Psychic ability :: essays papers

Psychic ability Abstract The purpose of this study was to prove that the human mind has telepathic ability. To prove this, the subjects were asked to guess the suit of each card from a standard playing deck. The subjects were tested in a cozy, quiet environment inside their house. The first data recorded were the percentage of cards the subjects would randomly guess right. There are 52 cards in a deck and thirteen of each suit, so that would give someone a 13 out of 52 chance of merely guessing right or one-fourth. During the test, the subjects were instructed to take time and concentrate before giving an answer. The idea was that if the subject concentrated hard enough, the suit of the card would be revealed by the psychic ability of the mind. The results of the study showed that telepathic ability just might be a reality Psychic ability has been a subject that has interested me every since I saw the movie Maverick. In the movie, the main character, played by Mel Gibson, believes that if he thinks of a card and concentrates hard enough then he will draw that card. He starts out thinking of the card he needs. The character played by Gibson thinks long and hard to the point of almost exhaustion. He then draws the card, hoping that the card he is thinkin g of will be the card he draws. It never quite works out for him because I believe that he is not concentrating hard enough. At the end of the movie, however, when he is in the finals of a poker tournament, he tries it again. This time, his mind is in the zone, and it works. I have never been one to believe in telepathy, but one time I tried to give it a chance. One time, I was home alone and extremely bored, so I decided to try out what I had learned from Maverick. I was alone in my room, and I sat and thought about the ace of spades for what seemed like fifteen minutes. Concentrating and thinking only of the ace of spades, I drew a card and held it so I couldn’t see it. I said to myself, over and over again, this is the ace of spades.

Athletic Training and Writing Studies

Genre Analysis This paper will take an in depth look at two articles that are representative of two different discourse communities. It will also analyze features that are different amongst the two discourse communities so that people have a better understanding of the different characteristics that discourse communities possess. It will explore the different styles that each discourse community utilizes, including but not limited to writing, citation styles and organizational styles. Keywords: Discourse Community, characteristics, organizational style, citation style writing style Many people do not understand that to be considered a discourse community, a group must have certain attributes. These attributes represent the way that the discourse community read, write, or communicate with one another. It is important that these attributes are done on a level that will be understood by those within the discourse community they are a member of. Although each genre typically has their own way of communication, whether it is via writing, email, or another form of communicating, some utilize the same ways and other genres utilize different ways. Regardless of the choice of communication, the goal is the same throughout discourse communities and that is to have effective communication. The differences and similarities are apparent when analyzing two articles from two different discourse communities, Athletic Training and Writing Studies. The first peered reviewed article accessed from the Athletic Training Education Journal titled â€Å"Redefining Professional Knowledge in Athletic Training: Whose Knowledge Is It Anyway?† examines the way that Athletic Training has defined it body of knowledge and how to secure that body of knowledge in the Athletic Training discourse community. The second peered reviewed article titled â€Å"Rhetorical Reading Strategies and the Construction of Meaning† not only discusses reading and writing at a college level, however also discusses the role of rhetorical reading while writing and reading. Identification Identifying the differences and similarities between the two peered reviewed articles, â€Å"Redefining Professional Knowledge in Athletic Training: Whose Knowledge Is It Anyway?† by Patrick O. McKeon, PhD; Jennifer M. Medina McKeon, PhD; Paul R. Geisler, EdD and â€Å"Rhetorical Reading Strategies and the Construction of Meaning† by Christina Haas and Linda Flower gave more clarity on the different and similar writing styles of the two different discourse communities. The first difference that was apparent was the formatting of the two articles. The first article by McKeon et al. appears to use an APA format for their article. APA format typically includes an abstract as well as a reference page that list the sources that were utilized throughout the paper, this paper included both. The APA citations are also different than the MLA citations. The Haas and Flower article is done in an MLA format, it does not include an abstract, title page and the source page is referenced as a â€Å"work cited† page which is typical of MLA formatting. The citations in MLA formatting are presented differently on the â€Å"works cited† page than a reference page of the APA format. What was observed in both articles that was similar, although using the different formats, was that both articles were 1-inch margins and 12-point font which is adhering to both the MLA and APA formats. To attract a reader typically organization of an article is important. These two articles differed in how they were organized, for instance the article â€Å"Redefining Professional Knowledge in Athletic Training: Whose Knowledge Is It Anyway?† is organized by headings that clearly represent the facet of the information that is to follow the heading. Haas and Flowers article â€Å"Rhetorical Reading Strategies and the Construction of Meaning† does not include headings to present information, the information is sporadically placed within the article, including data represented by the study itself. A prominent similarity between the two articles was that they were both evidence-based articles. The article â€Å"Redefining Professional Knowledge in Athletic Training: Whose Knowledge Is It Anyway?† the study shows that by clearly relating the Professional body of knowledge and the evidence that is utilized in the evidence-based practice helps to secure that there is, in fact, authority and legitimacy to the Athletic Training Profession body of Knowledge. (McKeon, el.at.) The article â€Å"Rhetorical Reading Strategies and the Construction of Meaning† was based on studies done with college students. These studies represented primarily the different ways that college students read and write. These studies were performed in hopes that undeniable proof would indeed help to strengthen the abilities of college students in the aspects of reading and writing. There were similarities to the stylistic form of writing of both the articles. The Haas and Flower article was more of an active voice rather that a passive voice. This was noted mainly because of wording and sentence structure. An active voice basically describes what the subject is doing or going to do, which in this article could be clearly defined throughout. The article by McKeon el. at. also used an active voice throughout the article. Suggesting what could be done as well as what is being done to secure their Professional Body of Knowledge in the Athletic Training field. Using an active voice in both articles helped to validate the strength of the articles which is important to the reader. Regarding the convention of the two articles they differed in how information was conveyed through visual illustration. It was clear that the authors Haas and Flower utilized multiple illustrations to identify the results and convey important information a manner that was visually understood. This allowed for information to be conveyed faster and accurately with different visuals, i.e. graphs, figures. In the article â€Å"Redefining Professional Knowledge in Athletic Training: Whose Knowledge Is It Anyway?† the authors chose to not utilize many visuals, instead they utilized the grammar convention, which made deciphering the article slightly more time consuming that when visuals are incorporated. In short, the common goal of both articles was to communicate information to help advance their specific discourse community. In the Writing Studies community the information relayed, no matter how, was to improve the reading and writing skills of college students. In the community of Athletic Trainers, it was to facilitate a better understanding of the Professional Body of Knowledge and the relation to their stature in the healthcare field. The common goal simply stated was to advance each discourse community with the studies that were performed. Analysis Reading both articles, it was clear the active voice was representative of both the Writing Studies and Athletic Training discourse communities. Using the active voice defines a characteristic of both communities and the way they communicate, making sure that information is conveyed, clearly, concisely and straight to the point. This is an important attribute to these discourse communities simply because to advance it is important to understand and communicating efficiently is important. Utilizing the active voice also relays the strength and validation to the article which is important to the reader also. These two articles are clearly written as evidence-based articles, this is another important characteristic of the discourse communities of which the authors belong. It shows that both discourse communities rely on data that has scientifically evident and data that proves the facts. This information is made available in both articles through concise experiments that resulted in a conclusion that was beneficial to both discourse communities. This is an important attribute in the discourse communities because the reputable proof that is determined through these experiments reflects that the discourse communities require information that is only factual and based by scientific evidence. Organizational manner of both articles as stated was different. The article by McKeon, el. at. chose to structure the paper with an introduction, method, result, analysis and discussion format. This type of structure can be a representative characteristic of the discourse community Athletic Training by suggesting the discourse community relies mainly on scientific evidence and factual data. Utilizing headings helps the reader follow and have a clearer understanding of the material that is being discussed. The article by Haas and Flower chose to take a more laxed approach to the structure of their article. The authors used very little headings and left the article with points that could be further discussed. Even know results were apparent this article was left more open-ended, maybe to leave the reader no choice but to ask questions? This type of structure demonstrates the discourse communities will to speak freely and offer any elaboration that is needed. The different formatting of the articles APA and MLA represent the different characteristics that both discourse communities possess. The Athletic Training discourse community utilized an APA format in this article, this is representative of the concise, reliability and validity that is expected when writing in this discourse community. The authors of the Writing Studies article utilized the MLA format for the structure of their paper which is typical of the discourse community. This type of format demonstrates the discourse community's openness to further discuss and elaborate on the subject at hand. The difference in the formatting of the citations on both the reference and works cited pages represent the discourse communities' differences of what they stress importance on when using multiple sources. MLA citations always begin with the title name and APA citations usually begin with author first. The Athletic Training discourse community, using the APA format prefers to emphasize the importance of the author (writer) contrary to the discourse community of Writing Studies who choose to emphasize the importance of the subject in their citation. The conventions that were apparent in the articles displayed the discourse communities' differences in respect to conveying information. The Haas and Flower article had multiple visual illustrations that conveyed precise information in a quick manner. This is standard of the Writing Studies discourse communities will to open minded for elaboration. Presenting a graph or figure can reflect the need for more discussion. The McKeon el. at. article used only one display of visual illustration to convey information which is contrary to the discourse community who is usually under time constraints. The authors chose to use more grammar conventions such as mechanics, usage, and sentence structure to convey their message. This is also typical of the discourse community of Athletic Training and their continued effort to communicate in a fashion that is easily understood, straight to the point, concise and efficient. The last noted similarity in both articles was the fact that the articles were written in a manner that provided information to improve their discourse communities. Knowledge is power, and this was reflective in both articles with the information that was conveyed. This makes sense as both discourse communities have common goals and that is to better the community to which they belong by further research and continued communication. Reflection This Genre Analysis has given me the opportunity to explore and examine the different writing styles of the discourse communities of Writing Studies and Athletic Training. Despite that the discourse communities are from completely different realms, I analyzed both articles which later proved to achieve one common goal and that was communication through writing. After analyzing the two articles it was clear that the discourse communities had different as well as similar writing styles that they utilized to convey their messages. I was able to gain an understanding that the overall goal of conveying information effectively and concisely. Of which, ironically, was a common goal among both discourse communities. This analysis has also given me a better understanding of how writing, or the type of writing used can identify the characteristics of a discourse community. For example, the Athletic Training discourse community writes in a fashion that is straight forward and to the point to communicate the outcome. The Writing Studies discourse community tends to leave some information open ended, up for discussion they are a little laxer in their approach. No matter the approach in writing among the discourse community the bottom line will always be the same, to write in a manner that is concise and effective. Another very important aspect that was observed was the importance of adapting to the writing styles of the discourse community you belong to. Adapting will ensure that you can communicate effectively within the discourse community and most importantly be respected by fellow members. ReferencesHaas, C., ; Flower, L. (1988). Rhetorical Reading Strategies and the Construction of Meaning. College Composition and Communication, 39(2), 167-183. doi:10.2307/358026Patrick O. McKeon, Jennifer M. Medina McKeon, and Paul R. Geisler (2017) Redefining Professional Knowledge in Athletic Training: Whose Knowledge Is It Anyway?. Athletic Training Education Journal: April-June 2017, Vol. 12, No. 2, pp. 95-105. https://doi.org/10.4085/120295

Developmental Psychology and Children Essay

This is a very important stage as it helps children to get ready for school as well as preparing them for their future learning and successes. From when child is born up until the age of 5, the children early-years experiences should be happy, active, exciting, fun and secure and to support their development, care and learning needs. In my setting children will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development. Children should mostly develop the 3 prime areas first. These are: †¢ Communication and language †¢ Physical development †¢ Personal, social and emotional development. These prime areas are those most essential for  the child’s healthy development and future learning. As children grow, the prime areas will help them to develop skills in 4 specific areas. These are: †¢ Literacy †¢ Mathematics †¢ Understanding the world †¢ Expressive arts and design. These 7 areas are used to plan all children learning and activities. The key person teaching and supporting child will make sure all the activities are suited to child’s unique needs. This it’s suitable for very young children, and it’s designed to be really flexible so that all staff in my setting can follow the child’s unique needs and interests. Children in the Early Years Foundation Stage (EYFS) learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. In my setting I plan the activities based on the current interests and abilities of the children present. Sometimes the activities will be led by adults in order to practise and develop particular skills like using scissors or gluing, or learning new songs and rhymes to develop children’s awareness of sounds and letters. At other times children will select what they play with from a rich learning environment set up in the playroom or classroom. They will appear to be playing but, as this is how young children learn, they will be learning too. Washing the dolls’ clothes for instance helps develop physical skills, and gives the opportunity to communicate and co-operate with others, and to discover the properties of water and detergent. In the table above is a short meaning of the seven areas of learning and development that must shape educational programmes in early-years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early-years provision, including children with special educational needs and disabilities. The EARLY YEARS FOUNDATION STAGE (EYFS) is a term defined in Section 39 of  the British government’s Childcare Act 2006. The EYFS comprises a set of _Welfare Requirements_ and a set of _Learning and Development Requirements_, which must be followed by providers of care for children below 5 years old – the age of compulsory education in the United Kingdom. The Welfare and Learning and Development requirements are not specified in the Act but in separate. The legislation took effect from September 2008 and updated in 2012. Scotland, Wales and Northern Ireland have separate framework. The Welfare requirements apply to the whole of the UK, but the Learning and Development requirements apply only in England. The EYFS is organised into 4 themes: -a unique child -positive relationships -enabling environments -learning and development The EYFS is linked to the Every Child Matters (ECM) agenda which has 5 areas that need to be addressed: -staying safe -being healthy -enjoy and achieve -make a positive contribution -achieve economic well-being The purpose of the ECM agenda is to ensure that all children are safe, have their needs met and are able to fulfil their full potential. _1.2 DESCRIBE THE DOCUMENTED OUTCOMES FOR CHILDREN THAT FORM PART OF THE RELEVANT EARLY YEARS FRAMEWORK_ The Early Years Foundation Stage was designed to ensure that all children-regardless of where they live, their family background or circumstances-would have access to a quality early years education. To be able to measure this and also to ensure that practitioners have a clear focus for their work, a series of outcomes is given for each area of learning. These are called the Early Learning Goals. This helps that each child can meet them by the end of their reception year. These goals are important as they form the building blocks for children’s later education. It is important that practitioners recognise that many of the early Learning Goals are also associated with children’s development and so while it is reasonable to expect children to meet them at the end of the reception year, they are not meant to be used as outcomes in nurseries or pre-schools. It is also worth noting that some children will for a variety of reasons not meet  all the early Goals as they may h ave specific health or learning difficulties or because they are simply younger than the other children. Every child deserves the best possible start in life and all support to full-fill their potential. A child’s experience in the early years has a major impact on their future life chances. A secure, safe and happy childhood is important. When parents choose to use early years services they want to know that setting will keep their children safe and will help their children to thrive. The Early Years Foundation Stage (EYFS) is the framework that provides that assurance. The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being. Personal social and emotional development – children need to develop a positive sense of themselves and of others, to learn respect for others, social skills and a positive disposition for learning. Self-confidence and self-esteem, behaviour and self-control helping children to understand their emotions and how to express those emotions, self-care children needs to be able to do tasks like dressing and feeding , sense of community learning where a child has come from respect for others and inclusion. The EYFS was designed to ensure all children are treated the same no matter where they have come from that they would have access to the same education to measure this and to ensure practitioners have a clear focus for their work a series of outcomes id given for each learning area these are called early years goals this is done by the end of the reception year. A UNIQUE CHILD Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured. I understand and observe each child’s development and learning, assess progress, plan for their next steps. I support children to develop a positive sense of their own identity and culture. I identify any need for additional support. I keep children safe. I value and respect all children and their families equally. Positive Relationships – children learn to be strong and independent through positive relationships. POSITIVE RELATIONSHIPS ARE warm and loving, and foster a sense of belonging sensitive and responsive to the child’s needs, feelings and interests supportive of the child’s own efforts and independence consistent in setting clear boundaries and stimulating children Enabling Environments – children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers. ENABLING ENVIRONMENTS †¢ value all people †¢ value learning †¢ I offer stimulating resources to all the children’s cultures and communities †¢ learning opportunities through play and playful teaching †¢ I support children to take risks and explore Learning and Development Children develop and learn in different ways. The framework covers the education and care of all children in early-years provision, including  children with special educational needs and disabilities. In my setting I teach children by ensuring challenging, playful opportunities across the prime and specific areas of learning and development. Children start to learn about the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development. The Areas of Development and Learning comprise of three prime areas; personal, social and emotional development; communication and language physical development; and four specific areas: Literacy Mathematics Understanding of the World Expressive Arts and Design; For each area, the practice guidance sets out the Early Learning Goals. These goals state what it is expected that children will know and be able to do by the end of the reception year of their education. The practice guidance also sets out in ‘Development Matters’ the likely stages of progress a child makes along their learning journey towards the early learning goals. Our setting has regard to these matters when we assess children and plan for their learning. _Personal, social and emotional development_ Our programme supports children to develop: positive approaches to learning and finding out about the world around them; confidence in themselves and their ability to do things, and valuing their own achievements; their ability to get on, work and make friendships with other people, both children and adults; their awareness of, and being able to keep to, the rules which we all need to help us to look after ourselves, other people and our environment; their ability to dress and undress themselves, and look after their personal hygiene needs; and their ability to expect to have their ways of doing things respected and to respect other people’s ways of doing things. _Communication, language and literacy_ Our programme supports children to develop: conversational skills with one other person, in small groups and in large groups to talk with and listen to others; their vocabulary by learning the meaning of – and being able to use – new words; their ability to use words to describe their experiences; their knowledge of the sounds and letters that make up the words we use; their ability to listen to, and talk about, stories; knowledge of how to handle books and that they can be a source of stories and information; knowledge of the purposes for which we use writing; and making their own attempts at writing. _Mathematics_ Our programme supports children to develop: understanding and ideas about how many, how much, how far and how big; understanding and ideas about patterns, the shape of objects and parts of objects, and the amount of space taken up by objects; understanding that numbers help us to answer questions about how many, how much, how far and how big; understanding and ideas about how to use counting to find out how many; and  early ideas about the result of adding more or taking away from the amount we already have. _Understanding of the World_ Our programme supports children to develop: knowledge about the natural world and how it works; knowledge about the made world and how it works; their learning about how to choose, and use, the right tool for a task; their learning about computers, how to use them and what they can help us to do; their skills on how to put together ideas about past and present and the links between them; their learning about their locality and its special features; and their learning about their own and other cultures. _Physical development_ Our programme supports children to develop: increasing control over the large movements that they can make with their arms, legs and bodies, so that they can run, jump, hop, skip, roll, climb, balance and lift; increasing control over the small movements they can make with their arms, wrists and hands, so that they can pick up and use objects, tools and materials; and their understanding about the importance of, and how to look after, their bodies. _Expressive Art and Design_ Our programme supports children to develop: the use of paint, materials, music, dance, words, stories and role-play to express their ideas and feelings; and  their interest in the way that paint, materials, music, dance, words, stories and role-play can be used to express ideas and feelings. _Assessment (learning journal, progress checks)_ I assess how young children are learning and developing by observing them frequently. I use information that I gain from observations, as well as from photographs of the children, to document their progress and where this may be leading them. I believe that parents know their children best and I ask them to contribute to the learning journals by sharing information about what their children like to do at home and how they as parents are supporting development. I make periodic assessment summaries of children’s achievement based on our on-going development records. These form part of children’s records of achievement. I undertake these assessment summaries at regular intervals as well as times of transition, such as when a child moves into a different group or when they go on to school. _1.3 EXPLAIN HOW THE DOCUMENTED OUTCOMES ARE ASSESSED AND RECORDED_ â€Å"Assessment plays an important part in helping parents, carers and practitioners to recognise children’s progress, understand their needs, and to plan activities and support. On-going assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations. In their interactions with children, practitioners should respond to their own day-to-day observations about children’s progress and observations that parents share.† EYFS 2012† All effective assessment involves analysing and reviewing what you know about each child’s development and learning. You can then make informed decisions about the child’s progress and plan next steps to meet their development and learning needs. This is called assessment for learning. †EYFS 2012† Formative assessment is the type of assessment based on observations, photographs, videos, things children have made or drawn and information from parents. It informs or guides everyday planning. Summative assessment is a summary of all the formative assessment done over a long period and makes a statement about the child’s achievements. The Early Years Foundation Stage Profile is the summative assessment completed by practitioners at the end of the EYFS.† EYFS Practice Guidance 2007 â€Å"In the final term of the year in which the child reaches age five, and no later than 30 June in that term, the EYFS Profile must be completed for each child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. The Profile must reflect: on-going observation, all relevant records held by the setting, discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution.† †Year 1 teachers must be given a copy of the Profile report together with a short commentary on each child’s skills and abilities in relation to the three key characteristics of effective learning. These should inform a dialogue between Reception and Year 1 teachers about each child’s stage of development and learning needs and assist with the planning of activities in Year 1. †EYFS 2012† In my setting we †reflect on the different ways that children learn and reflect these in† our †practice†. The †three characteristics of effective teaching and learning are: _playing and_ _exploring_ – children investigate and experience things, and ‘have a go’ _active learning_ – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements _creating and thinking critically_ – children have and develop their own ideas, make links between ideas, and develop strategies for doing things My setting curriculum is planned and delivered with every child at the heart  of what we do. Every child’s needs are met through a personalised learning journey in partnership with parents, carers and other professionals. We report on these aspects when a child transfers to a different setting or school. My setting provide accurate and up to date information about each child’s learning and development and we are able to share this with parents and professionals associated with each child in order for each child to make the best progress possible. In my setting I observe children throughout the day, inside and outside accessing a range of opportunities which can be adult led or child led. Parents have access to their children’s records at all times. Records will be updated termly and a development folder should document the child’s ‘learning journey’. Assessment should identify/highlight any children not making progress so that measures can be put into place to ensure that all children make progress. Assessment is used to ensure early intervention takes place and the gap is closed between those who achieve and those who do not. Children should be assessed in their home language where appropriate and the progress should be tracked. Children learn best when they are happy, relaxed, stimulated and involved. In my setting I encourage children to think, explore, play, take risks, question, talk, listen, show, create, share, celebrate, be, learn, grow, know and develop. Through the setting we visit the child and family at home and get to know them, we ask the family to fill out an ‘all about me’ form to share information, we take photographs and videos of children learning, we make observation notes about the children’s successes, we valuate group time planning, we give feedback to children and parents about their progress and what steps come next. In my setting we create and maintain a green  developmental book on each key child, we mark off development matters statements as they are achieved, we inform the Special Educational Needs Co-ordinator SENCO if we have concerns about a child’s progress. My setting set targets for the school relating to curriculum areas and identify ‘target children’ who may need additional support with their learning. My setting support, monitor and develop this through: – Observation and monitoring of the procedures – Continually developing strategies which improve assessment and record keeping – Communication and partnership with parents and other agencies to share skills and ideas – Internal moderation of records – Staff development and discussion – Related reading – Attending courses – All about me form – Development Matters records – Long Observation sheets – Group Time planning sheet – Well Being and Involvement Scales – Language Assessments – Transition Document RESOURCES: Books: Level 3 Diploma Children and Young People’s Workforce by Penny Tassoni EYMP 2 Promote learning and development in the early years Cache Level 3 Diploma Children and Young People’s Workforce by Carolyn Meggitt EYMP 2 Promote learning and development in the early years www.early-years.org www.nicurriculum.org www.foundationphasewales.com www.early-education.org.uk

Persecution of the Early Church, Pax Romana, and Heresies in Monophysitism Summaries of Three Scholarly Journal’s

Persecution of the Early Church explain some of the how, when and why’s of the early church prosecutions. â€Å"Reasons of the persecution†, â€Å"History of the persecutions† and â€Å"Two Christian Responses: The Glory of Martyrdom and Apologetics† are segments within this scholarly journal. Therefore, each segment relates to persecution with in the early church, gives a list on the persecutions and touches on ten of Christianity persecutors. This article also gives an account on martyrs who died for the sake of the faith and the birthing of apologetics primary goal, defending the faith of Christianity. Pax Romana and the Rise of the Christian church,† reflects on the Gospel being spread at a time of â€Å"Roman Peace† with Christianity. This article depicts what are Pax Romana or Roman Peace and apologetics at a time when Rome allows Christians to spread the â€Å"Good News†. However, it clearly talks about Christian stay with their boundaries when spreading the gospel, there was evidence of Christian being persecuted. â€Å"The culture and Climate in Which the Gospel spread,† helps one to understand how the gospel starts to spread through evangelism starting with the Apostles and Jews being exiled out of Rome. â€Å"Catholic Answers† breakdowns the definition of Heresies in Monophysitism . Therefore, it supplies its reader with a clear understand of the topic at hand. Monophysitism originated as a reaction to Nestorianism. The Monophysites (led by a man named Eutyches) were horrified by Nestorius’s implication that Christ was two people with two different natures (human and divine). They went to the other extreme, claiming that Christ was one person with only one nature (a fusion of human and divine elements). They are thus known as Monophysites because of their claim that Christ had only one nature (Greek: mono = one; physis = nature) Catholic Answers Brom (2004). Bibliography Anonymous, â€Å"Persecution in the Early Church† Religion Facts (May 2013). http://www.religionfacts.com/christianity/history/persecution.htm Bruce, Frederick F. â€Å"The Early Church in the Roman Empire.† The Bible Student 56 (March-April 1933): 30-32. â€Å"Pax Romana† Applied Apologetics http://reformed-apologetics.webs.com/ Brom Robert H., Bishop of San Diego, â€Å"The Great Heresies† Catholic Answers to Explain and Defend the Faith (August 2004) http://www.catholic.com/tracts/the-great-heresies

Management Theory & Practice Essay Example | Topics and Well Written Essays - 2000 words

Management Theory & Practice - Essay Example Organizations as well as managers are often confronted with highly dynamic and multifaceted operating environments. These challenges may include a range of factors such as sudden change in technologies, making the existing ones obsolete; or the launch of new innovative product ideas; or the change in customer’s tastes and preferences on account of change in the external global environment. While on one hand, organizations and managers, congregate with the markets in which they operate, to deal with such revolutionary transformations, there is on the other hand, an increasing sense of realization which indicates the need for adoption of a holistic approach for marketing of their products in order to cope with the market demand. All this combined with the universal capability to imitate both hard as well as soft innovations within the rapidly shrink time frame, places the ability of effectively adapting to the changing market demands, at the top of the â€Å"must have core comp etencies list†. The 21st century internet age which is ably sustained by a well integrated business infrastructure for marketing of their products, complete with state of the art technologies and an effective supply chain network, change is here to stay. This new â€Å"e-world† in the electronic age, is highly fragile which has no place for preset plans, or predefined change management techniques, and wherein age old conventions and set rules are continuously being challenged and threatened. It is hence imperative for organizations to adapt themselves to the dynamic external environment in order to sustain their competitive positioning in the industry and retain their hold on the markets as well as their consumers. Although almost all organizations have a proactive approach towards change, with detailed and precise mission and vision statements and future goals that determine their prospective aims, these organizations often react on the basis of the

The International Implications of Competitive Monetary Expansion and Assignment

The International Implications of Competitive Monetary Expansion and Currency Devaluation - Assignment Example It is important for the Indian economy to stabilize its currency in the long run to remain attractive for foreign investments. This can be achieved by direct intervention of Central Bank in the Forex market. Other efforts to stabilize the currency include liberalization of the interest rates and limiting intra-day limit of foreign dealers. Another way to boost the economy is to improve trade balance. This can be done by raising subvention for small and medium term exporters to increase the level of exports. Use of hedging strategies on part of the importers and exporters could minimize losses arising from the exchange rate. Also in respect to the Indian market, it has been observed that the depreciation of rupee has not been passed on to consumers, as majority of the items like, cooking gas, kerosene and fertilizer, are subsidized. Hence, removal of subsidies will help the government to pass the costs to people in order to discourage imports of these items. The fiscal deficit of the government is likely to reduce if higher price of energy is passed onto consumers, thereby bringing down the prices for energy imports. Finally, the government can create favorable environment in the country for the purpose of attracting FDI. FDI has been identified as a credential source of funding for most emerging countries like, India and China. Therefore, proactive liberalization of FDI in the Indian economy will be helpful in attracting investors. Enhancing freer investment in sectors, such as, retail, can help to draw in fresh investments in the economy. 13 Tapering monetary policy adopted by many developed nations is putting pressure on the emerging countries. On December 2013, the Federal Reserve Bank of the U.S.A. announced that it would begin to lower bond purchases by $10 million on a monthly basis. Since announcement of this news, the emerging economies began to feel weight of the probable consequences of this action. Possible

Research paper - international relations Example | Topics and Well Written Essays - 2000 words

- international relations - Research Paper Example Because China’s nuclear modernization program is expected to continue, its second-generation nuclear force will be deployed over the next 10-15 years as a more mobile, reliable and accurate force then it currently is. (Keylor, 2001) These nuclear achievements in the PRC continue to cause great anxiety within the international system. This is particularly because uncertainty exists about China’s nuclear capabilities and strategic intentions. However, it will be proven that although many factors support China’s nuclear capabilities as posing a threat to the international system, the PRC does not to intend to harm the world, as it is relatively a small nuclear power with rational security concerns ands sound interests in maintaining world peace . Deterrence against China’s Principle Enemy As a result of its unpleasant history, the Chinese have especially viewed its principal enemy, the United States with suspicion. The United States has and continues to threa ten the mainland on many counts. During and after the Korean War the U.S. threatened to use nuclear weapons against China. Washington had actually deployed nuclear-armed B-29 bombers to Guam in 1951 for possible use against the PRC. (Leo, 2002) Again, in 1954-55 Beijing was threatened by the use of possible nuclear weapons by the U.S. over the off shore islands of Quemoy and Matsu held by Taiwan. Apparently, the â€Å"nuclear card† held by the United States incessantly reinforced its superpower leverage during times of crisis. (Garwin, and. Panofsk, 1998) Thus it was necessary for China to become a nuclear power in order to not only prevent constant â€Å"interference† or â€Å"nuclear bullying† by the United States, but also to forever guarantee national independence. As a result, since the mid-1950s, China has strived to develop a modest nuclear force to satisfy the following objectives,† secure a retaliatory capability in case of nuclear war; deter supe rpower or other outside aggression; demonstrate China’s international power and reinforce her pride . Establish Hegemony in Far East Asia By attaining nuclear weapons, China’s ability to establish hegemony in Asia would increase, as it also becomes a great power in the modern world. Because the Chinese government has been influenced by the inheritance of a â€Å"mandate from heaven,† the PRC already considers herself to be at the center of the world. Now that China has attained nuclear capabilities, she can make implicit threats of military action against her neighbors as she establishes hegemony in her orbit in the Far East (Halperin, 1965). Protecting China from Foreign Intervention The People’s Republic of China’s goal is to protect her territorial integrity and political independence in the face of foreign encroachments and domestic disorder. Both Communist and Non-Communist China especially agree to maintain and preserve China’s soverei gnty in the outlying regions of Sinkiang, Tibet and in particular Taiwan because they have become major targets of foreign encroachment during the present nuclear age. For example, Russia had once attempted to gain Sinkiang, while Great Britain and India jointly brought Tibet under their influence. Moreover, presently, China suspects that Washington and Japan together plan to establish â€Å"two Chinas† or â€Å"one China and one Taiwan† threatening to menace PRC’s integrity, and bringing insult to Chinese national pride. Two Attempts at Nuclear