimes. Eric Harris and Dylan Klebod were two high school students that killed 12 classmates and then committed suicide only after they had â€Å"bragged to friends about mutilating animals. If these acts had been reported to authorities and taken seriously, these two young men might have been put in a proper facility and helped, possibly avoiding the horrific massacre† (Internet). This suggests that the criminals aren’t the only ones who can prevent these kind of animal and human cruelty crimes, but bystanders and those who overhear people doing these such things can take one step forward and report these crimes. Given these type of examples, it should only be more motivation for every state, every country, and every continent to implement anti-animal abuse laws to save lives. Anybody can be helpful in saving many more animal lives as well as human lives, not just the government and the legal system, because animals and humans are always important to somebody. Second, most animal cruelty happens in a household and chances are there are children in these households that either grow up traumatized or influenced to repeat these atrocities. Children are more vulnerable to being corrupted from witnessing animal cruelty because these images stay with them as they grow older and they can possibly reenact these crimes themselves. The criminals either force the children in the household to watch the abuse take place or they abuse the children as well. This can cause trauma in young children, which causes them to grow up corrupted or chances are that â€Å"a child abusing an animal can grow up to be someone who commits other violent crimes† (Internet). This suggests that human children are also affected by animal cruelty as well as the animal victims. These children can be scarred for life, whether it’s mentally or physically. Children aren’t the only ones who have to observe animal cruelty going on, but they are the future of every generation and if they are broken at an early age, then they cannot make it in a stable life. Also, with a constant cycle of children witnessing animal cruelty and then committing to animal cruelty, there will only be more and more people affected by this and then it will be harder and harder to put an end to. Children at a young age will have to learn from somebody, if not their parents, and they â€Å"do not have ine control over their movements and impulses—they will want to treat their pets with love, but will need a little help from you to do it correctly† (Internet). This suggests that the adults and teenagers of the world can control how a child’s development turns out and if we do not perform animal cruelty acts in front of children then they will not be exposed to a harsh world as they grow up. The earlier we instill kindness into nurturing child development, the less they’ll turn out to be convicted of animal cruelty felonies. Third, passive and active cruelties are both common from people who only do it to feel a sense of power and authority, but that in itself is senseless since it still harms many animals and people. In most cases, â€Å"most animal abusers find some sort of fulfillment or power in torturing a victim they know can't fight back, which is why crimes like rape and child molestation are committed. † (Internet). This suggests that the abusers want to feel superior and want to harm their pets or wild animals just to achieve this sort of power. This would be considered an unfair fight when the perpetrator knows that the animal can’t do anything to defend itself and no one would be around to help it. As Jenny Leigh says, â€Å"It is our job to be the voice for creatures who cannot speak up for themselves† (Internet). People like Jenny are affected by the violent crimes done to animals and their disturbance makes them want to find ways to help these poor animals. In other cases, the animal abusers find it amusing to perform sadism on poor animals without considering how that animal feels. One way that one could feel control by hurting an animal is for example, when a husband may hurt the family pet in order to show his wife or kids what he is capable of doing to them whenever he gets angry enough. Another person may use his or her own pet to hurt other animals just to feel a gain of power and control. These kind of people â€Å"suffer from serious, psychological problems that will probably not go away on their own†¦. Without help, the psychological problems these people have can haunt them for their whole lives† (Internet). This evidence suggests that the people who intentionally hurt animals already have some psychological issues that make them the way they are. These people need help from psychologists and people that know that they have a problem with abusing animals should aid them in receiving help to solve their problems. Lastly, most people don’t understand that they actually take part in animal cruelty and these heedless actions cause much passive cruelty, if not any active cruelty. People that are harming the animals don’t even realize the consequences of their actions and they don’t understand that it is actually a really bad thing to do. It is senseless to allow people to carelessly roam around abusing animals without even thinking about it. While active cruelty is more common and disturbing, passive cruelty isn’t any less important. In fact, it can lead to â€Å"terrible pain and suffering, and ultimately death. Examples include starvation, dehydration, untreated parasite infestations, inadequate shelter in extreme weather conditions, and the failure to get medical care† (Internet). This evidence suggests that the owners of domestic animals harm their pets in their own ignorance and neglect. Animal shelters are designed to give unsheltered animals a chance to have a provided home with a caring owner, but with neglectful owners that commit passive cruelty to their pets, it is difficult to tell if the person the shelters give the animal to can be trusted. Whether it’s active or passive cruelty, people need to be fined or arrested for hurting any kind of animals. However, some people actually think that animal cruelty is good because killing animals such as cows and chickens provide food for humans. Some say that humans need animals for food and that it is inevitable for animal cruelty to come to a complete end when there are many people out there in the world who can’t give up eating meat. â€Å"For centuries people killed animals for food and never considered it cruel. It was just a survival† (Internet). This evidence suggests that as long as people feel that they need to eat meat in order to survive, animal cruelty will not be stopped. People see meat as a basic necessity for ensuring their survival when it comes to food, so they won’t think too hard on how guilty they should feel when they learn that animal cruelty is how their food is made. In spite of that, animal cruelty should still end, because everyone could always become vegetarians since it is healthier for our planet and ourselves. The manufacturing and producing of many meats or products derived from dead animals releases many greenhouse gases on our earth and contributes to even more global warming which will eventually harm all humans and animals alike. This â€Å"little† act of animal cruelty to provide food isn’t as big as a necessity when there are plenty of greens around and when many lives won’t be harmed in the making. In conclusion, animal cruelty hurts animals and humans respectively and must be stopped in order to achieve a humane societal world. This research is important because people need to know what happens in this world. People deserve to know the truth about how the world is running itself and rather than being lied to by the government, people can be educated and informed on these worldwide issues which can then motivate them to help stop it. People will realize what animal cruelty does to animals and humans altogether and they can protest to end it or have laws implemented to ban it. Many people are disturbed, traumatized, and angered by the violent animal cruelty acts but they have no kind of power in trying to stop it, so this would be really helpful for those who are in the unknown of this issue. Works Cited Information on Animal Cruelty ASPCA 13 April 2011 http://www.dosomething.org/tipsandtools/info-animal-cruelty Through Their Eyes, The National Animal Abuse Registry 2004, 13 April 2011 http://www.inhumane.org Leigh, Jenny. Animal Cruelty Must Stop 13 April 2011 http://www.teenink.com/hot_topics/environment/article/90968/Animal-Cruelty-Must-Stop/ 11 Facts about Animal Cruelty 13 April 2011 http://www.dosomething.org/tipsandtools/11-facts-about-animal-cruelty Animals Used for Food PETA 13 April 2011 http://www.peta.org/issues/animals-used-for-food/default2.aspx Beaulne-Stuebing, Laura. What’s Good about Animal Cruelty? Thrust Labs 17 January 2008, 13 April 2011 http://stayingvegan.com/vegan-university/whats-good-about-animal-cruelty/ Talking to Kids about Animal Cruelty ASPCA 2011, 13 April 2011 http://www.aspca.org/fight-animal-cruelty/talking-to-kids-about-animal.aspx Chicken Cruelty http://library.thinkquest.org/05aug/00044/id42.htm