Final project Essay Example | Topics and Well Written Essays - 1250 words - 6

Final project - Essay Example The analytical skills and in-depth knowledge about the topic or discipline in question defines a consultant. Similarly, businesses have consultants who specialize in investigating and evaluating business challenges and propose the best solutions and approaches through which they can be curbed. Business consulting has been extensively used as a tool of development and has since transformed many firms. Businesses are becoming more successful through consulting. The approach that business consultants as well as their clients are currently giving consultation is not exactly the same as that of the past. Consulting in business has deep-rooted history as it did not just start the other day. However, there are modifications and changes that have been effected which have undoubtedly benefited the business fraternity. The main difference between the traditional and the new consulting systems is on the approach the two take. The ancient one focused more on the issue or problem at hand while the modern approaches are much more oriented to outcomes. Results matter more than the problem and effectiveness is preferred to efficiency. Business consultants in the contemporary society recognize that giving a single permanent approach to an issue is misleading with the changing times hence tackling an issue as it presents itself is much more tactful and effective. It is this realization that have informed the consultants that whatever the approach or strat egy they used in one organization or company and was successful may not necessarily solve another company’s problems. This is because different factors such organizational structure, human resource and customers’ dynamics, industry and level competition among others (Brooks & Edwards, n.d., p. 24). There are several changes that have been identified in the business consulting framework. The sustainability of business

German perpetrators committed the Holocaust Essay

German perpetrators committed the Holocaust - Essay Example The Holocaust was absolutely one of the most horrific events of the 20th century,and the term 'Holocaust' is basically used to describe "the killing of approximately six million European Jews during World War II" as part of a program of deliberate extermination planned and executed by the Nazi regime in Germany led by Adolf Hitler" In order to be able to even remotely understand the Holocaust properly, there is a multitude of issues that need to be thoroughly addressed and discussed. Many people over time have attempted to explain the reasons as to why German perpetrators followed orders to commit mass murder, and the aim of this paper is to discuss whether or not these reasons are illuminating, as well as the reasons why they are or are not. By doing this, we will not only be able to get the answers to this, but as well will be able to better understand the issue of the Holocaust overall. This is what will be dissertated in the following.There are many different occurrences which ha ve taken place in the world which have left an incredible impact and have significantly influenced the future that lay ahead of it dramatically, and the Holocaust is, without a doubt, one of these described occurrences. There are so many questions that surround the Holocaust, namely that of how such ordinary people could have participated in such an unholy and unimaginable act of racism and hatred. Each person seems to have their own taking and view on this issue, and any account of the Holocaust itself truly has to take views such as this into consideration in order to be able to gain a proper understanding on the occurrence itself at all. In reality, although surely there are followers to each different explanation, at the same time there are obviously going to be those which are more believable and comprehendible than others, and it is important to determine which is which, thus proving the incredible need for a discussion of the matter of the different reasons that have been use d in the past in order to explain about the matter of how so many people could act so insensitive and callous and commit torture and murder to innocent human beings. The Holocaust was an occurrence which was characterized by the efficient and systematic attempt to assemble and kill as many people as possible, and for example, "detailed lists of potential victims were made and maintained using Dehomag statistical machinery, and meticulous records of the killings were produced. As prisoners entered the death camps, they were made to surrender all personal property to the Nazis, which was then precisely cataloged and tagged, and for which receipts were issued" (Wette, 2006). The Holocaust was incredibly geographically widespread, and it was systematically conducted in virtually all available areas of Nazi-occupied territory, with the mass killing at its worst being in Central and Eastern Europe, which had more than 7 million Jews in the year 1939. The Holocaust was an insanely and unimaginably horrific and evil occurrence, which was carried out with any reprieve even for children or babies, and during the actual selection process within the Holocaust, children were divided carefully into two separate groups: those who could work, and those who could not. Those who were deemed as being healthy enough to work were kept alive only because they would be useful, and were given a uniform and a prisoner ID which was tattooed onto them. The children who were not considered as being fit for work were taken immediately to the gas chambers, tortured and killed. There were also many medical experiments which were carried out during the Holocaust, and most of these medical experiments included a great deal of torture; this included the placing of subjects in pressure chambers, testing various drugs on them to see the results and side effects, freezing them to death, and as well various other usually fatal traumas. Those involved with the Holocaust seemed to have

The Will of God and Ethics Essay Example | Topics and Well Written Essays - 750 words

The Will of God and Ethics - Essay Example The fundamental question of theology is, â€Å"Does God tell us what to do and therefore it is right, or does God happen to be right and tell us the right thing to do?† Does justice precede theology, or theology precede justice? The distinction is important. If one states that good precedes God, one might be being blasphemic, as God might do something evil; in any respect, obedience to God is a mere logical consequence, not a highest duty. But if one states that God precedes good, the question is, why? As Sayre-McCord puts it, â€Å"Many have thought the right answers to these questions are found in an appeal to God. On their view, moral principles are the expression of God's will — they are His commands to us — and they get their authority from their source. In important ways, though, this merely shifts the puzzles back a step. Whatever problems one might have making sense of eternal transcendent standards re-emerge when trying to make sense of an eternal trans cendent being who might issue commands...[O]ne is also left with the difficulty of explaining why God's commands are authoritative† (2007). ... in light of which He counts as morally perfect), in which case speaking of morality as consisting of God's commands will not explain the origin or nature of these independently existing standards...Alternatively, one might eschew an appeal to God's knowledge or goodness and claim that there is no independent standard for God's will and nature...If we reject the idea that God's commands reflect His knowledge of right and wrong, and reject as well the idea that God is all good, it seems reasonable to wonder why his commands have any special authority† (Sayre-McCord, 2007). Euthyphro exposes some of the obvious logical dilemmas of the theological position admirably. Socrates asks Euthyphro, â€Å"What is the meaning of "attention"? For attention can hardly be used in the same sense when applied to the gods as when applied to other things. For instance, horses are said to require attention...† When Euthyphros offers that piety is other obedience or care of the Gods, it begs the question, why would omnipotent entities care for what a human being has? Either the gods want the obedience of people who can offer them nothing, in which case the gods are either petty or helpless, or they do not, in which case the gods do not care. This difficulty is especially applicable to the modern world: Assuming an omnipotent and good God essentially obviates the idea of obedience or sacrifice, since God can get anything He wants. Further, Socrates exposes the issues of theodicy and hermeneutics, the question of what God or the Gods want. â€Å"And further, Euthyphro, the gods were admitted to have enmities and hatreds and differences?† If the gods had differences, then how could one be pious? Try to represent the general opinions of the god, or only obey directives of all the gods? Since

Slow Movement from Haydns Emperor Quartet Essay Example for Free

Slow Movement from Haydns Emperor Quartet Essay The slow movement from Haydns Emperor Quartet is said to be one of Haydns greatest works. He uses a simple yet classic melody throughout his piece that is the underlying feature of this movement. The melody is in the form AABCC but the movement itself is in the style of theme and variations. The music in the movement is played sweetly (dolce) and is in cut time. The Introduction to Haydns Emperor Quartet is in GM and has the violin 1 playing the melody. The cello and the Viola have similar rhythmic parts that are playing important harmonies to the violin 1 part. The second violin is harmonizing the melody. Variation 1 is a duet between the two violins where the cello and the viola do not play. Violin 2 has the melody throughout the variation. Violin 1 is playing sets of semiquavers which give the different harmonies in this variation. Most of the notes in the violin 1 part are in intervals of 3rds and 5ths or are in scale order. This variation is always soft (sempre piano). In the next variation the bass instrument of the quartet has the melody (the cello). The violin 1 plays on the off beats for most of the variation with groups of semiquavers filled in as a small counter melody. Violin 2 is harmonizing between the melody and the violin 1 part. The viola is playing long notes every so often emphasizing the melody. Variation 2 is quite heavy and dense in harmonies and instruments in contrast to the first variation which was quite light. In variation 3 the viola has the melody. Throughout this variation there are mostly three instruments playing at one time. The instrument that do not have the melody come in and out though the piece. Violin 1 comes in with the viola at the beginning and has a similar line to its part in variation 2. Violin 2 comes in at bar 3 with syncopated notes and then goes into a small melody of its own. The cello do not come in till about halfway through the  variation where it plays a simple harmonic rhythm. Variation 4 is similar to the introduction in that the violin 1 has the melody again but Haydn has made it different by changing the other parts. Also in bar 5 the melody moves an octave higher to what it was in the introduction. The other three parts have similar rhythmic lines. The start of the variation has mostly crotchets and minims but in bar 10 Haydn has made use of quavers till the end of the piece. The cello changes clef in bars 7 to 14 to an alto clef then back to a bass clef. The three parts having the similar rhythmic lines helps creates a thick texture of harmonies. The ending bars draw a closure to the movement with the long cadence ending softly.

Imperialism Essay -- essays research papers

Imperialism is often excused as a way of liberating people from tyrannical rule or by introducing the policies of a â€Å"better† way of life. It is based on the ground of a variety of causes running the gamut of economic pressures, greed, security, power, prestige, religion, and many other effective measures that can be taken given the circumstances. Arguments about the roots and virtue of imperialism can be put into four basic groups. The first is whether or not imperialism is economically beneficial. The second relates to the social aspect of imperialism and the natural desire to rule others. The third is protection and security, building up military powers around the world in order to help the main country when trouble erupts. Finally, the last is morals and their religious aspects. Because imperialism has its basis on power, it is often considered morally reprehensible. The thirst for power drove the European nations into a frenzy to control the continent based solely on the false belief that they were superior, thereby inflicting numerous evils upon both the African land and its people. Imperialism did benefit a small and favored group, but never the entire nation. For some people, capitalism and imperialism are the same and interpret imperialism as a late stage of capitalism when nations are forced to depend on monopolies in overproduction and surplus capital so that they can compete with other nations. At enormous expense imperialism has created an unsafe increase of markets, and has jeopardized the entire affluence of a nation in stimulating the strong resentment of other nations. During the nineteenth century, Great Britain had a huge empire, extending to many different regions of the globe. Before 1869, it only controlled a small amount of land in Africa. During the times before 1869, the British concentrated on imperialism in other, more profitable places around the world; places that would give them more markets for trade and more opportunity to increase their economy. Suddenly, the British were taking over land in places such as regions in Africa. The main reason for Britain’s interest in Africa was for the survival of their empire. Britain's economy has always depended heavily on trade, and creating more colonies was the way to expand their trade. Before the 1870s, Britain had little competition with various colonies. Their first act was against F... ...in reason for British imperialism in Africa was to bring Christianity, not to mention the European's idea of "civilization" to African countries. This decade witnessed the high spirit of self-confident, often self-congratulatory and always aggressive imperialism in which Britain, France, Germany, Italy, Japan and the United States conquered and annexed in the name of civilization. If anything, Europe was doing the exact opposite of spreading Christianity, all under false pretences. Imperialism was not economically beneficial, did not protect the â€Å"main† country by creating barriers, nor did it spread Christianity in mentionable portions. Nonetheless, imperialism did present upon a small portion of the elite a sense of power, though falsely earned. The animosities of imperialism did not help the people. Instead, it left them unprotected after the European nations had left, and left a hole in their culture. Word Count: 1,341 Sources: http://students.chs.lane.edu/~nbudu58/courses/intro2web/the%20dark%20continent/ http://www.smplanet.com/imperialism/toc.html http://www.indiana.edu/%7Ejah/teaching/2002_03/article.shtml http://www.boondocksnet.com/editions/morel/index.html

Why Is Assessment Important

4 Why is assessment for learning important? Adopting strategies that support Assessment for Learning can transform learning and teaching and take away the stigma that haunts assessment. In fact, research has shown that Assessment for Learning can have a significant effect on how well pupils achieve in terms of their attainment, behaviour, motivation, engagement and their ability to work independently. a) It Improves Performance -Black and William’s 1998 literature review examined 250 research articles from 160 journals published over a nine-year period.From this, they documented significant, and often substantial, quantifiable learning gains due to Assessment for Learning practices. Their review of over 20 studies on classroom assessment showed increases in primary and post-primary performance ranging from 15 to 30% compared to control groups. In post-primary, differential effects were measured at approximately half a level at Key Stage 3, over half a grade at GCSE, and two fu ll grades at GCSE after two to three years. They concluded that no other single improvement initiative improved performance levels to the extent that formative assessment did.Subsequent research in UK schools has substantiated these figures. For instance, research conducted in primary schools through the Gillingham Partnership’s Formative Assessment Project 2002 indicated improved standardised test scores in reading and numeracy as well as improvements in writing levels. Learning b) It Increases Learning Independence – Pupils who understand their own goals and their role in learning are more independent in managing their learning; they know what to do, how they have to work and take more responsibility for their own learning and assessment.Assessment for Learning helps cultivate these valuable skills by giving pupils a role in determining these components of the learning as well as experience in providing feedback and assessing themselves and their peers. The learning is no longer something they receive; it becomes something they pursue and have a hand in shaping. This can help learners later in life as well as in the classroom. c) It Improves Morale, Motivation and Risk-Taking – Knowing the goals and success indicators may help pupils to gain learning independence, but they are not the only influencing factors.Morale and motivation are also pivotal components, and here, too, Assessment for Learning plays an important role. Black and William found that many assessment approaches used in classrooms compare pupils with one another – particularly those that focus on marks and grades. Evidence shows that pupils interpret the prime purpose of these assessments to be competition rather than personal improvement. As a result, feedback from these types of assessment actually reduces pupil morale. It teaches them, particularly low-attaining pupils, that they lack ability, leading them to believe they are unable to learn. ) It Enhances Relati onships and Reflection – Assessment for Learning also helps foster a more positive classroom environment. It strengthens teacher-pupil relationships by increasing two-way communication. These interactions can make them more motivated to learn and more aware of their learning. Assessment for Learning can also improve planning and delivery of learning. This is because these practices lead you to analyse and make learning specific to pupils. It creates an opportunity to quality assure and amend activities to ensure they meet the learning needs. Why Is Assessment Important 4 Why is assessment for learning important? Adopting strategies that support Assessment for Learning can transform learning and teaching and take away the stigma that haunts assessment. In fact, research has shown that Assessment for Learning can have a significant effect on how well pupils achieve in terms of their attainment, behaviour, motivation, engagement and their ability to work independently. a) It Improves Performance -Black and William’s 1998 literature review examined 250 research articles from 160 journals published over a nine-year period.From this, they documented significant, and often substantial, quantifiable learning gains due to Assessment for Learning practices. Their review of over 20 studies on classroom assessment showed increases in primary and post-primary performance ranging from 15 to 30% compared to control groups. In post-primary, differential effects were measured at approximately half a level at Key Stage 3, over half a grade at GCSE, and two fu ll grades at GCSE after two to three years. They concluded that no other single improvement initiative improved performance levels to the extent that formative assessment did.Subsequent research in UK schools has substantiated these figures. For instance, research conducted in primary schools through the Gillingham Partnership’s Formative Assessment Project 2002 indicated improved standardised test scores in reading and numeracy as well as improvements in writing levels. Learning b) It Increases Learning Independence – Pupils who understand their own goals and their role in learning are more independent in managing their learning; they know what to do, how they have to work and take more responsibility for their own learning and assessment.Assessment for Learning helps cultivate these valuable skills by giving pupils a role in determining these components of the learning as well as experience in providing feedback and assessing themselves and their peers. The learning is no longer something they receive; it becomes something they pursue and have a hand in shaping. This can help learners later in life as well as in the classroom. c) It Improves Morale, Motivation and Risk-Taking – Knowing the goals and success indicators may help pupils to gain learning independence, but they are not the only influencing factors.Morale and motivation are also pivotal components, and here, too, Assessment for Learning plays an important role. Black and William found that many assessment approaches used in classrooms compare pupils with one another – particularly those that focus on marks and grades. Evidence shows that pupils interpret the prime purpose of these assessments to be competition rather than personal improvement. As a result, feedback from these types of assessment actually reduces pupil morale. It teaches them, particularly low-attaining pupils, that they lack ability, leading them to believe they are unable to learn. ) It Enhances Relati onships and Reflection – Assessment for Learning also helps foster a more positive classroom environment. It strengthens teacher-pupil relationships by increasing two-way communication. These interactions can make them more motivated to learn and more aware of their learning. Assessment for Learning can also improve planning and delivery of learning. This is because these practices lead you to analyse and make learning specific to pupils. It creates an opportunity to quality assure and amend activities to ensure they meet the learning needs.

Alienation in Lost in Translation

However, Copula suggests this inability to communicate is extrapolated by a paradigm of urgency, specifically instant ratification, as symbolized through the setting of Tokyo as a world of consumerism. This is conveyed in the opening scene when the low angle shots of neon advertisements and towering skyscrapers is coupled with the chaotic motion of the Shabbily crowd. Through this Copula presents individuals who are left behind by the pace of the global world.This is shown through the framing of the city which is often shot out of focus In relation to the individual who Is positioned behind symbolic barriers Like windows. Our desire for Instant gratification and immediacy Is further evinced through the onset of new communication technologies. For example, Bob communicates with his wife exclusively by the fax machine and Charlotte friend accepts that everything Is â€Å"great† despite her troubled state of mind. Indeed the suspicion that we can never truly communicate in a worl d where meaning is constantly deferred leads to alienation.The absence of meaning leads to ennui as represented through Bob's insomnia, Charlotte self help CD â€Å"A Soul's Search† and their hermetic occupation of the hotel, a traditional â€Å"non-space†. Thus, with emphasis on the 21st century, Copula conveys a sense of desalination brought on by our inability to understand and be understood a dilemma which has extrapolated the elliptical limitations of language. To this end Copula suggests that we are constantly lost In translation. In our rush to embrace the global, we must not lose sight of tradition.Evaluate In contrast, McLeod explores how the dilemmas of globalization, particularly the pressures of an economic paradigm, force certain Individuals to concede their traditions as a way to survive. In his story â€Å"In the Fall† he portrays Individuals' Limited ability to retain the tradition of kinship and sentimentality in a world which teen moral necessi ty symbolized through the father's desire to keep the horse, Scott, and material necessity, represented through the chickens that are being raised for slaughter.The characterization of the mother as a pragmatic woman is shown through her hair which is pulled back â€Å"severely', a characteristic which has been molded by the hardships of poverty. However with the successful transfer of the horse she lets her hair down a gesture which evokes her vulnerability, McLeod portraying the burdens and tragedies, the pragmatic if inhuman choices individuals must make in the face of necessity. This is portrayed through Manacle's use of pathetic fallacy. The sea which â€Å"crashes†¦ Relentless and unforgiving†, reflects the anguish of the characters which intensifies during the horse's transaction.Indeed the rain makes aggressive contact with them as suggested by the terms â€Å"slashes, stings and burns† imagery that evokes the global world's violent encroachment on the co mmunities that can't afford to keep traditions like sentimentality alive. To this end, McLeod portrays how individuals must lose sight of certain traditions if they are to survive in the global world, a conclusion which is ultimately represented by the ember diction of â€Å"my parents are blown together, only trying to hold their place† a lament for this loss of tradition.Yet at the same time, McLeod also explores how the erosion of tradition by the global world has sparked local movements of resistance in the form of cultural revivals. The miners in his story â€Å"The Closing Down of Summer† reaffirm their Gaelic traditions by returning home the centre where they can replenish themselves. As the miners shower beneath a waterfall, the idyllic imagery of the water which symbolizes life and vitality runs down their bodies to their feet which stand in the sea.This is then Juxtaposed with the â€Å"spraying shower nozzles of the world's great mining developments† an image of sterility which evokes the wholesome nature of tradition. Indeed cultural revival is also evinced through the revival of language. The narrator describes how Gaelic â€Å"so constant and unchanging began to bubble up within me† the introspective overtone suggesting how one preserves tradition to safeguard a sense of certainty. Yet the miner also concedes how some defining traditions of the local, such as physical hardship will be lost.This is conveyed through the line â€Å"[the narrators] children will grow fatly affluent before they are thirty' the fricative alliteration suggesting the narrator's bitterness towards the new generation that has embraced the alternative albeit easier lifestyles provided by the global world. Thus McLeod explores the how tradition is significant for identity and community but he ultimately reflects the permanence of loss and change -traditions are inevitably lost when choice becomes available and circumstances no longer dictate the way we sustain ourselves.