The Book of Dead and the Ten Commandments

The Hebrew Ten Commandments and Egyptian Book of the Dead are viewed as altogether different strict writings. In this manner, in the books of Exodus and Deuteronomy, the Ten Commandments hold an indispensable situation in the moral arrangement of Judaism, Christianity, and Islam. It filled in as an image of God’s direction and nearness with his kin (â€Å"Ten Commandments†). Ten Commandments is a lot of significant than the book of dead on the grounds that there’s no life after hard of hearing. Right off the bat, The Ten Commandments and the Book of the Dead are words composed for individuals to obey.The Ten Commandments are ten proclamations Christians live their lives by, while the Book of the Dead contains spells that guide the spirit in exploring the black market. In Christian religion, the Ten Commandments fill in as an outline of the awesome law given to Moses by God. Subsequent to driving his kin out of subjugation, Moses and his devotees happened upon Mt. Sinai. Scaling this mountain, he got the Law which would shape the premise of God's Covenant with Israel.The reason for existing was to rehearse an existence of compliance and devotion to God all together for profound salvation to be accomplished. Furthermore, The Ten Commandments fill in as a format for individuals to use as a model for their life. For the Egyptians, the Book of the Dead isn't so much a strict arrangement of laws, yet more as an explorer's guide through the black market. The Egyptians accepted that, however passing was inescapable, it was additionally survivable. To explore the black market, spells written in the Book of the Dead were utilized by the spirit of the decease.The Book contains a rundown of proclamations that look somewhat like the Ten Commandments, both in nature and expressing. The spirits of the dead were required to finish two distinct assessments. The first was the weighing of their heart against the plume of Truth. In the event that they finished this assessment, at that point they proceeded onward to the second. It required the expired to present a negative admission at the Hall of Two Truths (â€Å"Book of the Dead†). A negative admission incorporates the utilization of the expression â€Å"I have not . . . This is strikingly like the â€Å"Thou will not . . . † stating of the Ten Commandments. For instance, â€Å"I have not scolded the God† is equal to â€Å"Thou will not take the name of the Lord thy God futile. †I have not murdered; I have not surrendered anybody to an executioner might be connected to Thou will not kill† (Exodus).However, however Christians stay dedicated to just a single God, â€Å"the Egyptians had confidence in a bunch of divine beings and goddesses† (Roth Ruth). The negative admissions are combined with the naming of 42 divine beings. Hail Flame†, â€Å"Hail Shining-Tooth†, â€Å"and Hail Neheb-kau† (Wikipedia). The second significant d istinction is that the idea of a Sabbath Day isn't referenced in the Book of the Dead. Taking everything into account, we can say that the book of dead acquired the idea of the Ten Commandments. Contrasting an interpretation of the Book and the King James Version of Exodus, the two writings end up being fundamentally the same as. Be that as it may, considerable contrasts, for example, god-love and strict occasions fill in as hindrances in this hypothesis in light of the fact that â€Å"before hard of hearing there was life†( Wikipedia).

Yellow wallpaper Persuasive Essay Example For Students

Yellow backdrop Persuasive Essay The storyteller in Charlotte Perkins Gilmans short story, The Yellow Wallpaper, is really crazy from the earliest starting point of the story; she just falls further and more profound into madness as the story advances. In the start of the story she recounts how her better half determinations her madness, a slight insane tendency,(633). Later in the story she concedes her own condition, I get preposterously furious with John sometimesI think it is because of this apprehensive condition.(634). John, her significant other, makes her stay in bed and rest through the story; this adds to her steady slide into complete madness. She starts to give indications of her schizophrenia. She sits in her room featuring at the dividers and starts to imagine individuals stuck behind the backdrop. She converses with them and plots to help discharge them. The front example does moveand no big surprise! The lady behind shakes it!(640). They get past, and the example chokes them off and flips around them , and makes their eyes white!(640). This schizophrenia later changes into, a various character, as she accepts that she is the lady that is caught behind the paper. The entire time the backdrop moves since she is sneaking around the room in a rushed circle that she can't stop. There is an extremely entertaining imprint on this divider, wicked good, close to the mopboard. A streak that goes around the room.(640). She made this streak by her ceaseless jerk around the room, But here I can crawl easily on the floor, and my shoulder just fits in that long kiss around the divider, so I can't lose my way.(642).In the end she tells John, Ive got out finally, notwithstanding you and Jane. What's more, Ive pulled off the vast majority of the paper so you cannot put me back.(643). At this John blacks out, yet she stays in the room proceeding to crawl, for she accepts that she is this lady that killjoys out among the trees, not far off, and wherever outside. Before the finish of the story she h as floated into her own little world with just a finger left getting a handle on at the real world. Words/Pages : 370/24

Top Universities Ranked by Profession

Top Universities Ranked by Profession The OE Blog The Good University Guide has released a list of the best UK universities for specific professions, revealing some unexpected highs and lows for some of our best known higher education institutions. Oxford and Cambridge Universities are surprisingly conspicuous by their absence from several of the tables, but in many cases this is simply due to the fact that the rankings focus on vocational courses, many of which are not offered by the elite Oxbridge pair. Nonetheless the rankings show a fascinatingly varied picture of excellence across quite a variety of UK universities; a refreshing change from the usual suspects who tend to top the more generic league tables year after year. The results suggest that it is well worth investigating which universities are best for which subjects before making decisions about applications â€" you might be missing out on the best university in the UK for your subject just because it doesn’t have a fantastic reputation for performance across the board . Medicine The medicine league table starts out as one might expect, with Cambridge University in pole position closely followed by Oxford, but some will be surprised to hear that Aberdeen comes in third and Dundee takes fifth place, suggesting that Scotland reveals hidden gems when it comes to medical training! Many extremely highly-respected universities for medicine actually score rather poorly on the list, with Birmingham, King’s College London and Nottingham all in the lower half of the table. Law Cambridge University leads the field again in the rankings for law, but this time Oxford is pipped to second place by the London School of Economics. Interestingly in this table, the University of Nottingham scores much more highly than in many rankings, notching up an admirable fourth place. Aberdeen and Dundee impress again, coming in sixth and eighth respectively, whilst the usually highly respected University of Warwick plunges to the bottom of the table in 20th place. Business Studies The business studies rankings hold more surprises, with the London universities performing particularly highly. The London School of Economics and Imperial College London take the top two spots, strongly supporting the theory that it is best to study in an area that is closely related to the field in which you hope to go on to work. King’s College London is also among the top five ranked institutions for studying business. Architecture Architecture really shakes up the top spots, with Cardiff University leading the field as the best place to study the subject in the UK. Cambridge is placed second, but other less generally highly performing institutions like the Universities of Bath and Ulster are prestigiously ranked in the top ten. Accounting and Finance Predictably, the London School of Economics leads the pack here, but the University of Warwick swoops back from trailing in many of the other league tables to take second place. Scottish Universities perform very well again, with Edinburgh and Glasgow coming in third and fourth. Durham, a university usually rated very highly on league tables, comes in fifth here, but makes a surprisingly poor showing across most of the rankings. These tables can be immensely valuable for students who are not looking for a prestigious academic institution for its own sake, but for the university most likely to propel them to professional success after a more vocational degree. Often the best universities to attend for future employment and links with relevant industries are not the same universities that are topping the general league tables. So remember, find out which universities are the leaders in your specific vocational field before you apply â€" you might just be surprised.

United States Withdrawal From Vietnam Essay - 1142 Words

United States Withdrawal From Vietnam America went to war in Vietnam with an aim of destroying the Vietcong to protect South Vietnam from Communism. America was against communism and they wanted to stop the spread of it. They did not achieve what they set out to do as they had many boundaries in their way. Events both inside and outside of Vietnam led to the withdrawal of American troops from Vietnam. I am going to be looking at the reasons as to why American troops were pulled out of Vietnam in 1973. There were a number of problems facing the US Forces when fighting the war in Vietnam. The Vietcong were fighting using guerrilla tactics: fighting on a small scale, taking independent, irregular†¦show more content†¦However they couldnt have been more wrong. North Vietnam were busy preparing an attack on their unaware opponents. The Tet offence turned out to be disastrous for North Vietnam as they hoped that the Vietnamese in South Vietnam would help them to get rid of the Americans. This did not happen and the Vietcong were struck hard when they lost 30,000 men. The consequences of the Tet offence were huge for American troops as the media got hold of footage of the Tet offence, which they broadcast in USA. The footage they showed portrayed American troops to be losing the war. Before the Tet offence took place, the American Public thought America was winning the war. So when they saw the footage of the Tet Offence their opinions changed. One of the consequences of the Tet Offence was that Public Opinion started to change. Because of the coverage of the Tet offence which was shown by the media, people in America started to believe that they were losing the war and many people then wanted American troops to leave Vietnam. I know that the Public opinion changed after the Tet Offence and to support my statement I have a quote. Giap had achieved one of his most important battlesà ¢Ã¢â€š ¬Ã‚ ¦but the American people had been painfully aware of the war and its cost in lives. This is a quote from the Complete MilitaryShow MoreRelatedExploring the Reasons for United States Withdrawal from Vietnam1258 Words   |  6 PagesExploring the Reasons for United States Withdrawal from Vietnam America withdrew its last troops from Vietnam in 1973 but troop numbers were being reduced since 1969 after the election of President Nixon on a pledge of Peace with honour. Eight years earlier in 1965 president Johnson had committed the nation to war with general support from the population who had come to fear communism. America was committed to Trumans policy of Containment of communism therebyRead MoreThe Reasons Behind United States Withdrawal of Forces From Vietnam in 19731282 Words   |  6 PagesThe Reasons Behind United States Withdrawal of Forces From Vietnam in 1973 When Nixon was elected President, he promised that he would end the war. In, 1973, President Nixon and Henry Kissinger negotiated a cease-fire and all the American soldiers left Vietnam. I will be discussing why Nixon ended the war and explaining the tactics used by both sides and the protesting of the American people. The Vietcong were theRead MoreThe Paris Peace Accord945 Words   |  4 Pages The Paris Peace Accords were negotiated between the United States and North Vietnam on January 1973. It was intended to establish peace in Vietnam and end the Vietnam War. The United States would end any direct U.S. military involvement, and it temporarily stopped the fighting between North and South Vietnam. The settlement included a cease-fire throughout Vietnam. In addition, the United States agreed to the withdrawal of all U.S. troops and advisors and the permanent deactivation all of theRead More The United States in the Vietnam War Essay1274 Words   |  6 PagesThe United States in the Vietnam War Many soldiers have been lost in the different wars that the United States has been involved. Although there have been many wars only one is unique from the others, it is known as the war that was never won or lost. The Vietnam War started out as a conflict but soon escalated into a full-fledged war. Many soldiers have been lost in the Vietnam War. The United States sent many soldiers into the jungles of Indochina trying to stop the spread of communism from theRead MoreLyndon Johnson And The Vietnam War934 Words   |  4 Pagespieces Lyndon Johnson who had left while the Vietnam War was still in effect. Many Americans had the expectation that Nixon would be the â€Å"peaceful president†, visualizing he would put an end to this war in Southeast Asian and bring back home our troops. A policy Nixon redefined was the American role in the world by suggesting to limit the U.S resources and commitments. Therefore, Nixon’s set his efforts to end the war since the withdrawal fro m Vietnam was not an immediate option. Also, Nixon hadRead More End of the Vietnam war and effects on america Essay1437 Words   |  6 Pages U.S. Withdrawal nbsp;nbsp;nbsp;nbsp;nbsp;U.S. President Lyndon Johnsons decision not to seek reelection in 1968 prompted serious negotiations to end the war to began. Between 1968 and 1969, contacts in Paris between North Vietnam and the United States were expanded to include South Vietnam and the NLF. Under the leadership of President Richard M Nixon, the United States changed its tactics to combine U.S. troop withdrawals with intensified bombing and the invasion of Communist sanctuariesRead MoreAmerica s Exit From Vietnam And Our Current Withdrawal From Afghanistan Essay1665 Words   |  7 PagesThe similarities that can be drawn if we were to compare America’s exit from Vietnam and our current withdrawal from Afghanistan will be: Resources, Politics and Public Opinion, and Role of the Press, Purpose of War and Military Campaigns, and lastly, Effective Counterinsurgency, and Vietnamization. Like Vietnam, the American involvement in Afghanistan became a long-term phenomenon transcending se veral presidential administrations. However, the Vietnamese conflict left a specific, some might sayRead MoreThe United States’ Prolonged Stay In Afghanistan Has Lead1495 Words   |  6 Pages The United States’ prolonged stay in Afghanistan has lead some to label the war in Afghanistan a rerun of the war in Vietnam. While the two share some pertinent characteristics, the divergent characteristics of the wars far outweigh their similarities. That being said, some insights can be garnered from the war in Vietnam that are important to be considered in any conflict the U.S. should find itself in. An analysis of the U.S.’s entry, commitment, and exit in the Vietnam war indicate thatRead MoreThe American Role During The Vietnam War Still Sparks Much Debate Today1390 Words   |  6 PagesAmerican role in the Vietnam War still sparks much debate today. There is a sharp focus on the Americans role in the Vietnam War because of the tragic end for the South Vietnamese. The United States faced much criticism world wide through literature during the war that continued after the war ended in 1975. The American governments reasoning for getting involved was to prevent the spread of communism in South Vietnam and to essentially prevent the domino effect. South Vietnam had no hope of winningRead More Explain why america left vietnam Essay1319 Words   |  6 Pageswhy the United States left Vietnam A culmination of problems within Vietnam, domestically and internationally forced the United States to leave the nation. The key reasons for withdrawal were bulging economic costs, an increasingly impatient home front, an underestimation of North Vietnamese ideology, events which turned the war and ineffective strategies. The United States was left in an unpleasant situation. The French President, Charles de Gaulle, had warned the US against its Vietnam involvement

Trade Liberalisation Always Provides Benefits Essay

There seems to be no compelling reason to argue that the existing trade treaties have no objectives to realise world’s prosperity. For instance, The WTO expressly shows in its preamble ‘a view to raising standards of living, ensuring full employment’. Additionally, NAFTA has a clear-cut objective to create ‘new employment opportunities and improve working conditions and living standards in their respective territories’. However, inequality and poverty still take place in nearly half of the world population, calling for new strategies or approaches from the existing trade treaties that could solve these basic problems. There have been dissenters to the view that trade liberalisation always provides benefits. Muhammad Yunus, a Nobel Peace Prize winner, assumed that income inequality was a murky reality from trade liberalisation, pointing ‘ninety-four percent of the world income goes to 40 percent of the population while sixty percent of people live on only 6 percent of world income’. Stiglitz then warmed that the fast-moving trade liberalization without any ‘safety nets, with insufficient reciprocity and assistance on the part of developed countries, can contribute to an increase in poverty’. Likewise, Krugman and Obstfeld employed the theory of the second best, explaining that free trade can only work ‘if all other markets are working properly’. If they are not, it entails governmental intervention to pacify the effect of market failure. Some empirical studiesShow MoreRelatedPositive And Negative Outcomes Of Economic Globalization1635 Words   |  7 Pagesglobalization, and the impact on developed and developing nations. The findings indicate a strong trend in the belief that developed countries dominate in the world of international trade, as there resources ensure a competitive advantage over poorer undeveloped nations. In addition, it can be concluded that the great benefits of free trade, defined broadly as â€Å"free movement of goods, services, and capital across national boundaries (what I will call â€Å"economic interdependence† or â€Å"globalization†) is made possibleRead MoreFree Trade s Defence : The Ricardian Theory Of Trade1670 Words   |  7 PagesTrade’s defence. The Ricardian theory of trade states that â€Å"Trade is a positive-sum game and therefore there are no losers across or within countries† (dowling). On the contrary, Paul Krugman questions the necessity of free trade and the notion presented by this theory. Asserting that even though free trade agreements seem to provide a win-win outcome for countries, one country is guaranteed to benefit much more; establishing a winner and loser (Krugman free trade passe). These different ideologies areRead MoreRecent Decades Have Witnessed an Acceleration of Economic Globalisation, in Particular International Trade. Is Trade Openness the Key Strategy to Achieve Economic Development? What Lessons Could You Draw for Policy Making?3265 Words   |  14 Pagesan acceleration of economic globalisation, in particular international trade. Is trade openness the key strategy to achieve economic development? What lessons could you draw for policymaking? Support your arguments with economic theory and empirical evidence from developing countries’. Introduction In this essay, I shall critically examine the statement put forward – and test whether trade openness is the key strategy to achieving economic development, and fromRead MoreThe Economic Economy Of The Economy Essay1742 Words   |  7 Pagesdirect and indirect taxes. An expansionary government policy, which for example involves more spending on infrastructure and education, will cause the aggregate demand curve to shift to the right. I notice that our opposition political parties are always keen that government increases expenditure and thus aggregate demand. Perhaps the challenge is to reduce taxes while increasing government spending to ensure increased aggregate demand, but such a policy probably means borrowing overseas.   Seems thatRead MoreWhat role does the WTO play in international business? Argue the case that the WTO is either helpful or a hindrance to international trade, giving particular examples to support your case.3304 Words   |  14 Pagesbusiness? Argu e the case that the WTO is either helpful or a hindrance to international trade, giving particular examples to support your case. 1. INTRODUCTION International trade has been increasingly frequent since industrialisation. Today globalisation becomes well-known among people. As economies have become more open, countries become more dependent on one another. However, rarely is free trade truly free trade due to country interventions which aim to promote industrialisation or national interestsRead MoreAn assignment on critical analysis of FDI policy and Import Export policy In Bangladesh5993 Words   |  24 Pagesowned enterprises †¢ assisting human capital formation †¢ contributing to international trade integration †¢ helping to create a more competitive business environment †¢ enhancing enterprise development and †¢ improving environmental and social conditions Transmission Mechanisms: FDI ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · Direct technology transfer to affiliates Technological and other spillovers Human capital formation International trade – integration Competitive business environment Enterprises development Improvement ofRead MoreEu Competition Policy2406 Words   |  10 PagesEU. It regulates the exercise of market power by large companies, governments and other economic entities. It has steadily increased its effectiveness in controlling restrictive practices, abuse of dominant positions, mergers, state aid and the liberalisation of utilities. In order to ensure that all economic entities understand, adhere and treat the competition policy with esteem, discipline is used not only with noncompliant companies but governments as well. Competition officials can invade factoriesRead MoreFree Trade And Trade Agreements1738 Words   |  7 Pages Introduction Free trade strikes when there are no obstructions placed in the way by governments to limit the drift of goods and services between trading nations. When there are barriers to trade, likes of tariffs and subsidies, its sole purpose is to shelter domestic producers from international competition and transmit, rather than create trade flows. Free trade is way to create wealth for many countries and the citizens of all participating nations by giving the consumers the opportunity to buyRead MoreCurrent System Of Trade And The Globalization Of The Production Of Food2137 Words   |  9 Pagesthe historical events that have led up to our current system of trade and the globalization of the production of food that we see today. As throughout this dissertation I will focus mainly on institutions and how they have shaped and continue to shape policy production and the relationship of trade between states. Institutions provide a clear blueprint through which we can see the historical progress ion of the globalization of food trade, and furthermore, as powerful players, we can see where the influenceRead MoreHow Can European Automotive Companies Increase Their Exports Of Japan?1855 Words   |  8 Pagesdecelerates its speed of revival. As a result, the EU trade policy-makers seeks to conclude comprehensive bilateral free trade agreements (FTAs) with emerging economies. This particular form of market liberalisation is, in theory, to generate a boost of exports and investments from the other country. The EU-Japan FTA is also known as the Economic Integration Agreement. This would be one of the largest accord which ever been negotiated in trade agreement history, between the largest and fourth largest

Strategic Profile And Case Analysis - 1381 Words

Strategic Profile and Case Analysis purpose Herman Miller is a modern furniture company based in Zeeland, Michigan. Originally named Star Furniture Company in the early 1900’s the company was known for high quality bedroom suites (Herman Miller). In 1909 Dirk Jan De Pree was hired as a clerk for the company and eventually became president in 1919 when the company was also renamed Michigan Star Furniture Co. Five years later De Pree convinces his father-in-law, Herman Miller to help purchase 51% of the company’s stock then renamed the company Herman Miller Furniture Company (Herman Miller). The company later became Herman Miller Inc. in 1960. During the 1920’s HMI only produced traditional style furniture but was forced in a new direction by both the great depression and the ambitions of Gilbert Rhode. Rhode was a modernist stylist which catapulted HMI in a totally new way in the 1930’s. After the success that the company gained and the introduction of the Modular Executive Office Group, Herman Miller entered the contract office market in 1942 (Herman Miller). Nelson, who took the company’s responsibilities for the next four years, helped Herman Miller to create so of the world’s most iconic pieces of modern furniture such as Noguchi table, Eames lounge chair, Marshmallow sofa, Ball clock and the Sling sofa (Herman Miller). De Pree was succeeded by his son in the early 1960’s, Hugh De Pree, who remained CEO of Herman Miller until the 1980’s (Herman Miller).Show MoreRelatedStrategic Profile And Case Analysis1805 Words   |  8 PagesStrategic Profile and Case Analysis Purpose: Research in Motion is a consulting business co-founded by Mike Lazaridis and Douglas Fregin who financed them in the early stages of the business. Not until 1992 when Harvard Business School graduate Jim Balsillie joined RIM as a partner, then the company really started to take off for the better. By 1995 the inter@ctive paper, a two-way paper was completed and bought to the market kick starting a deluge of investments. Situational Analysis: ManagersRead MoreCase Analysis - Sears1700 Words   |  7 PagesPreparing a Comprehensive Case Analysis, Part 1 By Angela Rivera Professor Camilla Pugh Strayer University BUS 490 Summer 2012 Assignment 1: Preparing a Comprehensive Case Analysis, Part 1 Due Week 4 and worth 200 points Research a public corporation that you believe is not doing as well as it could in the marketplace. For this first paper, you will complete the first steps of a comprehensive written analysis as described in Part 6 of the textbook. The written analysis will be completed inRead MoreMarket Share With Optimal Product1504 Words   |  7 Pagespart-worths to run another segmentation analysis and explore whether there are distinct segments (as opposed to the overall market) that would prefer the new Kirin product you designed. [Note: you may need to create a new data file that combines the partworth data sheet from the conjoint file with the discrimination data sheet from the segmentation file, or to be able to toggle back and forth between these two files to select the required data to run the analysis]. Should you standardize the data whenRead Moreï » ¿Strategic Planning Process – Case Analysis1159 Words   |  5 Pagesï » ¿Strategic Planning Pr ocess – Case Analysis The Strategic Planning Process: The Strategic Planning Process involves numerous steps in evaluating the effectiveness of a firm’s performance relative to its competitors. To assess each of the components of a business, selected evaluative tools must be used. The tools are meant to serve as guidelines and not specific decision points. Management must decide upon the most appropriate pathway for the firm to follow given the input from both theRead MoreEssay on STRATEGIC GROUP MAP1507 Words   |  7 PagesSTRATEGIC GROUP MAP Strategic group map define as a industry that provide similar product to the same segment of the population ( Lyke 2014). With strategic group map it can help the organization to identify direct and indirect competitor beside that strategic group map also able to identify opportunities and strategic issue (strategic group map 2014). The strategic issue to be concern in tea industry is the amount tea leaves able to produce by the country. Since amount of tea produce by each countryRead MoreEssay on Borders Group, A Failed Business1604 Words   |  7 Pageswould make me better prepared for when I decide to start my business. My Failed Business Choice The company I chose to do research on is Borders Group, Inc. â€Å"Borders Group, Inc. is now the second largest bookstore in the world† (Hoovers company profiles, 2011). This is a company that I just recently found out about. I love book stores and living in a town where the bookstores are very few that when I am out of town I am looking for a Barnes Nobles or Books-A-Million to visit before returningRead MoreRoll Royce Case Study Essay1369 Words   |  6 PagesUnit 2 2013 Rolls Royce Corporation Case Study 2.1 In this case I believe the key to solving Rolls Royce’s issue boils down to stakeholder management. Identifying the stakeholders along with their levels of interest and power allowance will definitely help them begin to get organized to move forward with resolving any concerns within the connected parties. Based on the fact that they have been in business for over 120 years, I believe Rolls Royce has stood the test of time. At this point IRead MoreCompetitive Analysis : The Competitive Profile Matrix ( Cpm )1519 Words   |  7 Pages Competitive Analysis The Competitive Profile Matrix (CPM) is a tool that compares the firm and its rivals and reveals their relative strengths and weaknesses (Competitive Profile Matrix, 2013, October 29). These factors are influenced by external and internal challenges. The illustrated CPM below compares Domino’s Pizza with two of its top competitors, Pizza Hut and Papa John’s. The results of the CPM give Domino’s Pizza a 3.3, which is above average in its respective industry. The firm also hasRead MoreCriminal Crime And The Criminal Justice System1693 Words   |  7 PagesCriminal Profiler/Psychologist’s are people in the Criminal Justice System that create psychological profiles of criminals in order to identify behavioral patterns, in efforts to help officers narrow down their searches to people who fit that particular description. Profiler’s examine crime scenes, analyze evidence, read reports from investigators, write reports, and interview witnesses and victims in order to collect information. They may work for local, state, or federal law enforcement. ProfilersRead MoreM3 Team Assignment: External Factor Analysis . By Team1491 Words   |  6 Pages M3 Team Assignment: External Factor Analysis By Team Einstein: Andrew Clapham, Benjamin Coyle, Joseph Leon, Ria Shields, Tim Riley Raymond A. Mason School of Business, The College of William Mary BUAD 5907 (A2): Strategy January 29, 2017 â€Æ' Introduction The Ford Motor Company is a multinational automobile company that is headquartered in Dearborn, Michigan. They produce a wide range of vehicles that are sold around the world, and based on sales, they are the fifth largest automobile

Value Orientation free essay sample

Hall (1983) (M time and P time). M time people stick to schedules while p time people stress the importance of people over time. Example: the hairdresser Linearity (L) versus cyclicity (C) of time Christianity (linearity) Buddhism (reincarnation) cyclicity People who think in cycles are more patient and perhaps less greedy Three types of cyclicity: 1) Religious assumptions about reincarnation 2) Natural rhytms of years, seasons and days 3) The social division of time periods (days of the week) (different societies had different numbers of days per week. Temporal orientations (past, present, future) What does it mean to be past oriented? Who are past oriented? (Europeans) Present oriented (Spanish-Americans) Future oriented (the Americans). Future orientation is related to the view that people can master nature. Which factors go together? Economic time, linear time, monochronism and future orientation. How would you describe the Japanese in terms of time orientation? The Japanese have a Makimono time pattern (the past and the future exist simultaneously in the present). We will write a custom essay sample on Value Orientation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Space (see table 2. 2, p. 34) The basis for territoriality. Questions to be asked: Are people insiders or outsiders? What are group membership conditions? Examples: Bantu people (meaning ‘human being’). In Japanese language the Japanese call themselves ‘we’. Others are ‘they’ or ‘those from the outside’. Two orientations: The ‘being’ orientation and the ‘doing’ orientation. What are the differences? The being orientation allows people possibilities according to what they ‘are’ The doing orientation allows people possibilities according to what they can achieve. What are examples of ingroups? (The nation, families, etc. ) (p. 6) In what sense is knowledge of ingroup behaviour important to consumer behaviour? (P. 37) How does Usuniers distinguish: a) The ‘tolerated outsider’ b) The ‘recognized outsider’ c) The ‘Newly accepted insider’ How are group membership assumptions (ingroup and being orientations = concrete ter ritoriality) and (outgroup and doing orientations= abstract territoriality) important to marketing negotiations? When is corruption acceptable and when is it not acceptable? P. 39 Outgroup and doing orientations (abstract territoriality) What signals can be seen in CVs of the two orientations? What are the pitfalls in space-related assumptions? Ingroup orientation: tribalism, localism, provincialism, Outgroup orientation: unrealistic universalism, global village ethnocentrism How much should be allowed for private space in different cultures? (Edward Hall (1966). P. 40 A market of antiperspirants, mouthwashes and deodorizants have grown out of the need for private space. Small products (to save space). Explain: Cultural hostility does not necessarily imply racism: one may be hostile to people of (some) other cultures, without being a racist.

Philippine Nationalism Essay Example

Philippine Nationalism Paper - Filipino nationalism Filipino Nationalism  is an upsurge of patriotic sentiments and  nationalistic  ideals in the  Philippines  of the 19th  century that came consequently as a result of more than two centuries of Spanish rule[1]  and as an immediate outcome of the Filipino  Propaganda Movement  (mostly in Europe) from 1872 to 1892. It served as the backbone of the first nationalist revolution inAsia, the  Philippine Revolution  of 1896. [2] - The Creole Age (1780s-1872) The term Filipino in its earliest sense referred to  Spaniards  born in the Philippines or  Insulares  (Creoles) and from which Filipino Nationalism began. Spanish-born  Spaniards or mainland Spaniards residing in the Philippines were referred to as  Peninsulares. The indigenous peoples of the Philippines were referred to as  Indios. Those of mixed ancestry were referred to asMestizos. Traditionally, the Creoles had enjoyed various government and church positions—composing mainly the majority of the government bureaucracy itself. 3]  The decline of  Galleon Tradebetween  Manila  and  Acapulco  and the growing sense of economic insecurity in the later years of the 18th  century led the Creoles to turn their attention to agricultural production. The Creoles gradually changed from a very government-dependent class into capital-driven entrepreneurs. Their turning of attention towards guilded soil caused the rise of the large privatehaciendas. Various government and church positions were transferred to the roles of the  Peninsulares  who were characterized mostly in the 19th  century Philippine history as corrupt bureaucrats. We will write a custom essay sample on Philippine Nationalism specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Philippine Nationalism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Philippine Nationalism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The earliest signs of Filipino Nationalism could be seen in the writings of Luis Rodriguez Varela, a Creole educated in liberal  France  and highly exposed to the romanticism of the age. Knighted under the  Order of Carlos III, Varela was perhaps the only Philippine Creole who was actually part of  European nobility. The court  gazette  in  Madrid  announced that he was to become a  Conde  and from that point on proudly called himself  Conde Filipino. He championed the rights of Filipinos in the islands and slowly made the term pplicable to anyone born in the Philippines. However, by 1823 he was deported together with other Creoles [allegedly known as  Los Hijos del Pais  (English:  The Children of the Country)], after being associated with a Creole revolt in Manila led by the  Mexican  Creole Andres Novales. [4] Varela would then retire from politics but his nationalism was carried on by another Creole Padre Pelaez, who campaigned for the rights of Fi lipino priests (Creoles, Mestizos and Indios) and pressed for secularization of Philippine parishes. The  Latin American revolutions  and decline of  friar  influence in  Spain  resulted in the increase of the  regular clergy  (Peninsular friars) in the Philippines. Filipino priests (Creoles, Mestizos and Indios) were being replaced by Spanish friars (Peninsulares) and Pelaez demanded explanation as to the legality of replacing asecular  with regulars—which is in contradiction to the  Exponi nobis. Pelaez brought the case to the  Vatican  almost succeeded if not for an earthquake that cut his career short and the ideology would be carried by his more militant disciple,  Jose Burgos. Burgos in turn died after the infamous  Cavite Mutiny, which was pinned on Burgos as his attempt to start a Creole Revolution and make himself president or  Rey Indio. The death of Jose Burgos, and the other alleged conspirators  Mariano Gomez  and  Jacinto Zamora, seemingly ended the entire Creole movement in 1872. [4]  Governor-General  Rafael de Izquierdo y Gutierrez  unleashed his reign of terror in order to prevent the spread of the Creole ideology—Filipino nationalism. - - Spread of Filipino Nationalism (1872-1892) But the Creole affair was seen by the other natives (Mestizos and Indios) as a simple family affair—Spaniards born in Spain (Peninsulares) against Spaniards born in the Philippines (Creoles). The events of 1872 however invited the other colored section of the  Ilustrados  (English:  Intellectually Enlightened Class) to at least do something to preserve the Creole ideals. Seeing the impossibility of a revolution against Izquierdo a nd the Governor-Generals brutal reign convinced the  Ilustrados  to get out of the Philippines and continue propaganda in  Europe. This massive propaganda upheaval from 1872 to 1892 is now known as the  Propaganda Movement. Through their writings and orations,  Marcelo H. del Pilar,  Graciano Lopez Jaena  andJose Rizal  sounded the trumpets of Filipino nationalism and brought it to the level of the masses. Rizals  Noli me tangere  and  El filibusterismo  rode the increasing anti-Spanish (anti-Peninsulares) sentiments in the islands and was pushing the people towards revolution. 5]  By July 1892, an  Ilustrado  mass man in the name of  Andres Bonifacio  established a revolutionary party based on the Filipino nationalism that started with  Los Hijos del PaisKatipunan ng mga Anak ng Bayan. Ideology turned into revolution and gave Asia its first anti-imperialist/nationalist revolution by the last week of August 1896. - Philippine nationalism Philippine nation alism  is an upsurge of patriotic sentiments and nationalism|nationalistic ideals in the  Philippines  of the late 1800s that came as a result of the Filipino  Propaganda Movement  from 1872 to 1892. It became the main ideology of the first Asian nationalist revolution, the  Philippine Revolution  of  1896. - Spain in the Philippines Spain  already ruled the Philippines for at least 300 years before Philippine nationalism was developed. Towards the 19th century, the bureaucratic centralized government established inManila  had caused widespread discontent in the entire archipelago, but there was yet no united front against the Spanish Regime. Many revolts were caused due to Spanish impositions, but most of these revolts were caused by either personal discontent or territorial defense. From  Diego Silangs revolt in  Luzon  to  Francisco Dagohoys revolt in  Visayas, no united and conscious effort was made against the colonial master. Patriotism was limited to regionalistic tendencies. - Development of native patriotism The belated development of Philippine nationalism was caused by the natives tendency to be regionalistic. The geography of the Philippines did not help. The Philippines is  insular  and the people were divided by waters. In fact, the term Filipino originally means Spaniards born in the Philippines and not the native inhabitants. But certain events eventually led to the development of native patriotism. Things that happened which transcended the cultural and geographical boundaries that had been barriers to the unification of the inhabitants of the archipelago. The first break happened in the early 1830s when Spain, highly influenced by the revolutions in Europe and in Latin America, opened the Philippines to international trade. This led to the rise of a Middle Class from which came the ilustrado elites that soon became the main agitators against the Spanish Regime. The liberalism of Europe arrived through books and other literature. Jean Jacques Rousseaus Social Contract and John Lockes Second Treatise on Civil Government became the primary sources for the development of nationalistic ideals. Such ideals were mostly understood by the ilustradossome became the future leaders of the  Philippine Revolution. In  1869, following a liberal victory in Spain, Carlos Ma. de la Torre was assigned as the Governor-General of the Philippines. He became loved by the people because of his liberal reforms in the government, which include the giving of privileges to military personnel exempting them from forced labor, taxes, and tributes. De la Torre (1869-1871) became the most-loved Spanish Governor-General of the Philippines. His liberal regime gave the natives a point of comparison between a liberal government and the conservative absolutist government (Political absolutism|absolutism) of the past. During de la Torres regime, the native clergy, who were waging a struggle for the Filipinization of the Philippine Church became an ally of the Governor-General. Headed by Father  Jose Burgos, the native clergy wanted to rid the Philippine church of Spanish friars. The Filipinization Controversy was deeply seeded on Spanish racial prejudice against the native priests. The Spanish friars, agitated by Burgos, wanted Burgos out of the picture; but they were not yet presented with an opportunity. The opportunity came when dela Torre was recalled back to Spain in 1871. He was replaced by the brutish, Gov. Gen. Rafael Izquierdo. Izquierdo took back all the privileges and reforms that de la Torre instituted. As a response, the military personnel, headed by a certain Sergeant La Madrid, of the Cavite arsenal staged a mutiny by 1872. The Spanish friars had their chance. They convinced Izquierdo that it was Burgos, together with Fathers Mariano Gomez and Jacinto Zamora, who masterminded the mutiny. Months later, the three priests were executed. The execution of the Gomburza became a spark among the educated ilustrados. That same year, native patriotism was born and the ilustrados launched in Europe the  Propaganda Movement. - edit]  Propaganda Movement and Philippine nationalism The development of native patriotism that resulted from the execution of Fathers Gomez, Burgos and Zamora also began the unconsicous formation of the ideological side of patriotismnationalism. The Propaganda Movement (1872-1892) called for the assimilation of the Philippines as a province of Spain so that the same laws will be applied in the Philippines and that the inhabitants of the Philippines will experience the same civil liberties and rights as that of a Spanish citizen. Men like  Marcelo H. el Pilar,  Graciano Lopez Jaena, and  Jose Rizal  bombarded both the Spanish and Filipino public with nationalist literature. Rizals novels  Noli Me Tangere  and  El Filibusterismo  became the bibles of Philippine nationalism. This time, the term Pilipino was not only for Spaniards born in the Philippines but was generically applied to every inhabitants born in the Philippine Islands. The movement ended in a failure, but the literature that resulted from it became the source of what came to be Philippine nationalism. - Katipunan and the Revolution As the movement was failing in Europe, Jose Rizal returned to the Philippines and created his  La Liga Filipina  in 1892. It also failed after his arrest a just few days after the creation of the group. The group split into two: the ilustrado elites formed their own Cuerpo de Compromisarios, while the lowly ilustrados formed the revolutionary  Katipunan. The former disappeared into oblivion, while the latter started the  Philippine Revolution  (1896-1898) by  1896, culminating both the formation of patriotic sentiment and nationalistic ideals. - - - Moro nationalism The Philippine nationalism that emerged after the Propaganda Movement and the Philippine Revolution was only limited to the people of Visayas to Luzon, and may be to some extent, northern portions of  Mindanao. Generally, the islands of  Sulu,  Palawan, and Mindanao had a different story. These islands had been once dominated by two powerful Muslim Sultanates prior to the arrival of the Spaniards: the  Sultanate of Sulu  and the  Sultanate of Maguindanao. Never did the Spaniards take sufficient control of these islands and the people came to clearly distinguish themselves from those from Visayas and Mindanao. For more than three centuries, the people in these islands waged war against the  Spanish Empire. Their nationalism is different since it is deeply rooted in their religionIslam. - Decadence of Philippine nationalism and the Limited Filipino The United States of America replaced Spain in the Philippines after the  Treaty of Paris  of December 10,  1898. The period 1901 to 1910 became known as, what  Teodoro Agoncillo  called, the period of suppressed nationalism. The Filipinos were to be americanized through education. Nationalist essays and literature were suppressed. The raising of the Philippine flag was banned. Any utterances against the Americans and about Philippine nationalism was considered an act of sedition. The nationalism that emerged after this period is a nationalism trapped behind the rhetorics of party-politics. The Filipino that emerged were, in  Renato Constantinos words, Limited Filipinos. Filipinos by name, Spanish-American by heart. Cultural by form, yet a damaged culture by substance. This is what by some is called the decadence, by some the tragedy of Philippine nationalism. - Present struggle for revival and the True Filipino Modern-day Philippine nationalism is highly conceptualized by revolutionary historians. Teodoro Agoncillo  emphasized the role of the people in making their own history. Renato Constantino  emphasized the revolutionary theoretical groundwork for the making of new True Filipino. Someone who can transcend the cultural and geographical boundaries that had been the cause for disunity. Someone who can shed away his western soul and create the New Filipino identity. Other historians, like Rudy B. Rodil, work for the destruction of the boundaries between Moros and Filipinossuggesting that a True Filipino does not live in the prejudices of religious belief. One common theme among all is the recognition of the threat of American intervention and Globalization. As long as there will be no strong leader to help in the development of a new Philippine nationalism, then it can be considered dead, for now.

Evaluation of an Employment Development Plan of Saudi Aramco in Saudi Arabia The WritePass Journal

Evaluation of an Employment Development Plan of Saudi Aramco in Saudi Arabia Introduction Evaluation of an Employment Development Plan of Saudi Aramco in Saudi Arabia ). The diverse workforce present in the organization needs to be managed in an efficient and effective manner. The dissertation will try to identify the importance of ‘employees development plan’, investigate the current practices of the company’s employees development plan, evaluate its effectiveness, and identify common obstacles for employees development plan at the company. The dissertation will also propose some recommendations based on its findings for creating a viable employees development program. The dissertation will be divided into five chapters. The first chapter will be comprised of the introduction, overview of the research, background, and research objectives. The second chapter will detail the research methodology. The third chapter will present a literature review and theoretical background of the research. Fourth chapter will present the findings and analyze the data. Finally, chapter five will present the results and conclusions of the research. Research Objectives Investigate to what extent does the company care for its employees through its employees development plan Identify the significance of employees development plan Investigate practices of employees development plan Evaluate the effectiveness of employees development Identify most common barriers for employees development plan Research Questions What is the employees’ attitude towards the company regarding its employees’ development plan? How employees’ development plan benefits the objectives and goals of the company? What is the significance of employees’ development plan for both the company and its employees? To what extent do the employees consider the employees’ development plan at the company efficient? What are the common barriers associated with the employees’ development plan at the company? Literature Review Definition of employee development plan Employee development plan has been defined as a set of planned efforts by an organization which facilitates the learning and acquaintance of knowledge, specific skills and behaviors for its employees; all of which are essential for them to be successful in their current jobs (Goldstein, 1993). Dotta (2009) defines it as a â€Å"sequence of concurrent activities, initiatives and programs that an organization is involved with to maintain, improve and enhance the skills, capabilities and performance levels of its workforce and other staff members. Employee development plan encapsulates various individual development plans. According to Department of Defense of USA (2006), an individual employee development plan is a tailored written plan developed by the supervisor and employee outlining the employee’s developmental objectives and the developmental activity for achieving these objectives.   The purpose of an employee development plan is to increase the current proficiency, dev elopment, and progression of the employee through a systematic development plan. Based on aforementioned definitions, several important points can be stated: Employees’ development plan is aimed at enhancing the capabilities and competencies of an organization’s workforce. Employees’ development plan is designed according to training and development need analysis and employee-supervisor negotiation; both of which are governed by organizational goals and objectives. Employees’ development plan is also crucial for the progression of a career path. Indeed employees development plan and career path complement each other. Although it is not necessary that an employee development plan is linked to specific positions; it is common for organizations to train and develop their employees to occupy critical positions in future. Employees’ development plan first identifies the developmental objectives of an organization’s workforce. These objectives form the basis of several developmental activities designed to achieve these objectives. It identifies why, what and how to enhance the capabilities and competencies of employees. Significance of employee development plan In today’s business environment, which is characterized as multi-faced, highly complex, extremely competitive, and dynamic, organizations are required to be very flexible and adaptable in order to survive and succeed. Employee development, a practice that seeks to assist organisations in meeting their business goals through continuous learning and development (Harisson, 2009) is a critical element for achieving that flexibility and adaptability. So much that often human resource development personnel are qualified as ‘agents of change’ (Harisson, 2009). It is only through continuous, effective learning and development of employees that modern day organizations can acquire the essential competencies to adapt to a new conjuncture. Best Practices in Employee Development Plan Numerous studies have recommended several successful approaches towards employee development programs. There is a general consensus among researchers regarding the foremost need for an organization to conduct an analysis of its existing needs and requirements (Jacobs and Jones, 1995; Clegg et al, 2005). According to Jacobs, (1995) an employee development can be rendered meaningless if it does not respond to the organizational needs. Existing needs and requirements can be identified through an effective market analysis, analysis of existing and future labor trends. (Clegg et al, 2005). Apart from the needs’ assessment, several best practices have been identified by human resource practitioners and researchers. A survey of best practices of 71 companies practicing employee development activities identified three underlying factors important for an effective employee development plan. These are: (1) individual development plans should be developed for key and high potential employees (2) the individual development plans and practices should be strictly aligned with organizational strategies and goals, and (3) the entire workforce should be facilitated for its progression through the developmental process (Reynolds, 2005). Another study prepared by LSA Global (2008) reveals that an effective employee development plan should share the following characteristics: (1) Strategy driven: employee development plans should be linked with business strategy (2) Positive cost/benefit ratio: return on investment of employee development plan should be ensured (3) Employee development plan should be supported by key strategies, systems, structures, policies, and practices. (4) It should be driven through various channels apart from formal training. (5) Employees’ abilities should be maximized through shared ownership of development plans (7) Learning by doing: real tasks and on-the-job projects within training environment should be offered (8) Knowledge and skills acquired should be transferred back to the job: (9) Development plan should be linked to other people-related programs (for instance they should be conducted by line managers). (10) Continuous learning process Rationale for the Current Research Although there is a large array of literature on human resource development, practitioners often come under criticism for doing very little to evaluate the learning and development solutions that have been designed to deliver whereby significant and often scarce resources are allocated blindly in development plans that are considered to be effective (Harisson, 2005). When undergoing financial stress, organizations often downsize human resource development budgets. Human resource development personnel undergo tight scrutiny in justifying their expenditures and are required to prove the effectiveness of their employee development plans. Thus evaluation of employee development plan is a viable solution. The importance of evaluation in further signified as the learning and development theory and practices in the modern day is undergoing a considerable change in order to keep up with new circumstantial requirements. In fact, one of the major changes occurring nowadays and in the upcoming years is the organizational changes driven by ‘higher integration between coaching, organisational development (OD) and performance management’ (CIPD survey, 2010: pg.6). Similarly, Sloman (2007) made several important propositions regarding the ongoing change in the employee development practices and approaches (see appendix 1). The shift in the learning and development approach and employee development practices signifies the importance of evaluating the current practices of an organization to see whether they are abreast with the prevailing best practices. Additionally, employee development approaches and practices of the oil and gas rich Middle Eastern countries and the Gulf Nations is an under-researched area in HRM literature. Moreover, the available literature regarding employee development practices generalizes the Middle East and the Arab World rather than addressing individual countries or companies (Harry, 2007). The existing gap in the literature pays way for the current proposed study to evaluate the employee development plan at Saudi Aramco in Saudi Arabia. Research Methods and Approach Research Philosophy Identifying a research philosophy is imperative for designing a viable research method as it determines the manner in which information regarding a research problem/question is collected, evaluated and applied. Researcher have identified mainly three research philosophies namely positivist and interpretivist and realist (Galliers, 1991). A positivist research philosophy perceives reality as a constant phenomenon; something that can be perceived objectively (Levin, 1988). It is a stance of a natural scientist. According to Hirschheim (1985 p.33), â€Å"positivism has a long and rich historical tradition. It is so embedded in our society that knowledge claims not grounded in positivist thoughts are simply dismissed as ascientific and therefore invalid†. Interpretivism, on the other hand, seeks to understand reality from a subjective perception in order to make sense of motives, actions and intentions of those that they study. They emphasize the social construct of the reality (Husserl, 1965). Interpretivists contend that reality and its perceptions can be better understood by placing people in their social contexts (Hussey and Hussey, 1997).   Realists believe that the existence of reality is independent of human thoughts, emotions and beliefs. The research philosophy underpinning the proposed research is interpretivism. The research aims to evaluate the employee development plan of Maersk Oil through the perceptions, attitudes and beliefs of its employees, managers, and executives; thus it aims to gain subjective insights for evaluation. Research Approach and Strategy   A research approach can be either deductive or inductive. The premise of a deductive approach is to test a hypothesis, explain casual relationships and enable generalization of a theory. On the other hand, inductive approach focuses upon building a theory by understanding a phenomenon or seeking an answer for a question. The approach adopted for the proposed research is inductive, as this study will look to identify the weaknesses or strengths or the current employee development plan at Saudi Aramco, and answer several proposed questions pertaining to its evaluation. The research strategy for this study will be exploratory as it will aim at providing insights and understanding of the nature of the phenomenon under study in new light. Within the exploratory approach, this study will utilize both qualitative and quantitative data. On one hand, statistical analysis will carried out for the survey responses which will be distributed among the employees of a company, whilst interviews will be conducted with some senior officials and employees in order to gain insights regarding the evaluation of the employee development program. It will complement the understanding gained through the data analysis results. Data Collection According to Yin (1994), there are five ways of collecting data; these are â€Å"experimental, surveys, archival analysis, history, and case studies†. This research will utilize a survey strategy. According to Kelley et. al, (2003) â€Å"the survey strategy refers to the selection of a relatively large sample of people from a pre-determined population, followed by the collection of data from those individuals. The researcher therefore uses information from a sample of individuals to make some inference about the wider population. For the purpose of evaluating the employee development plan, a questionnaire will be prepared, reviewed, and distributed to a random sample of Saudi Aramco employees. Survey strategy will allow the researcher to collect a large amount of data within in short time with minimum costs and efforts (Naresh et.al, 2003).   Interviews, the qualitative form of collecting data within survey method, will be used concurrently. Semi-structured interviews will be designed and conducted of several senior officials at the company. References CIPD (2010), ‘Annual Survey Report : Learning and Talent Development’, Chartered Institute of Personnel and Development, {online} cipd.co.uk/NR/rdonlyres/BC060DD1-EEA7-4929-9142-1AD7333F95E7/0/5215_Learning_talent_development_survey_report.pdf (cited on 13th September, 2012) Clegg ,S. et all, 2005: Managing Organizations: An introduction to Theory and Practice. Sage Cohen N., 2002Pressure on AP Moller to Be Open, Australasian Business Intelligence, April 23, Department of Defense of USA (2006) The individual development. {online} usuhs.mil/chr/idp.pdf (cited on 13th September, 2012) Dotta, P.(2009) ‘What Is an Employee Development Plan?’ {online}: ehow.com/about_5161579_employee-development-plan.html (cited on 13th September, 2012) Goldstein I. L., 1993 â€Å"Training in Organizations† (3rd Ed.) Pacific Grove, California: Books Cole Harrison, R. (2005) Learning and development. 4th ed. London: Chartered Institute of Personnel and Development. Harrison, R. (2009) Learning and development. 5th ed. London: Chartered Institute of Personnel and Development. Harry. W (2007) Employment Creation and Localization. The crucial human resource issue for GCC. Int Journal of Human Resource Management. Vol. 18, no.1, pp 132-146. Husserl, E. (1965), Phenomenology and the crisis of philosophy, New York: Harper Torchbooks. Hussey, J. Hussey, R. (1997), Business Research: A practical guide for undergraduate and post-graduate students, London: MacMillan Press Ltd Jacob, R L and Jones, M J. (1995) Structures on Job Training- Unleashing Expertise in the Work Place. San Francisco. Berrett Koehler. Kelley, K., Clark, B., Brown, V., and Sitzia, J (2003) Good practice in the conduct and reporting of survey research. Int. Journal for Quality in Health Care. Volume 15,  Issue 3 Pp.  261-266. Levin, D. M. (1988).   The opening of vision: Nihilism and the postmodern situation. London: Routledge. LSA Global (2008) ‘Top 10 training best practices for effective learning and development programs’. {online} http://jobfunctions.bnet.com/abstract.aspx?docid=375846 (cited on 13th September, 2012) Naresh,M. et.al.,(2003) Methodological issues in cross-cultural marketing research. International Marketing Review. 13 (5) 7-43 Reynolds, S.(2005) Training and development managers share best practices and courseware through LearnShare. Toledo Business Journal. 5(2) 155-163. Saudi Aramco (2012) ‘About Us’ {online} saudiaramco.com/en/home.html (cited on 17th September, 2012). Sloman, M. (2007) ‘The changing world of the trainer: emerging good practice’, Oxford: Elsevier Butterworth-Heinemann. Yin, R. K. (1994) Case Study Research. Design and Methods. Thousand Oaks: Sage Publications, Inc.

Environment, Resources, and Competition Report Essay

Environment, Resources, and Competition Report - Essay Example Such conditions provide for the specific survival mechanisms for the creatures found in this biome, especially as concerns the plant kingdom (see below). However, annual changes in average temperatures are not so great so as to warrant great differences between the life forms active in different seasons. With respect to precipitation, its levels range between the extremities of 75 and 125 cm/yr, accordingly. The precipitation is often distributed unevenly, with some years seeing the majority of rains falling in spring and early summer, while sometimes late summer and autumn are characterized by the relative lack of precipitation. Nevertheless, this correlation is now always true, as sometimes the early fall becomes a true time of rains. On the other hand, winter is rather mild and dry here, with little snow falls of any importance being registered in the area. This is directly caused by the lack of prolonged below zero periods (see above). Finally, the impact of close proximity of ri vers and lakes should be noted, as they both provide a foundation for the biome’s nutrition and alter the functioning of some climate effects. For instance, the presence of Lake Erie causes the first fall frost in the area to be delayed for some time. The impact of this phenomenon on the surrounding eco-system is significant in itself, with the habitats around the lake being subject to its influence. Superficially, the adaptive mechanisms of the species living in the area are less developed than those of the more extreme climates. Nevertheless, the species under consideration are rather well prepared to tackle the challenges of their habitats. The change in seasons entails the respective alterations in the ecological dynamics of the forests, as the warm seasons are accompanied with the great increase of productivity of plant life – while the cold seasons are characterized by the mass drop-off of the trees’ leaves and their subsequent decomposition, which prepare s the ground (both literally and causally) for the next flowering of plants in spring. This cycle of growth and decomposition may be less intense than those observed in the tropical forests, but it is still remarkable for its vigor and profound role for the maintenance of the eco-system. As to the animal kingdom in this biome, the latter is divided into several functional groups that play different roles in the eco-system’s life. The invertebrates dwelling in the decayed leaves provide the source of nutrition for numerous terrestrial amphibians, small mammals, etc., while these latter form the main food resources for the predator populations. 2. Having reviewed the data presented in the temperature and precipitation graphs, it is evident that the diversity of biomes is directly predicated on the differing levels of exposure to temperature and precipitation changes that occur in each of their types. For instance, while taiga biomes are characterized by the average temperature levels between -10 and 14Â °C, for a tropical rain forest the temperatures of 20 and 34Â °C are more typical. The same situation may be observed in the case of precipitation. Here the extremes are found in desert and tropical rain forest biomes. The former are characterized by barely present precipitation of between 0 and 25 cm/yr, and the latter may boast the average precipitation levels of 200 to 400 cm/yr. It is then understandable that the great differences in plant and animal

The Application of Information Technology in the Workplace Essay

The Application of Information Technology in the Workplace - Essay Example Also made possible with the availability of computer technology specifically with the development of IBM AS/400 computer and Microsoft's Windows NT which allowed software packages to become more and more user-friendly, ERP has developed to the point that it has become industry specific making it possible for ERP package to be designed to address one's specific industry idiosyncrasies. (Brown and Vessey, 2003) ERP is actually an improved version of Business Resource Planning (BRP) which came from Material Resource Planning II (MRPII) which is in turn a descendant of the Material Resource Planning (MRP). All of these are essentially computer-based approaches to scheduling and planning of material requirements and inventory. ERP has been regarded as the "answer" to the productivity and economic troubles of service and manufacturing enterprises. Due to its effectiveness, the use of ERP system as an enterprise management software tool has become widespread in spite of the presence and ava ilability of other products in the marketplace. There is but one daily practical problem that manufacturing organizations face in their operations whatever their products maybe and that is customers would always want products to be manufactured and delivered faster than one can actually make them. There will always be nearly impossible time frames and one is forced to comply if one is interested in surviving the competition. Plan manufacturing activities, delivery schedules and purchasing activities.

Characteristics Of Authentic Literacy Instruction Education Essay

Characteristics Of Authentic Literacy Instruction Education Essay Introduction When children come into the world, they come with the innate desire to explore their surrounding and this is seen in their daily interaction with the environment around them when it involves language development and more. They actively participate in their learning of spoken and written language from their parents and other people interactions (Teale Sulzby, 1986). They see print in the world through signs on shops, along the road and even the supermarket and begin to make associations when they explore printed material (i.e.paper and crayons, and story books). They develop their written experiences by trying out different things, experimenting and inventing their own literacies. As the activities begin to take on more meaning, they increase their knowledge of how written language is formed and how they function in the real world, depending on different situations (Goodman, 1986). As a result, the real world offers these children an entire environment that is literally rich with lan guage experiences that the children can learn and produce in a natural setting. These settings will also involve human relationships that affect how children may or may not use the literacy tools they encounter (Tharp Gallimore, 1988). Unlike the empty slate that some people believe children are born with, they are actually vital members of a dynamic system in which the environment influences (Bronfenbrenner, 1977). The more children use the resources available to them in the environment to expand on their knowledge and skills in relation to constructing more solid understanding of factors in the literary world, they are engaging in solving problems that utilizes cognitive skills and through their interaction with members of their environment. Therefore, childrens learning about literacy is integrally tied with practical action, resulting from their need to control, manipulate, and function in their environment. Without a doubt then, children cannot escape the realities of reading and writing, which are so much a part of their lives as there are so many relationships and contexts that are tied in with these realities (Teale Sulzby, 1986). Through participating in activities that require cognitive and communicative functions, children are drawn into the uses of these functions by their caregivers in ways that may nurture and develop them. Consequently, childrens earliest conceptions of literacy and strategies for reading and writing are likely to be formed through activities that are often socially instigated (Bruner, 1972). Therefore, the case for authenticity in literacy is a natural process. Authenticity refers to the real-life experiences an individual experiences when carrying out specific activities (Ableser, 2008). This involves life experiences that are naturally occurring in the lives of children and individuals. When a child argues with her parent on the merits of getting a dog, the points and arguments provided are a result of a natural and real reason for doing so. This authenticity is carried into the area of literacy in the classroom as the concept seems a logical progression of utilizing the innate curiosity and purpose of carrying out an activity as a part of the process of learning, into the classroom teachers goal of getting her students to learn and do academic related activities. The authentic activities that individuals typically exercise in day-to-day situations are replicated in the classroom. Unfortunately the ordinary practices of the culture-what people do in daily, weekly, and monthly cycles of activity do not seem academically sufficient to meet the educational standards set by the power that be. Such practices, for example, include shopping for the best bargain, figuring out the health hazards of microwaves or examining costs for a planned holiday are not translated adequately and therefore seem to be lacking in some way. Authentic literacy practices then seem to have failed in some way. Authentic Literacy Defined Yet, in spite of setback, the power of authenticity cannot be denied as when schools offer classrooms that are authentic-literacy-directed, its potential in offering learning experiences that are similar to how children learn in real life outside of the classroom is an exciting prospect (Newmann Wehlage, 1993). When students learn through real-life tasks, students are working to create meaning from their experiences and these experiences allow students to make meaningful connections (Snowball, 1992). Authentic literacy environments also require that students use communication in receiving and extending their learning experiences. Without communication, the development of authentic experiences will be hindered . Rhodes and Shanklin, (1993) call for authentic literacy experiences in the classroom, such as reading and writing, to hold the same communicative purposes as when students are outside of the classroom. When Schmoker (2007) defined authentic literacy, he explained that students who learn to read, write and think effectively (p.448) do so when they are given opportunities to engage in in-depth reading through higher-order questions that is later used to argue and support an interpretation from one or more texts (p.490) in their extended writing. The classroom discussions that are generated from both authentic reading and writing experiences are also authentic experiences. Purcell-Gates, Duke and Martineau (2007) added to this by specifically mentioning authentic reading materials such as those that involve written genres like novels, newspaper articles, memos, technical procedures and even greeting cards. Characteristics of Authentic Literacy Instruction What would authentic literacy instruction look like in the classroom? As mentioned previously, the level of authenticity can be influenced by the type of reading and writing materials that the teacher uses such as tradebooks instead of the traditional use of text books, which are heavily written for specific school-related goals. For students to experience authentic literacy encounters, there should be purposeful but also meaningful experiences where the literacy event is not the end goal of the activity but rather integrated into the real-life target purpose. Authentic literacy resources include texts normally found within a childs environment, such as trade books, bus schedules, maps, and diaries. People are also valued resources, as they can offer firsthand accounts and personal knowledge to the process of inquiry. When students have access to multiple resources, activities can become more authentic, students can more clearly communicate their message, and be more fully engaged in authentic literacy events (Wortman, 1993). Rhodes and Shanklin (1993) suggest that a classroom that purports to be authentic should allow students to make choices and have a say in their learning experiences. This choice empowers students in classroom interactions and decision-making actions (Wortman, 1993). Snowball (1992) shares this thought that when students are given a choice to plan, explore and share their ideas, there is more purpose to the activities. In fact, Pachtman and Wilson (2006), in one of his studies highlights student choices in increasing motivation. Pachtman and Wilson (2006) emphasized on authentic reading and investigated students opinions on what they found to be meaningful and engaging reading practices. Students who were offered greater choice and say in their learning experiences were more engaged and took responsibility for their learning due to their vested interest from the decision-making. Students preferred to make their own choice of the books they were going to read and the success of those authentic materials in motivating the students was a clear indication that teachers should take note that choice allows authenticity and teachers can make use of this information to plan their lessons (Pachtman and Wilson, 2006). Aside from books, authentic experiences are defined through the individuals choice to create and share meaningful and purposeful text for a self-selected audience (Wortman, 1993, p. 1). This would mean that in areas such as writing, students instead of carrying out the task of writing a letter to someone, whom the teacher had decided beforehand, students can make decisions on who their letters can be directed to. A classroom that is focused on authentic literacy must be relevant to the lives of the students. As much as choice and the type of materials can help create an authentic literacy environment. Teachers and students have curriculum demands put on them and if any authenticity is involved, it remains superficial. The teacher can meet the needs of the curriculum and remain authentic, even relevant to the students. For example, in a unit on wildlife, the teacher may create an activity where students research on specific leatherback turtles. This activity meets the requirements of the curriculum, however is still irrelevant to the students. To meet relevance in an authentic literacy classroom, the teacher could allow students to research on an animal that the students decide on their own which has relevance to their respective lives. Some students may want to research on penguins they saw at the zoo or the cheetah, someone has compared them with. The students will reference from multiple so urces such as the Internet, magazines, and expert sources. The students will decide what they want to do with the information they have gathered, whether it is to write to someone in the government, produce a presentation to source for funds to fund a specific wildlife preservation fund or even come up with a wildlife newsletter to be shared with their classmates. This activity will meet the requirements of authentic resources, choice and relevance; and still meet curriculum demands. Relevant activities allow students to work on skills in a genuine literacy event and helps students make connections between the curriculum and their lives outside of the curriculum. Students will be able to draw conclusions and extend knowledge through their exploration of authentic activities. Authentic Literacy Instruction vs Explicit Literacy Instruction There is clear indication that as children move up the education system the learning and literacy activities seem more focused on meeting standards and curriculum demands. With the addition of high-stakes testing, teachers seem to be pushed against the wall to ensure that the activities their students do in the classroom are more classroom-related instead of mirroring the social and contextual situations of the real world (Bruner, Olver, Greenfield, 1966). Children begin their literacy journey in the formal world of education with typically learning concepts of print, decoding print and eventually figuring out meaning to aid comprehension of the uncountable texts students will face in their literacy-related classes. These classes, more often than not are conducted explicitly, are directed towards helping students gain literacy skills that will be beneficial to them in their later lives after school. These skills are taught so that students can master them and retrieve them when need ed (Powell and Davidson, 2005). There is no denying the role of explicit instruction in students learning. However, when teachers get caught in a cycle of explicit teaching, followed by continuous and repetitious assigning of worksheets, book reports and essays, students lose out on the richness of an authentic literacy approach. Many teachers due to time constraints prefer to use a classroom literacy curriculum that tries to generally fit the needs of all the students in their respective classrooms. However, in reality we know that literacy classrooms are not made up of only one type of students. Teachers will not be able to meet individual students and, diversity would be considered a disadvantage instead of an advantage. Such classrooms do not reflect real-life needs and goals of the students and does an injustice to these students by not enabling them to bridge between their life goals to academic goals (Eckert Bell, 2004). Scribner and Cole (1973) also concur in their classic article comparing formal and informal instruction, such educational practices can do the opposite as these learning activities are so far removed from real-life learning situations and practices that students face a disconnect. Many researchers like Schmoker (2007) believe that the best way to improve reading scores and improve students literacy skills and strategies is by providing direct literacy instruction using authentic materials. He explained that the instruction should move away from meaningless drill-like activities but instead should be focused in getting students to read a variety of texts available in the real world that provide them fodder to explore their comprehension, hone and revise on their interpretation of text-content, as well as improve their arguments of the subject read (Schmoker, 2007; VanDeWeghe, 2008). This will help students have longer-lasting retention of knowledge learned. In fact, Powell and Davidson (2005) believe that authentic literacy can be equivalent to situated literacy where literacy is embedded within real-world events [and] as a medium for genuine communication (p.249). The classroom that has literacy goals embedded within the classroom lesson plan can be brought ab out when a teacher gets her students to make connections between a particular topic and their own thoughts and beliefs. VanDeWeghe (2008) mention that students here are able to express their opinions, share it with their classmates and explore the various interpretations in a social and personal context. These students are learning in an authentic literacy environment because their learning is directly connected to real-life situations and purposes. However, Purcell-Gates et al. (2007) noticed that there can be no direct cause and effect seen from the use of direct instruction in an authentic environment unless further empirical studies come forth. There are too many unanswered questions of how students best learn language forms, its discourse and the related genres. After all, different students learn language differently. They bring into their learning experiences a host of other social and cultural experiences outside the classroom. In spite of all the explicit instruction to various literacy goals, teacher are generally keen to provide more authentic literacy activities. They are progressively moving away from traditional methods and moving towards more authenticity such as when teachers include inquiry-based learning that allow students to investigate real-life problems. This method of learning allows the bridging of what students need to learn in the classroom and the validity of their real-world tasks. Authentic tasks take the form of projects and activities that allow students to reach outside of the classroom and form ties with the community at large. This is a far cry from the demands of the textbooks. Why is authentic literacy important? Authentic focusses on literacy activities that revolve around real-world tasks, applications and contexts. Therefore, it is able to introduce to students the idea that there is a purpose to learning. This purpose is not related to what the textbooks or what standardized tests say they should learn but is purposeful learning that is relevant to the students real lives. Purcell-Gates et. al (2007) conducted a research project that revealed increased ability to understand comprehension of informational texts and write better when students were allowed to engage in authentic informational texts compared to those that were only offered classroom-based typed of texts and activities. Authentic literacy activities can help students retain more of the information they learn as when students were offered authentic texts and writing tasks, there was more active participation and less frustration as students were able to evaluate and better discuss on material that had meaningful purpose and relevance to themselves. These students took care in getting as accurate the information they could get by going to various resources. There was clearly more meaningful learning taking place (Edelsky and Smith, 1984). When students are given a standard worksheet or task to complete, there is less engagement as students do not see how these activities are relevant to their lives (Rhodes Shanklin, 1993). Furthermore, authentic literacy allows students to develop higher order thinking skills that is sadly lacking as teacher try to meet the needs of struggling learners by simplifying real-life texts which then causes the authenticity to be lost (Allington, 2001). There is an acute need for students to be able to read and write materials that require them to evaluate and synthesize information from various sources. Students will not be able to do that if the materials they encounter in the classroom are not authentic and have been simplified. Schmoker (2006) laments the lack of substantive reading, writing and talking (p.54) which are available from authentic texts. Teachers instead of providing easier texts could instead look into getting students to familiarize themselves with authentic texts that have higher-order language so that they can work towards obtaining the language of the educated and not be penalized for the lack of it. To Silvers, Shorey and Crafton (2010), authentic literacy is important as it takes into account student diversity by providing a safe environment for students to evaluate on their world views, question and find answers to the assumptions and beliefs they bring into the classroom and evolve or reinforce identities. Authentic literacy allows students to become empowered democratic citizens as they engage in real-life literacy and making meaning of their learning (Powell Davidson, 2005). What does Authentic literacy instruction look like? Despite teacher reservations about implementing authentic literacy in the classroom, due to time, score accountability, data driven administrations and a heavily weighed content curriculum, authentic literacy is doable. However, for authentic literacy to take place efficiently, teachers should consider the environment from which authentic literacy is to take place in. Students need to feel a sense of security for them to be able to move beyond their comfort zone especially when they are asked by their teachers to take risks in the way they think and process thoughts and ideas. They must feel safe and know that they will be respected for their sharing and collaborating between them and their teacher, and their peers (Powell, Diamond Burchinal, 2010). Students, especially from diverse backgrounds need to know that their cultural knowledge that they bring into the classroom is a valued asset in an authentic literacy classroom. They are allowed to be active participants in their learning and are expected to have differing opinions and reactions to interpreting content, materials and activities offered in the classroom. They can offer unique perspectives and that the classroom environment supports those differences (Powell Davidson, 2005). There is a strong sense of self-worth when students know that their diversity is accepted and respected in an authentic literacy classroom. In fact Barnitz (1994) explains that students can achieve success when they use authentic talk linked to their home life. When the right classroom environment has been set up, teachers can then begin to include the various authentic elements that reflect an authentic literacy classroom. The teachers is able to get students involved and engaged in activities that are allow students to have control of their learning, just like in the real world. They will feel empowered and competent in carrying out these activities. There are a lot of student-centered activities such as conducting experiments, testing out hypothesis, real-life problem solving task and inquiry-based learning. These types of activities allow students to be motivated and provide ample opportunities for them to think, revisit, revise, build connections and develop their critical thinking skills (Ablesser, 2008; Barnitz, 1994). Literary activities that involve real-life audiences such as putting up plays, poetry slams and an actual book reading of a piece of personal piece of writing offers deeper connections for students and the texts they come into contact with. This according to Purcell-Gates et al (2007) supports an important part of authentic literacy which is the use of curriculum-required materials in a more meaningful manner as students are personally involved with the material used compared to the usual, read-a-text-and-answer-questions approach. When students are exposed to a variety of authentic literature that covers a whole range of popular multicultural content, they are able to make visual and mental connections between the texts and their immediate lives and that of their families and various relationships they have outside of the classroom. Discussions on the similarities and differences of cultures and lifestyles simulate real-life situations, which is an aspect of authentic literacy. Vasquez (2003) believes that the use of multicultural literature promotes respect, empathy and acceptance of each other (p. 88). An authentic literacy classroom includes methods of teaching that involves incidence where students can see real-life reading and writing taking place. The inclusion of writing workshops and dialogue journals are good ways to promote this. Collaborating with peers and making personal connections with the topic of their choice as well as the process of receiving and providing feedback increases relevance and purpose to the writing that students do. The students know that whatever writing piece they are working on will be read and reflected and commented on by real people aka their classmates or teachers. There is genuine interest and discussion, which on their own are authentic elements of an authentic literacy classroom. Of course a big part of an authentic literacy classroom is one that uses real-world texts. This when compared to the text book materials can be highly motivating. Authentic texts do not necessarily have to be limited to print form but can be in the form of newspaper or magazine articles, YouTube videos or even MTV music or parts of popular sitcoms or movie excerpts. Real-life materials can be used on their own or as supporting material to an actual text-book material. Whatever the case, including real-world materials allows students to see that there is more to their learning then the text book or school-related documents. This also reminds students that when people read and write texts outside of the classroom, they have specific purposes, such as wanting to get information or to communicate an idea they may have. Therefore students in an authentic literacy classroom also go through the same reasons when they read and write too. When discussing authentic literacy classrooms, there is no avoiding the role of technology in it. Online materials and websites are transforming the way students are now accessing information and knowledge. They are developing critical thinking by having live discussions with an author of a blog or making meaning from the many related links of a certain website. Students are accessing the Internet to find solutions to the everyday problems they come across and an authentic literacy classroom will also reflect this technological tendency. Wikis, Facebook and Twitter introduces a new element into the world of literacy. It is a genre on its own that is an authentic mode of communication. It would go amiss if in reflecting on what an authentic literacy classroom looks like that assessment is left out. The concept of assessment is to help students improve whatever they have been learning about. Unfortunately, in a traditional classroom, test-taking has been elevated into an art, where focus on grades and how well students perform in standardized tests take precedence over what exactly students are learning and performing in. Assessment in an authentic literacy classroom should again reflect on real-world demands. These assessments should be able to provide students with concise feedback on their abilities and whether they are able to transfer their learning effectively into the real world. The assessments are not the product of learning but serve to further educate students about how they can go about improving on their learning. Newmann and colleagues (2001) showed in their research that authentic performance-based literacy assessments helps students further increase achievement, especially in terms of the quality of responses in writing and mathematics. When students were required to apply what they had learned and come up with original uses for what they have learnt, there was value placed in the assessment. Conclusion There is a clear need for individuals who practice lifelong learning and are able to critically read, think and write to come forth from the academic institutions of today. They must be able to compete and come up with novel ideas that meet the novel dilemmas faced by todays society. The call for authentic literacy in classrooms seems to be a good one. While policy-makers, administrators, parents, teachers and to some extent, students want to improve test scores, there is sound reasoning as to why authentic literacy can help improve scores as well as benefit students in their learning. When student read from authentic materials, have authentic purposes, carry out authentic tasks, discussions and collaboration, seek authentic resources to meet authentic demands, they are able to explore, argue, refine and strengthen their thought and learning processes because all that they use to learn and are learning about makes sense due to their relevance in the students lives. Teachers need to be quick in harnessing the advantages of authentic literacy to meet students learning needs and goals. Each student is an individual that is different from his or her classmate. They have different learning goals and they come from different backgrounds and opinions. As problem solvers, these students can meet their goals more effectively if their learning activities are supported by the teachers authentic literacy instruction. Our end goal as teachers is to support students towards becoming more independent thinkers who are able to utilize what they have learned in the school to meet the challenges they face after school, and as citizens of a global society. Integrating authentic literacy learning can be a strong start towards that end goal (Ablesser, 2008; VanDeWeghe, 2008). Maybe Meier (2002) best sums up what authentic literacy is and why it is important for todays classroom when she writes: Children should be inventors or their own theories, critics of other peoples ideas, analyzers of evidence, and makers of their own personal marks on this most complex world (p. 4)

Essay --

McKenzie Bumgarner Mrs. McGillivary 8th Science 18 December 2013 Today floating is important. Boats float in the ocean, boats can be used for fun and also for delivering things over sea. There are many factors that contribute to floating. Such as density, buoyancy, solution, solvent, solute and many other things. Density is â€Å"Is a measure of mass per unit of volume. Density is what helps make things float, anything that has a density less than one it floats. The more density the object has, the higher the mass per volume. For example, take a sponge, most of the artificial ones are made out of foamed plastic. Therefore sponges hold or contain a lot of density. If you were to take a sponge and melt it into a plastic soup without the bubbles, it will stay one pound but it will become much denser. Density is probably the most important thing thats needed in order for an object float.1,000.00 kg/m ³ is the equation for the density of water.(chemforkids.com) Buoyancy is the ability to float. â€Å"Buoyancy is first and foremost, a force.† buoyancy moves things in an upward movement....