The Deficit Of Collective Security Example For Free - Free Essay Example

Sample details Pages: 13 Words: 3770 Downloads: 4 Date added: 2017/06/26 Category Law Essay Type Research paper Did you like this example? ABSTRACT Political thought and philosophy holds relevance in contemporary world politics precisely due to its capacity to strengthen international law and morality. International law, if duly codified and extended to regulate the political relations of states, could become through its own inner force, if not a substitute for, at least a restraining influence upon, the struggle for power on the international scene. Since the end of the First World War, all politically active nations of the world have been, at one time or another, legally committed to collective security for the prevention of any future wars. Don’t waste time! Our writers will create an original "The Deficit Of Collective Security Example For Free" essay for you Create order Schwarzenegger says, collective security is the machinery for joint action in order to prevent or counter any attack against the established international order. Collective security, therefore, is based on the principle of one for all and all for one. The UN Charter makes elaborate provisions for collective security to maintain international peace. Article 39 gives power to the Security Council to determine existence of any threat to peace or act of aggression. However, the Security Council was ineffective in maintaining world peace especially in light of the Korean, Congo and Gulf crisis. The system of collective security as it exists suffers from serious deficits viz. firstly, it tends to increase the global use of violence by legitimizing local aggression in name of peace, secondly, it is based on equal participation of the States though in reality it operates only with the help of powerful states as witnessed during the Second Gulf War in the name of the coalition of the wi lling, thirdly, it has remained ineffective due to the absence of the unanimity within the permanent members of the Security Council, and fourthly, the critics have pointed that collective security is not only imprudent and unworkable but also an unwise and dangerous proposition mainly because by using it no war can be localized and every war would lead to a World War. The Korean and Gulf crisis raised some grappling issues since by demonstrating that it is extremely difficult to draw a line of distinction between the collective purposes of national interest of those participating in it. The collective security operations could not maintain a truly collective character since many States rendered little material support to the UN and moreover, the scenario was monopolized by the United States. The UN shirked its responsibility of exercising independent judgment in making vital decisions and strategies of the operation. The use of force under the aegis of collective security runs g rave risk of triggering ever-widening violence and stopping an enforcement action is a more complex problem than starting one. PROLOGUE One of the most significant outcomes of the San Francisco meeting of the Allied powers in 1945 was the system of collective responsibility. The drafters of the UN Charter agreed that the five great powers of the world would take parallel steps to maintain international peace and security, with the hope that aggressor states would nevermore be left unbridled and allowed to open belligerent wars of invasion that could lead to global inferno. If such was the intention behind instituting the system of collective security, then why did it fail? One reason is that the UN did not develop as a true collective security organization, but remained stranded in the doctrine of collective self-defense by states that would voluntarily regulate the new international order themselves.  [1]  For one thing, the UN was by no means assigned with its own military force in accordance with the special agreements foreseen in Article 43 of the Charter. And as the two superpowers ingrained themselves in the geopolitical opposition of the Cold War, they seemed ever dodgier to reach agreement on common terms for turning over national military contingents to UN command. The effects of the strategic competition between the United States and Soviet Union thus manifest themselves in the politics of the Security Council, proving to be a basic holdup to the effectual realization of UN collective security action.  [2] Collective Security refers to an interstate arrangement by which all states are committed to help any country threatened with armed aggression by any other state. The idea is to deter aggression with the power of collective force. There are no predetermined allies or foes among states in a collective security system.  [3] Collective security is the commitment by nations to resolve disputes, regardless of nationalistic concerns. When diplomacy has failed, nations committed to collective security can lend their armed forces to help settle a dispute. In the most prolifi c example of a collective security arrangement, nations send their forces to defend or liberate an invaded nation, in situations where they normally would have acted in their own national interest by either: (1) remaining neutral and not sending forces, or (2) sending forces to aid the aggressor. The UN war prevention role as envisaged under the Charter is termed as collective security. After World War I, collective security emerged as a conscious substitute for the system of alliances and balance of power policies. It is dependent on only one assumption that wars are probable and can be prevented by the deterrent effect of the overwhelming power of many against any one state contemplating the use of force. Article 1 of the UN Charter emphasizes that the purpose of UN is to maintain international peace and security and to that end to take effective collective measures for the preservation and removal of threats to the peace, and for the suppression of acts of aggression of oth er breaches of the peace. Elaborate provisions regarding collective security are made in Chapter VII i.e. Articles 39 to 51 of the UN Charter. CASE STUDIES Indonesian Independence Struggle The Indonesian independence movement emerged after the Second World War as Allied troops prepared to vacate from the Indonesian archipelago.  [4]  Throughout two years of failed negotiations flowing Indonesias declaration of independence for the Netherlands in August 1945, sporadic fighting between Dutch and Indonesian nationalist forces continued to escalate despite a dead-letter truce concluded in October 1946 and the failed Linggadjati Agreement reached a month later. Given the violent escalation of the conflict in the next two years, American and British officials surmised that a Soviet, India, or other third-country appeal to the UN Security Council to address the situation could be imminent, and that action should perhaps be taken to preempt that contingency. Ultimately, Australia and India were the ones that brought the matter before the UN as a breach of the peace under Article 39, the first invocation of Chapter VII of the Charter. But the United States tactfully al lowed the matter to be dealt under Article 33 of the Charter. On August 1, 1947, the Security Council passed its 27th Resolution calling for a cease-fire between what it described as the armed forces of Netherlands and the Republic of Indonesia. However, despite its willingness to see the Republic of Indonesia represented in the dispute settlement process, the United States refrained from taking a position on whether Indonesia constituted a state. The Indonesia independence struggle thus turned out to be an early conflict that the UN failed to curb by the use of collective military force. By advocating negotiations through the Good Offices Committee at the invitation of the Netherlands, the United States led effort sidestepped the issue of a peace enforcement operation that would invoke Chapter VII, although the threat to the peace was very real.  [5] Arab-Israeli Conflict in Palestine After the Second World War when the British vacated Palestine, the government assigned the task of determining the territorial dispute between the Palestinian Arabs and the Jews in the region to the newly formed UN. On November 29, 1947, the General Assembly voted to separate Palestine into two states, one Arab and one Jewish, in accordance with the majority recommendations of the UN Commission on Palestine, which had been instituted to probe into the matter. The Arab states out rightly rejected the UN proposal, refuting the right to subsistence of a Jewish state in Palestine, and maintained that sales of Arab lands there to Jewish settlers dating back to the repercussions of the First World War and the British governments Balfour Declaration of 1917 favouring the establishment of a national Jewish homeland were null and void.  [6]  The stage was thus set for conflict when, one day after the expiry of the British mandate for Palestine on May 14, 1948, a coalition of Arab states declared war on the newly proclaimed state of Israel. Like the Indonesian independence struggle, the Arab-Israeli conflict, whose root causes remain unresolved today, proved one of the seminal early challenges for UN collective security. However, the Security Council did not initially invoke Chapter VII of the Charter and authorize the use of armed force to restore peace at the start of the war.  [7]  Given the gravity and intensity of the cross-border violence, and the palpable breach of the peace that it constituted, one might wonder why UN mechanisms to preserve the peace failed in this instance. Kashmir Issue When the princely state of Jammu and Kashmir declared its accession to India in 1947, the transfer of power propelled a cycle of events leading to an ostensibly perpetual variance between India and Pakistan. The signing of the instrument of accession on October 26 augmented the grit of Muslim tribal Pashtun fighters supported by Pakistan to prevent India from obtaining administrative control over the state.  [8]  In January 1948, partly at the behest of the United Kingdom, India brought the matter before the UN Security Council, charging that Pakistan had committed belligerence in Kashmir a charge that would probably have been difficult for the international community to rebut from the outset had the de facto presence of Pakistani military forces in Kashmir been known at the time. The conflict was yet another perfect test case for the new practice of UN peace enforcement. But the question remained whether the Security Council could act when matters came to a head, by collating ample political will and the military means to intrude in the dispute. Robert Wirsing argued that the triviality of the Indian subcontinent as a battle ground of the global Cold War accounted for the indifference of the United States towards pushing for a full settlement in Kashmir.  [9]  Yet other concerns, aside from direct geopolitical antagonism with the Soviet Union over South Asia, came to inform United States policy on the deployment of international troops in Kashmir. British officials had proposed to their American counterparts the [u]se of [an] international police force if possible on January 14, 1948, shortly after the matter of Kashmir was brought before the Security Council. However, Secretary of State Marshall had expressed reservations about the obvious complications arising from the use of such troops. When pressed by the British representatives to propose an alternative for maintaining law and order in Kashmir, none of the United States officials seem to ha ve mentioned the possible use of foreign troops, suggesting instead that local militia could be set up in these areas on a provisional basis. On January 20, 1948, the Security Council passed Resolution 39 creating a three-member UN Commission on India and Pakistan, and statements by the United States at the UN made subsequently substantiated on the rationale behind its approach of seeking mediation based on the consent of the parties, as opposed to an at-best-tenuous peace enforced by foreign militaries. Congo Crisis The Congo crisis of 1960 is a case in point where the collective security mechanism was successfully applied by the UN Security Council. The civil strife and guerilla war in Congo had assumed serious ramifications due to the involvement of two big powers viz. United States and the Soviet Union. The Security Council passed a resolution urging Belgium to withdraw its troops from Congo. The Council authorized a coalition of peace forces of 29 nations which stayed in Congo for about four years and succeeded in demolishing the civil strife in Congo.  [10] Korean War On June 25, 1950, North Korea attacked South Korea with the support of communist China. The Security Council passed a resolution providing collective security to South Korea and called for an immediate ending of hostilities and withdrawal of North Korean forces from South Korea. The aggression was met with armed forces of 16 nations under the aegis of international authority. As North Korea failed to comply with the directives of the Security Council, a police action was sanctioned by the Security Council. The UN action did help to preserve the independence of Korea in 1953. But the Korean War highlighted the basic defects of UN as an organization for launching collective security. Only the absence of the Soviet delegate allowed the initial Security Council action to be realized in Korea. This case further revealed the disadvantages of depending on voluntary commitment of forces in times of crises. It was only the United States which contributed more than half the armed forces w ith only about 10% coming from other contributors. A collective response so heavily dependent on a single state questions primarily the basic existence of a collective security mechanism.  [11] Gulf Crisis Iraq annexed Kuwait in 1990 and refused to withdraw its troops from Kuwait despite several resolutions of the UN urging her to withdraw. The Security Council imposed mandatory economic sanctions on Iraq following which the United States ordered deployment of American troops in Iraq. Later the Security Council passed a resolution authorizing all necessary means to drive the invading Iraqi troops out of Kuwait. The vote in the 15 member Security Council was 12-2 in favour of eliminating troops from Kuwait. The US led coalition of 34 countries liberated Kuwait from the clutches of the Iraqi forces. It may be noted that while in Korea the troops of various countries fought under the UN banner, in the Gulf operation each individual country acted on its own. In Korea the collective security action was possible due to the abstention of the Soviet delegate on the day of voting. On the other hand, in the Gulf crisis United States led coalition was possible due to the changed climate of c o-operation between the Soviet Union and United States. This case also demonstrated that operations could not maintain a truly collective character because it was virtually monopolized by the United States and other states contributed little support to the UN.  [12] HOW FAR IS THE UN ABLE TO JUSTIFY COLLECTIVE SECURITY? The essential elements of an effective collective security system are prohibition of the use of force under all circumstances by all states, collective guarantees of security by all for all states, collective force as deterrence to end aggression anywhere, automatism of collective action in case of aggression anywhere, use of the system without any partiality towards the aggressor or victim by any state, quick assign ability of guilt to an aggressor, and permanence and generality of the system.  [13] This demands the examination of the deficit of the collective security mechanism of the UN. The deficit is dealt hereunder: Prohibition against force The UN Charter prohibits arbitrary use of force by states without realizing that it leads to serious contradiction and misinterpretation of the provisions. Article 106 permits the Big Five to take any kind of joint action for maintaining world peace and security. But Article 51 gives the right of self-defense thereby undermining the UN prohibition on the use of force. Acts of aggression during the cold war have been committed by military alliances in the name of national self- defense and therefore this right to self-defense is antithetical to the principle of national security. The notion of collective responsibility has to be reconciled with the right of self-defense. But this right of collective self-defense under Article 51 is circumscribed by many restrictions viz. if an armed attack takes place against a member of the UN, the right to self-defense cannot be exercised until such time as the Security Council acts to maintain peace and security. If a state takes any action in self-defense pending fulfillment of the above two conditions it has to report the measures taken to the Security Council. As collective security measure can be undertaken only if the Security Council approves the same by at least 7 votes including the votes of the permanent members, such actions are rendered impossible without the consensus amongst the permanent members. Collective guarantees of security Though the Charter underlines the concept of collective security, the veto power available with the permanent members of the Security Council can be used to stall any decision. This accentuates block antagonism and undermines the basic concept of collective security. It is due to the difficulty raised by the veto power that collective security action could be unanimously taken only twice during the long history of UN. However, after the passage of the Uniting for Peace Resolution of 1950, the General Assembly was authorized to take action for the preservation of peace and security in the world, in case the Security Council was not able to take a decision due to the casting of the veto. Collective force as deterrence to end aggression The collective security system is far from possessing the power of collective deterrence both in theory and practice because deterrence can only be achieved when the collective power of the UN cannot be challenged by any other power. Therefore, the UN force cannot be expected to possess overwhelming power and the possibility of organizing preponderant power against the super powers seems remote. In short, collective deterrence is not a very feasible option for the UN Security Council. Automatism of collective action in case of aggression The Security Council cannot automatically respond or act quickly for resorting to war against any aggression because it has to determine the crisis and then start with provisional measures  [14]  which may be escalated to economic and diplomatic sanctions  [15]  and then may ultimately reach the stage of military sanctions.  [16]  Therefore, an automatic response which is a pre-requisite feature of collective security is not a built-in feature of the UN security scheme. In short, the Security Council is unable to provide genuine collective security as its processes may get delayed or may lead to biased and partial decisions of imposing economic and other sanctions like arms embargo, severing of diplomatic relations etc. against any country that defies the resolutions of the world body and hence of the international community. The UN sanctions were imposed in recent times against South Africa, Rhodesia, former Yugoslavia, Angola, Haiti, Somalia, Iraq and Libya. In these cases, the countries suffered heavily without the basic purpose of the sanction getting fully achieved because no direct hit country was brought to its knees and made to abandon the stand that it had taken in defiance of the Security Council directives. The experience of recent events in Angola, Haiti and Somalia have clearly shown that the purpose of UN sanctions has been defeated because of counter-threats by a strong and popular tribal war leader M.F. Hasan Aidid, and by drug mafias who went against Security Council in Haiti, and by a guerrilla group in Angola. Anonymity of aggressor and victim The veto power of the permanent members of the Security Council does not let the UN take any action against the Big Five. The permanent members can and do use their veto in support of their military allies or support the position of a non-aligned state. Thus this element of working without any collective security is undermined due to the veto power exercised by the permanent members of the Security Council. How to assign guilt Another major defect in the UN security system is the absence of a definition of aggression or armed attack for which the Security Council first has to determine the nature of the crisis.  [17]  This issue of determining a crisis often becomes a matter of political controversy. Permanence and generality of collective security system The reason why the provision in the UN Charter did not facilitate to transform action of the UN security system into a full-fledged collective security system is that it is difficult to implement and is not politically feasible. Neither the Charter drafters nor the world leaders had a clear concept of the establishment of a genuine system of collective security. Also, the world is not ready for a system of collective security which means that the pre-requisites for a fully workable system of collective security are not yet present in the world. No room for neutrals Under this system of collective security, no war could be localized and every war would become a world war because the UN Charter says that a state can either be supporter of peaceful order or a member of a collective enforcement body and so there is no room for any state to act as a neutral entity. Equal say for collective decisions It is pointed out that one of the basic principles of collective security is that all the states should have equal say in arriving at collective decisions and in fact small states should have a greater say in collective security because they are more dependent on it than the larger states. But the fact remains that the collective security efforts are largely dependent on support of the powerful states that are reluctant to act unless their own national interest is affected. All aggressions cannot be opposed by means of collective security In the contemporary international scene, consistent conflicts of interest are naturally assumed and no nation or combination of nations, however strong and devoted to international law, can afford to oppose collective security against all aggressions at all times. The United States made the UN come to the aid of South Korea when it was attacked in 1950 because they had the strength and interest to do so. But would it champion collective security if tomorrow South Korea turns the table and commits an act of aggression against North Korea or China? What would the United States and the UN do if two aggressors start marching at the same time? Would they oppose these two aggressors at random and refuse to violate the principles of collective security or would they take on to only one aggressor who is either more dangerous or easier to handle.  [18] CONCLUDING REMARKS In light of the above discussion, it is concluded that the collective security mechanism can be implemented in the contemporary world only if individual nations forego their national policies and egotisms and have a spirit of mutual assistance and self-sacrifice for global benefits. The states should be willing to subordinate their conflicting political interests and collective security measures against an aggressor without discrimination. REFERRED WORKS Rumki Basu, The United Nations, Structure and Functions of an International Organisations, Ed. 2004 Chander, Prakash, and Arora, Prem. Comparitive Politics And International Relations. 28th ed. Cosmos Bookhive Pvt. Ltd., 2005. Print. Morgenthau, Hans J. Politics Among Nations: The Struggle for Power and Peace. 6th ed. Ludhiana: Kalyani Publishers, 2007. Print.

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Anthrax is a contagious disease of warm-blooded animals, including humans, caused by the bacterium Bacillus anthracis. .u98c3a71f36d56f88db0462ab04479f67 , .u98c3a71f36d56f88db0462ab04479f67 .postImageUrl , .u98c3a71f36d56f88db0462ab04479f67 .centered-text-area { min-height: 80px; position: relative; } .u98c3a71f36d56f88db0462ab04479f67 , .u98c3a71f36d56f88db0462ab04479f67:hover , .u98c3a71f36d56f88db0462ab04479f67:visited , .u98c3a71f36d56f88db0462ab04479f67:active { border:0!important; } .u98c3a71f36d56f88db0462ab04479f67 .clearfix:after { content: ""; display: table; clear: both; } .u98c3a71f36d56f88db0462ab04479f67 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u98c3a71f36d56f88db0462ab04479f67:active , .u98c3a71f36d56f88db0462ab04479f67:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u98c3a71f36d56f88db0462ab04479f67 .centered-text-area { width: 100%; position: relative ; } .u98c3a71f36d56f88db0462ab04479f67 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u98c3a71f36d56f88db0462ab04479f67 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u98c3a71f36d56f88db0462ab04479f67 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u98c3a71f36d56f88db0462ab04479f67:hover .ctaButton { background-color: #34495E!important; } .u98c3a71f36d56f88db0462ab04479f67 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u98c3a71f36d56f88db0462ab04479f67 .u98c3a71f36d56f88db0462ab04479f67-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u98c3a71f36d56f88db0462ab04479f67:after { content: ""; display: block; clear: both; } READ: The Metamorphosis: Shape and Form Essay One of the oldest known diseases, it was once epidemic and still appears in many world areas, but only rarely in the western and southern United States. It was the first disease for which the in the wrong organism was isolated, by 0. J. Davaine in 1863, for which a pure culture was obtained, by Robert Koch in 1876, and for which an effective vaccine was developed, by Louis Pasteur in 1881. Animals got the disease from drinking water from contaminated dirt, in which the organism may live for years; from eating infected carcasses and feedstuffs; and from the bites of bloodsucking insects. The disease, sometimes manifested by staggering, bloody discharge, convulsions, and suffocation, may be fatal almost immediately in particular cases and within three to five days in some cases. Death is caused by toxemia. Preseasonal inoculations and antibiotics are effective. In humans, the disease appears in both outside and inside forms, with a death rate of about 20 percent. The external form is contracted through cuts in the skin by those who handle infected hides and carcasses and may be self-limiting, but often gets into the bloodstream, with fever and exhaustion. It is characterized by malignant pustules on exposed skin areas. The inside type is acquired by inhaling anthrax cells, as from animal hair and wool, which take over the lungs and sometimes the intestinal tract to cause lose blood. It is speculated that an intestinal variety may be caused by consuming contaminated meat or milk. Workers exposed to animal products, especially wool, are protected by vaccination. Penicillin is effective in treatment except in rapidly progressing cases. The worst outbreak of anthrax occurred in 1979, when a biological weapons plant in Sverdlovsk, Union of Soviet Socialist Republics (present-day Yekaterinburg) released an aerosol form of the anthrax pathogen. The source of this exposure, which killed 66 people, was publicly denied until 1994. In conclusion, biological weaponry are very deadly and can kill 100s of millions of people without them knowing whats going on. At least it doesnt destroy buildings. So when we drop the big one, later intelligent species can dig up entire buildings and dead bodies.

Pastoral Theology Women Ministry

Question: Critically examine the ministry and ordination of women in today's church with reference to 1corinthians 14:34 and 1timothy 2:12 in your answer? Answer: Introduction to Women Ministry The position of women or the role of women, who is also referred to as the daughter of Eve, in the Church is a debatable one, especially in respect to Pauls 1 Corinthian 14:34 and 1 Timothy 2: 12. Pauls, Corinthian 14:34 or to be more precise and correct the Corinthian 14:34-35, says that the women should remain silent in the churches; Paul here comments that women should not speak or rather they should not be allowed to speak in the churches (Du Toit, 2015). They should have a submissive attitude inside the churches, and if they have any kind of query then they should ask their husbands to solve that problem, and that too inside their home. 1 Timothy 2:12 by Paul is a verse that focus on the role of a woman as a teacher. According to this particular verse, women are not allowed to teach the man, nor are they allowed to exercise control over the man (Lioy, 2015). The verse or rather St .Pauls letter to Timothy asks women to remain silent and forbid them from teaching and exercising authority. Well, these explanations should not be regarded as the conclusion regarding the position of a woman as a teacher and a pastor, mainly because of two reasons. Firstly, all these verses were written originally in Greek, which was later, translated into English, and the meaning of theses English words and phrases have changed over the period. Secondly, these are all the literal meaning of the verses that were written and at times, the literal meanings are contradictory to what the author had said previously in the same scripture (Starbuck, 2015). Historical Background of Women Ministry and Ordination Throughout history, the role of women as teachers, preachers, as well as the pastor is an important matter of discussion, especially within the SDA or the Seventh Day Adventist Church.. Droste (2015), states that during the nineteenth century, theological discussion was actually in favor of women and it favored womens participation in church activities as the preacher or pastor. Therefore, the theological discussion centers on the Adventists. The theological discussion during the year 1866 states that Paul never forbade women from praying in public or from being the prophet. The discussion refers to the fact that the Bible mentioned about many prophets, who were women and it has mentions women leaders who were part of the local congregation (Payne, 2015). The discussion states that there was a male headship during the creation of Mankind and even during the fall of Adam and Eve; and this particular headship had remained during the time of Adventist. Therefore, women could play the pa rt that was assigned to a man, provided the authority that has been provided to her does not make her a usurper and at the same time, disorderliness is not allowed (Long, 2015). Defensive Views of Women Ministry and Ordination The issue of participation of women in ordination and church ministry could easily be resolved by stating that verses 34-35, of chapter 14 of the Corinthian by Apostle Paul, is an, oral law that is based on the Jewish tradition, more than that of being the word of the Almighty God. Another argument that is put forward in defense of the view about womens participation in church ordination and ministry is related to the misinterpretation of the verses. According to Payne (2015), during the nineteenth century, there are many people who had hold these two statements made by Apostle Paul, as declarative statements, and this is something, which is not all the right thing to do. First of all the Greek word gunaikes has been translated as women, whereas the real meaning of the word is wives (Jennings, 2015). The argument in the defense of the view of women ministry and ordination states that Paul never asked women to remain quiet in the church, or maintain silence in the church rather he has asked the wives to maintain silence because during the first century A. D most of the women were illiterate (Horrell, 2015). Therefore, at times their questions could cause disturbance inside the church premises. Moreover, Thornton (2015), also states that, previously in chapter 11, Apostle Paul has referred to the women prophet, and has also referred to the fact that if women had the proper attire then they can pray in public and at the same time could also prophecy as well. Theological discussion states that Paul actually wanted the wives to be silent, so that the other women in the church could speak; and this is the reason why in the letters to Timothy, Paul did not permit the women to teach. The modern commentators on bible, believe that the statement made in 1 Timothy 2:12, is also based on the lack of education during the ancient time. Moreover, the fact that in the letter to Timothy Paul has said that women should not author their husbands and does not refer to the inferior ity of women but rather to the subordination of women to their husbands (Jennings, 2015). Scholars Comment on the Two Passages The scholars consider the New Testament at times as a Big Lie because the New Testament has been copied several number of times. Therefore, while commenting on the 1 Corinthian 14:34, and also on verse 35, the scholars state that there are certain evidences which state that it was the scribes who had added these verses later in the New Testament (Mahon, 2015). Although, according to the scholar, such as Stanford (2015), deleting or adding verses was not at all an ethical thing, yet it was practiced at the time copying the Bible. In this case there are evidences that prove that, these two verses are not there in the original verses of Paul. Moreover, Pauls verses to Timothy, according to the scholars, have been regarded as a part of the proof text, therefore, the statement made there has been regarded as a definitive statement and it was established as a doctrine as well. Women Ministry in United Kingdom Scholars believe that the wrong translation of specified texts allowed some theologians to suppress the voice of women, especially it served the purpose of British Reformed theologians; who believed that women should not be allowed to teach or to rule. Although, the history speaks, of some women religious leaders like Antoinette Brown, who was ordained as the Universalist minister in the year 1853 in New England and the Wisconsin Congregation. She exercised her authority in this post for a term of 24 years. In the year 1917, the successor of the United Reform Church, the The Congregationalist Church, ordained one of their women for the first time. Although, in the 1993, the Act of Synod, came as an official structure, which refused womens ordination and ministry, and the womens right to exercise the power of the priest was also being rejected through this act. Conclusion The verses that are discussed here in very simple words could mean that women are not allowed to speak rather they are not even given the permission of exercising any kind of speech inside the church. Moreover, at the same time, it also means that women are people who should remain submissive and at times, they are inferior to a man and therefore should not author him. If women themselves go through the Bible, they will find women prophets, leaders and teachers, such as Miriam, four daughters of Philip, Deborah and many more. Therefore, these verses actually contradict what the author himself has said previously and raises the question whether the misinterpretations that were made are intentional or not, whether it was possible for the church to prohibit women to act in the role of the elders or the pastors. References Droste, C.J., 2015. The ordination of women in the Catholic Church: arguments for teachers and students in schools to considerPart 1 the case against.International Studies in Catholic Education,7(1), pp.4-14. Du Toit, P.L.G., 2015. Paul's reference to the" keeping of the commandments of God" in 1 Corinthians 7: 19.Neotestamentica,49(1), pp.21-45. Horrell, D.G., 2015. Fear, hope, and doing good: wives as a paradigm of mission in 1 Peter. Jennings, M.A., 2015. " Make My Joy Complete": The Price of Partnership in the Letter of Paul to the Philippians. Lioy, D., 2015. Paul's theology of the cross: a case study analysis of 2 Corinthians 11: 16-12: 10.Conspectus: The Journal of the South African Theological Seminary,20, pp.89-133. Long, F., 2015. A Wife In Relation To A Husband: Greek Discourse Pragmatic And Cultural Evidence For Interpreting I Tim 2: 11-15.The Journal of Inductive Biblical Studies,2(2), p.3. Mahon, M., 2015. Sisters with Voices: A Study of the Experiences and Challenges Faced by Black Women in London Baptist Association Church Ministry Settings.black theology,13(3), pp.273-296. Payne, P.B., 2015. The Bible Teaches the Equal Standing of Man and Woman.Priscilla Papers,29(1), p.3. Payne, P.B., 2015.Man and woman, one in Christ: An exegetical and theological study of Paul's letters. Zondervan. Stanford, R., 2015. The Ecclesiological Grounding of Pauline Language of Leadership in 1 and 2 Timothy. Starbuck, S.R., 2015. 21st June: 4th Sunday After Pentecost 1 Samuel 17.1 a, 4-11, 19-23, 32-39; Psalm 9.9-20; Job 38.1-11; 2 Corinthians 6.1-13; Mark 4.35-41.The Expository Times,126(8), pp.396-398. Thornton, D.T., 2015.Hostility in the House of God: An" Interested" Investigation of the Opponents in 1 and 2 Timothy(Doctoral dissertation, University of Otago).

Twelfth Night Essay free essay sample

When Viola first meets Duke Orsino, dressed as Cesario, she is convinced and hopes to win the Duke’s heart over. Viola expresses her true feelings for Orsino the first time she meets him. Viola says â€Å"I’ll do my best/ To woo your lady. [Aside. ] Yet a barful strife! / Whoe’er I woo, myself would be his wife† (1. 5. 44-46), when she is sent to express Orsino’s love to Olivia. This is the first time where we see Viola taking interest in the Duke. Viola and Orsino also had a good and strong friendship before the truth came out at the end of the book. Switching from friends to husband and wife would have been easy for them even though Viola is now herself, dressed as a girl. The two see each other on a daily basis and are constantly talking which makes their bond closer and closer. Viola is then caught in another true love scenario only this time she is on the receiving end and things didn’t end smoothly. We will write a custom essay sample on Twelfth Night Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page She tried to get Olivia for Duke Orsino but as time went on Olivia grew to love Cesario. Cesario was not who he seemed to be though because he was really Viola in disguise. There was only way of getting out of this and this was to tell everyone her secret but if she did it could have put her chances with the Duke in danger. With Viola and Orsino spending mostly everyday together has helped them grow a true bond and this is why their love is so strong and an example is true love not lust. Lennon2 Viola’s respect for Duke Orsino was evident before she even knew she loved him. Viola dressed up as a man to be Duke Orsino’s servant. She did not have to dress up as a man but she chose to and this how she became a servant for the Duke. Viola’s intentions of dressing up as Cesario and working for Duke Orsino were to gain access to Orsino’s palace. With her working for him they grew closer together before her identity got revealed. When Viola first heard of Orsino’s name she already had the respect for him. You can hear that Viola respects Orsino when she says â€Å"Orsino I have heard my father name him. / He was a bachelor then† (1. 2. 29-30). This shows that Viola knows of Duke Orsino and has heard her father speak of him in the past. Viola continues her respect by agreeing to persuading Olivia that Duke Orsino likes her but behind her words you can tell that she has feelings for Orsino and wants to pursue a relationship with him. She confesses that she wants to be the role of his wife when she says â€Å"Whoe’er I woo, myself would be his wife† (1. 5. 46). Since Viola had previous respect for Orsino this will carry on through their marriage and show that they are true to each other and mean what they say. True love shows between Viola and Duke Orsino when they have a conversation about women and both insert their input and opinions. Orsino shares his views on the nature of women while Viola listens and gives her feedback. Orsino shares to Viola that â€Å"There is no women’s sides/ can bide the beating of so strong a passion/ As love doth give my heart; no women’s heart/ So big, to hold so much; they lack retention/ Alas, their love may be called appetite/ No motion of the liver, but the palate/ That suffer surfeit, cloyment, and revolt;/ But mine is all as hungry as the sea/ And can digest as much. Make no compare/ Between that love a women can bear me/ Lennon3 And that I owe Olivia† (2. . 103-113). by this Orsino thinks that women’s love is deceiving and empty-hearted. In return Viola defends women and tells him that some women out that like love more than lust. Viola then shares her own interest of love to Duke Orsino. Viola says â€Å"Sooth, but you must/ Say that some lady, as perhaps there is/ Hath for your love as great a pang of heart/ As you have for Olivia. You cannot love her;/ You tell her so. Must she not then be answered† (2. 4. 98-102). Viola is asking Orsino is he would ever love another women as much as he loves Olivia. Orsino claims that there is no stronger love that he had for Olivia. This was important because it lets the audience know that there could possibly be a chance of relationship down the line. Their love becomes true when Cesario reveals herself as Viola to everybody including the one she loves Orsino. Orsino says â€Å"Give me thy hand/ And let me see thee in thy women’s weeds† (5. 1. 285-286). By Orsino taking Viola’s hand in marriage, it causes the love between them to come to an end and for them to continue life and furthering their true love with Viola being herself, dressed as a girl. Although many characters loved each other the only true love was found between Viola and Duke Orsino. Viola spent most of \her days with the Duke and stated early on that she was going to win his heart over and id going to be his wife. Her respect for Orsino and her talks with him helped her achieve this. Throughout Shakespeare’s â€Å"Twelfth Night† there are many love triangles and relationships but the only relationship that shows true love id the relationship between Viola and Duke Orsino. Work Cited Shakespeare, William. Twelfth Night. Ed. Barbara A. Mowat and Paul Werstine. Washington. Washington Square Press, 1602.

Mary Shelleys Frankenstein Research Paper Example

Mary Shelleys Frankenstein Research Paper Example Mary Shelleys Frankenstein Paper Mary Shelleys Frankenstein Paper Essay Topic: Dr Faustus Frankenstein Invisible Monsters One to make the reader dread to look round, to curdle the blood, and quicken the beatings of the heart this was Mary Shelleys intention when she created Frankenstein the definitive gothic novel . Though this was unheard of for a woman writing in 1816 she did just that. Influenced by the events around her, the new scientific developments and social unrest conveyed through her depiction of Victor and through the monster she reveals an outraged awareness of social injustice and a passionate desire for reform. Throughout the novel we are given an image of monster and creator this is conveyed through the central characters. Shelley presents a tale of gothic horror in which we are given opportunities to feel sorry for both main characters; yet we are inclined to feel more sympathy for the monster who after all is a victim of a man essentially playing God. Throughout the novel Shelley plays with our psyche and sympathies as reader, but it is clear that the monster deserves our pity more than Victor. Victor was given a wonderful loving upbringing and was clearly a spoilt child I was their plaything and their idol whereas the monster had none of that; he was not loved by anyone, just Victors mistake. The monster was left alone to wonder where his companions were, But where were my friends and relations? No father had watched my infant days; no mother had blessed me Our sympathies lie in favour of the monster after all he was the one that was unjustly abandoned and left to feel isolated without a friend in the world. Shelley then leads us to believe that the monster will be accepted by his benefactors the De lacys as the creature is accepted and reassured by the blind mans words I am poor and an exile, but it will afford me true pleasure to be in any way serviceable to a human creature the desperate monster is then beaten out of the cottage by Felix and his only hope of happiness is ruined. Deep down the monster is a kind and worthy creature he found his store always replenished by an invisible hand It is only when he finds out that the family out of fear has permanently left the cottage that he starts to feel negative emotions such as hatred and revenge for the first time the feelings of revenge and hatred filled my bosom, I bent my mind towards injury and death. However these feelings are not directed towards the De Lacy family, but to Victor. But, as reader we should understand the monsters point of view, Victor, ultimately is the cause of all his problems; he made the monster ugly then abandoned him, it is his fault that the monster does not fit in, this makes us more inclined to feel bitterness and resentment towards Victor, He should not have meddled with life if he could not finish what he had started. Victor does feel some compassion when the monster relates his story I compassionated him and sometimes felt a wish to console him, and agrees to the monsters requests You must create a female for me Victor gets the monsters hopes up as he starts to believe that he may have a companion to console him then just as his second creation his finished Victor selfishly destroys it before the creatures very eyes do you dare break your promise? I have endured toil and misery Victor shows his selfish nature at other times during the novel, when he is exhausted on Waltons ship and the crew want to go home because it is too dangerous, he responds by accusing the men of cowardice and unmanly behaviour. If they were to abandon their expedition they would return home with a stigma of disgrace judging by his words he has not learnt anything from his ordeal with his monster. He apparently still feels that people should put their own desires above more important issues! Another example of this is the way that he deals with the monsters threats it is clear that the monster wants to hurt him and have his rightful revenge, but Victor assumes that it is only him that the creature wants to kill I will be with you on your wedding night, such was my sentence, and on that night would the daemon employ every art to destroy me from the glimpse of happiness. Yet it is clear that the best way to get to Victor is to harm the people that he loves as the monster has already witnessed Victors reactions towards their deaths, he does not realise this otherwise he would have been more protective of Elizabeth. Though very tragic for Victor and we should feel sorry for him when she is killed it is completely his fault, he was naive and utterly careless to leave somebody that he loves alone while a revengeful monster that is roaming around voicing threats. Victor had the chance to change everything before Elizabeth was murdered and was guaranteed that the monster would leave his family and himself alone for the remainder of their lives. He is just like Dr. Faustus who also had the chance to turn things around and repent the good angel states that it is never too late if Faustus will repent. The angel means if the Doctor repents of his evil decision to turn from God and make a deal with the devil for conjuring powers, he can still be saved. However, the bad angel on Dr. Faustus shoulder soon responds that it is too late. Similarly Victor does leave things too late yet he still had some relatives left worth saving like his father . Although it is clear that Victor has already lost everything and the people that he cherished the most. Our sympathies can now lie with either the monster or his creator as Victor is in a terrible predicament he cannot win either way incase the monster goes back on his word. Victor is torn between morals and his family it is a shame he did not consider that to begin with. Another reason that we should sympathize with the monster is that he did not want or enjoy killing anybody and that the killings did not make him feel better he says that he was the slave, not the master, of an impulse which I detested, yet could not disobey The monster, just like Victor, reaches a point where no feelings are left except hatred. The monster is essentially the one going through the most torment he has to live with what he has done, seeing his creator dead on Waltons ship he shows remorse and with an immense self hatred he tells Walton that he will consume to ashes this miserable frame. Nobody has won the novel ends and both die without satisfaction. The monster did not get a companion nor was he accepted, and Victor lost everything worth living for, they drove there selves to destruction, neither of them would give up as I stated earlier they created a vicious circle in which in the end consumed them both. The monster went through his life lonely and abhorred the only kind moment he had was with the blind De Lacy which was soon ruined by Felix, he did not enjoy his life and was only giving his creator a taste of what he was put through, this essentially is why as reader I believe the monster deserves our pity as nobody should go through life that miserable and despised, he had nobody to care for him at least Victor experienced happiness. Carla Wells Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section. Download this essay Print Save Not the one?

Business ethic case Essay Example | Topics and Well Written Essays - 500 words

Business ethic case - Essay Example â€Å"In the end, racist behavior by employees lands at the door of corporate executives. They face a dilemma: If they admit theres a problem, the company is exposed to lawsuits and negative publicity. But denial only makes matters worse. Until more employers confront the rise of ugly racism head on, Americans will continue to see behavior they thought belonged to a more ignominious age† (Bernstein, 2010). If employers confront this behavior, they can act on their impulse for social justice, and seriously influence company policy. There are many stakeholders in the modern company, when one considers racism in terms of issues of causality, intention, and understanding. Different areas of the company can share the responsibility, even if the company ownership and directors must bear the ultimate responsibility. For it is the leadership of the company that determines its direction, and in eliminating bias, leadership can set an example as well as effective policy. Bias is being subjectively favorable towards one group or conclusion even when faced with contrary evidence. It can be applied to a person’s race, gender, nationality, sexuality, disability, or other variables. For example, whether positive or negative a lot of reportage on African Americans tends to deal more with an in-group perceiving an out-group than a true cultural synthesis of understanding. This is far from a comprehensive definition of discrimination, which can also include social decisions that are based on the gender, disability, or r ace of a perceived group, to name just a few possible delineations. The cause for most discrimination and prejudice in the workplace is the fostering of stereotypes that seek to assay out-group homogeneity from the perspective of the oppressor. This oppressor is also seen to organize the future of the system through a media system that emphasizes paternalist authority, causing psychological damage through discrimination of

Civil Society and Global Finance Essay Example | Topics and Well Written Essays - 1250 words - 1

Civil Society and Global Finance - Essay Example This transition occurred in the running century, however, it initiated in the 1990s; the reason was increasing competition for economic sustainability and supremacy. In the running decade, the magnitude of the economic activities is considered enormous than previous decades, unfortunately, this success is the cost of ignorance or non-compliance of social and environmental obligations. The companies are more interested in improving their financial positions for obtaining credit facility. The devised financial policies are extremely converged to point of high revenue generation, such that significant environmental and social aspects have been outclass. Such practices was never exercised in 20th century, the companies considered compliance of social and environmental laws obligatory, the financial profits were curtails, production numbers were reduced only to secure the necessary non-financial interests, beneficial for the human society (Clarkson, 2002). As per critics, it was in 1980s when the international investment regime transformed significantly. The attributing factors towards such transformation included "extra-ordinary increase in the volume of global FDI flows and stocks; second, the rising levels of corporate concentration in high technology global production resulting from mergers, acquisitions and network relationships, in particular strategic business alliances; and third, the development and widespread application of information technologies to international corporate organization". During the 1980s and 1990s, the economic indicators of the world economy were negative, and severe slowdown in the foreign direct investment was witnessed, "global foreign direct investment flows declined in 1991 for the first time since 1982, falling from USD 230billion in 1990 to USD 180billion in 1991" (Jan 2002).  

To Elsie Essay Example | Topics and Well Written Essays - 750 words

To Elsie - Essay Example But by the end of the first stanza I realized that Williams was in fact speaking of a different kind of "pure" - that is the inbreeding within families, especially in rural areas, that creates physical and mental monstrosities. I thought of a group of teenagers I had met from West Virginia who clearly were an example of this "purity" gone wrong. The description of Jersey fits in with the same vision. There is obviously a lot of energy among these "devil-may-care men" and the "young slatterns", but it is almost like the energy of pigs rutting in mud. They mate a lot and reproduce; they eat a lot and so grow big - but there is nothing pleasant about either process. The idea of the girls submitting to the physical advances of the men "without emotion save numbed terror" gave me a vision of times in my own life when sex occurred as an accident or through the effect of drink. There is nothing romantic or loving about these people, and Williams made me think about my own life in a way that I usually avoid because of the conclusions that will be drawn from the examination. Throughout the poem I wondered who the "Elsie" was that is referred to in the title, and eventually I discovered that it was the handicapped nursemaid who works in the doctor's house. Once again the woman is a symbol of a kind of disgusting promiscuity, fertility and yet also physical handicap and weakness. As Williams writes of "her great ungainly hips and flopping breasts" I saw numerous women that I have seen and known who fitted this description. Williams does seem somewhat one-dimensional in his dismissal of the physical shape and nature of a pregnant woman or mother. The image of pigs returned again as he wrote of "as if the earth under our feet were an excrement of some sky" and that we are, like the pigs, destined to find food among our own waste products. Yet near the end of the play I was reminded that in fact human beings are more than this, because we do possess "imagination". While the "prisoners" that Williams speaks of may have to "strain" their imagination to make it work, and while the effort seems futile within the world as the poet sees it, the imagination does exist nevertheless. Within imagination there is something positive, hinted at by the "isolate flecks" from which "something is given off". To conclude, To Elsie is a powerful poem that effected me in many different ways. The images that Williams used were often unpleasant, but will remain in my mind for a long time. He reflects a certain reaction at the grossness of the world that exists within all of us at times, including me. Yet near the end of the poem he reminds us that there should be "something" more. It is this "something" that the poem reminded me of.

Approaches to Adult Learning

Approaches to Adult Learning Annotated Overview The focus of this writing will be on the themes of the assigned chapter readings for Week 6. These chapter reading from Learning in Adulthood: A Comprehensive Guide was in the following chapters: 8, 9, and 10. This paper will also include additional learning resources (media video and instructors notes) and will outline points of interests gained from their viewing and reading. Week 5 Annotated Chapter Assignment This weeks study involved our reading of three chapters, viewing two media videos and article reading. This paper will touch on the points of interest that resonated with me in my reading as well as thoughts that I explored from the supportive learning resources (media video and instructors notes). The paper will conclude with a summary/discussion of what was gained through this learning experience and discuss ways this learning can be implemented. Understanding and Facilitating Adult Learning: A Comprehensive Approach Chapter 8 Theme The overall theme of this chapter highlighted an integrated approach to learning which shows the synergistic connection and combination of the mind, body, and spirit in learning called embodied learning. It also discussed the significance of learning through storytelling and heightened learning outcomes of narrative teaching. This section will address the points of interests that inspired to onto further study. Narrative Learning There are events that happen in our life which are unique. Some are uniquely dull and some can be uniquely exciting. However, the case each has a unique storyline that when told can help others to better understand and know something of the storytellers world that may lead to a significant discovery in their own. The writer points out that Narrative knowing are not so much driven to find out more about the tangible outcomes of an event: its facts, logic and such, than they are about discovering meaning, and gaining understanding of the same event (Merriam, Baumgartner, Caffarella, 2007). Narrative Learning Formats. The writer pointed out that that narratives as a conduit for learning comes in three distinct formats which are storying the curriculum, storytelling, and autobiography (Merriam et al., 2007). Overall as Foote points out the stories told through narrative learning be it a story with connotations that are based on culture, tradition, social or spiritual implications each has been in its unique way the means of knowledge impartation since time began (Foote, 2015). Educationally, storytelling provides the presenter with a powerful means of helping the learner to make salient connections which improves the learning experience. Narrative Learning, Adult Development, Transformational Learning. I appreciated what the writer stated concerning life narratives being a retrospective activity that is continually in the process of revealing itself unfolding. For when one views life from a narrative perspective the result leads to empowerment. This happens because its not what happens to anyone that matters it how the event it translated that matters (Merriam et al., 2007). My thoughts are, re-storying based that is devoid of the positives found even in the most negative of situations seriously retards ones transformative development. Nemec says that in stating that a transformation which shifts one perspective is not always easy because there is a cause for disequilibrium in ones life. However, if one chooses to, one can regain a new balance in life from what is learned through that life experience by changings ones perspective of the issue at hand (Nemec, 2012). Chapter 9 Theme The theme of this chapter encourages one to take on the perspective of learning and knowing by using lenses of no-westerners. In this way one is better suited to understand the dynamics of the meaning of ones learning and knowing is based solely by the beholder and not on ones location. This section will address the points of interests concerning which I found to be enlightening The Western/Non-Western Dichotomy, Culture, and Indigenous Knowledge According to the writer in order to fully appreciate the differences in western and nonwestern learning and knowledge one must take in deliberation the following perceptions: Western versus non-Western, culture and indigenous knowledge (Merriam et al., 2007). Western/Non-Western Dichotomy. According to Merriam, many non-westerners do not accept the false narrative typically held by some in the west concerning the promotion of the assumption that westerners learning and knowledge is superior to all others (Merriam et al., 2007). The cited writer points out that what is thought of as western knowledge is often traced to classical Greek culture (Paul Pedersen, 1980). Culture. Merriam points that culture can be defined as a representational manifestation of the shared behavior and meaning held by a same group of people (Merriam et al., 2007). Cultures from East Asians are known for their renowned ability to pay attention on a global and local level. In comparison to their western counterparts, the west is no match. A plausible reason for that is in how each culture implicitly obtains diverse knowledge and process the information. (Qiufang Fu, Zoltan Dienes, Junchen Shang, Xiaolan Fu, 2013). Indigenous Knowledge. Cultural knowledge and learning is that which is shared within a group. Analogous to that definition is indigenous knowledge but on a larger scale. This is knowledge that is known as local knowledge that is generated and shared, by a group of people, over a period but within a specific geographic and historic region. This is knowledge is community-based and supported knowledge that deals directly with local issues within the region for the betterment of the community(Merriam et al., 2007). Chapter 10 Theme The theme of this chapter looks at learning from the context of learning taking place on a more global perspective within society. The chapter looked at the working of power and various other learning themes. This section will touch on aspects that I found interesting. Critical Theory and Adult Learning According to Merriam, when one compares andragogy and transformational learning, are unaware of the potential that lies within the potentially of critical theory potential. The vastness of topic of this theory surrounding adult learning, lends itself to further examination of the concepts that impact adult education. I found the following to be interesting reads: reflective discourse and the seven learning tasks involved with critical theory. Ideal Conditions for Reflective Discourse. Merriam cites Habermas stating that as a form a form of knowledge Habermass ideal conditions for reflective discourse, closely resembles it. The forms of knowledge being technical, practical and emancipatory knowledge(Merriam et al., 2007). Merriam goes on to state that according to Mezirow, when two are in discussion if there is no doubting the authenticity of what is being shared or the truthfulness of the speaker, or how appropriate the information is in light of relevant norms, one is prone to seek the best judgment of one that is judged to be informed, objective, and rational (Merriam et al., 2007) Critical Thinking. Merriam states that because lifeworld and the system interconnect it would behoove one to critically focus ones attention on the concerted workings of the two. Merriam goes on to quote Collins (1995) stating that, The juxtaposition of lifeworld and system concepts is clearly significant in enabling us to think deeply and realistically about the systemic blockages to the achievement of a more fully democratized society' (Merriam et al., 2007). Bohman and Rehg (2014) point out that Habermass criteria there are four conditions when applied to interactions of discourse between adults that are at play that would result in authentic discussion. They go on to state that crux of Habermass Theory of Discourse is expression of valid facts and information that is based purely on the merits of a disinterested pursuit of truth (Bohman Rehg, 2014). This holds true in an any interchange involving rational adults who are sharing truth from a level personal knowledge and understanding while at the same time seeking mutuality of understanding and knowledge. Integrating the main themes The chapter readings for week six gave me a better sense of self-involvement in learning. Whereas the tone of week five reading was on the role of facilitation in the learning process; the implications in the statement of one being personally involved in learning was spoken loud and clear throughout week six chapters. In reflecting on the theories and principles of transformative learning I can say that one of the enlightenments that I take away is through the means that transformative learning, ones internal and external awareness is enhanced within that transformative learning experience. What I mean by that is, I learned that learning is more than just sitting in a room assimilating data. Cohen points out, that when one embodies the learning the learning experience, there is an opportunity created where any portion of the information being received can connect with meaning that initiates ones conscious awareness that brings about a reflective moment which ushers in a revelation of ones higher self. Transparently speaking, this reading brought up some thoughts that I had not previously considered. Consequently, these three eye-opening chapters demand a deeper review and reflection on my part, if for nothing else than for the sake of growth through perspective changing and social enlightenment, which is the message I felt the writer was conveying within these three chapters. Incorporating Media and Instructor Notes The video, New Approach to Learning was an expose on the creator of Khan Academy. He is a former Hedge Fund analysis who started a free on line e-learning you tube website. This is a unique approach to sharing information with others that assister the self-directed learner supporting their ongoing learning settings. The presenter points out that his approach is simple and effective and attracts the attention of youth and adult learners around the world. The benefit of this approach to learning is that the learner can have ready access for a variety of learning event while learning at their pace. Mr. Khan points out that according to research information the length of the content is at the right amount that facilities learning. The presenter also brought in a interviewee who expressed how this type of learning is a valuable asset to locations around the world that may not have access to any formal or informal means of education (Vantage Siam Co., 2011). The video, Gen Y New Approaches to Learning Training was interview centered on Generation Y and their approach to learning. The interviewee pointed out the demographic range of this new type of learner and the desires of the Gen Y group of learners to be taught in accordance to the technological society we live in. They want to be free in their ability to use the knowledge with the technology they have grown up with as compared to previous generations who did not have similar types of access. Both the interviewer and interviewee agreed that the responsibility of the teacher is to move away from former methods to incorporate this new desire for learning by making it easy for student involvement and encourages participation. This move will not only affect the present generation but it will prepare them for the upcoming one Gen Z.(Award1956s channel, 2010). The video, Koren Alberich on New Approaches to Learning was interview on three examples of learning using alternate reality games and virtual worlds. The interviewee explained how the games and worlds can be made to adapt to any environment and setting. Each can be structured to simulate desired learning outcomes. Two salient outcomes of these new approaches are: 1) the scalability. The environments and settings can meet any size of learning audience, 2) as for the use of virtual worlds they can be create real-time global location via internet that can bring global locations into one location (Clarey, 2011) Conclusion The overall thought of this weeks lesson has been an approach to learning that has helped me in synthesizing my life to what has been presented within these three chapters, as well to the previous lessons. Subjects like the principles of embodied learning with its lesson on spiritual and narrative learning are very insightful. I am a Pastor of a small congregation and I teach using the preaching method of expository preaching. After reading about narrative learning I have added storytelling as an element of preaching to help the listener gain a richer understanding of the content of my message. This is one example of how I have applied what I am learning. I believe that knowing and not applying what one knows means that knowledge remains as theoretical information. However, when that same knowledge is put into action then it takes on another essence, by becoming reality in the life of the one that has applied it. As I further reflect on what take away from the chapter dealing with Le arning and knowing I now look at with I know and have learned through new lenses. Taking others perspectives, especially other cultures, will be hard to do. That is if one is not willing to, at the least, empathetically look at life from someone elses perspective. I agree with the chapter writer concerning our western egotism when it comes to learning that inders us in that aspect. Our pride should not be the thing that keeps us from learning and knowing from other cultures. The truth is, in many cases other cultures have truly learned and know more than our does. Any barrier to intellectual growth must be overcome if we as a whole world round if we are to grow together. And as barriers, such as cultural pride and others come down that gives way to areas of growth in realms such as meaningful dialog brought about by the ethos of critical theory, as well as acceptance of ideals founded in postmodern and feminist perspectives. When approached with a mindset of open-mindedness, these theories and concepts are enlightening and the means of growth. Light makes things grow. Needless to say, I feel I have grown to have a deeper appreciation for what I have experienced thus far and look forward to what more is to come. References Award1956s channel (Producer), Award1956s channel (Director). (2010, December 8,). Gen Y new approaches to learning training. [Video/DVD] Retrieved from https://www.youtube.com/watch?v=o-SXIdXMqeA Bohman, J., Rehg, W. (2014). JÃ ¼rgen habermas. Retrieved from https://plato.stanford.edu/entries/habermas/#HabDisThe Clarey, J. (Producer), Clarey, J. (Director). (2011, April 22,). Koreen olbrish on new approaches to learning. [Video/DVD] Foote, L. S. (2015). Re-storying life as a means of critical reflection: The power of narrative learning. Christian Higher Education, 14(3), 116-126. doi:10.1080/15363759.2015.1028580 Merriam, S. B., Baumgartner, L., Caffarella, R. S. (2007). Learning in adulthood (3. ed. ed.). San Francisco, CA: Jossey-Bass. Nemec, P. B. (2012). Transformative learning. Psychiatric Rehabilitation Journal, 35(6), 478-479. doi:10.1037/h0094585 Paul, Pedersen. (1980). The cultural boundaries of education and non-eastern alternatives.1 Retrieved from http://journals.sagepub.com/doi/abs/10.1177/014303438000100507 Qiufang Fu, Zoltan Dienes, Junchen Shang, Xiaolan Fu. (2013). Who learns more? cultural differences in implicit sequence learning. PLoS One, 8(8) doi:10.1371/journal.pone.0071625 Vantage Siam Co., L. (Producer), Vantage Siam Co., L. (Director). (2011, 15 July). New approaches to learning. [Video/DVD]

change Essay -- essays research papers

There are three types of people in this world. The ones who accept change as soon as the change happens, the ones who hate change and only think pessimistically about it, and the ones who are skeptical at first but then eventually accept the change and make something positive out if it. People should be more like this; doubtful at first but after much deliberation accept the change.   Ã‚  Ã‚  Ã‚  Ã‚  The first type of person is the person that accepts change as soon as it happens. In the short film, â€Å"Who Moved My Cheese,† the characters Sniff and Scurry, and Hem and Haw, are faced with a huge change when their cheese has been moved to a different area of the maze. Sniff and Scurry, two little brown mice, are upset at first, but after a short while they get their running shoes and right away go to look for the cheese, not wasting any time. They looked at the moving of the cheese as a great opportunity to explore the maze, and eventually they found the cheese. Meanwhile, Hem and Haw were still at the old area, where the cheese used to be, sulking away, not accomplishing anything.   Ã‚  Ã‚  Ã‚  Ã‚  Which brings me to the second type of person. Hem, a little person, a bit on the heavy side if you ask me, probably from eating too much cheese, is the type that does not like change at all and is very stubborn to accept it. When he and his friend Haw discovered that the cheese had moved, all Hem did was pout and complain that he was very hungry and that he w... change Essay -- essays research papers There are three types of people in this world. The ones who accept change as soon as the change happens, the ones who hate change and only think pessimistically about it, and the ones who are skeptical at first but then eventually accept the change and make something positive out if it. People should be more like this; doubtful at first but after much deliberation accept the change.   Ã‚  Ã‚  Ã‚  Ã‚  The first type of person is the person that accepts change as soon as it happens. In the short film, â€Å"Who Moved My Cheese,† the characters Sniff and Scurry, and Hem and Haw, are faced with a huge change when their cheese has been moved to a different area of the maze. Sniff and Scurry, two little brown mice, are upset at first, but after a short while they get their running shoes and right away go to look for the cheese, not wasting any time. They looked at the moving of the cheese as a great opportunity to explore the maze, and eventually they found the cheese. Meanwhile, Hem and Haw were still at the old area, where the cheese used to be, sulking away, not accomplishing anything.   Ã‚  Ã‚  Ã‚  Ã‚  Which brings me to the second type of person. Hem, a little person, a bit on the heavy side if you ask me, probably from eating too much cheese, is the type that does not like change at all and is very stubborn to accept it. When he and his friend Haw discovered that the cheese had moved, all Hem did was pout and complain that he was very hungry and that he w...

Tangible Non-Current Assets

Q1. Use the information given below. What will be the total capitalized cost with respect to new business (Answer in $000)? (FIB)Land $6,000,000Inspection Officer $200,000Architecture Design $100,000Labour Wages $1,200,000Material Cost $2,500,000Administration Cost $400,000Property Tax $300,000Site Overheads $150,00037147528384500$ (2 marks) Q2. Siva Co took some loans from the bank at the start of the year 2010 which are as follows: 6% loan repayable in 2011 of $8m & a 9% loan repayable in 2015 of $18m. A construction of a qualifying asset began on 5th April 2010 with the withdrawal of $3m of funds. On 12th August 2010, another $4m was withdrawn for the qualifying asset. What will be the capitalized borrowing cost at the end of the year 2010? (MCQ) $181,800$216,467$316,467$533,851(2 marks) Q3. Relay Co borrowed $60,000 to finance the construction of a shop. Construction will commence in two years' time. The loan was taken on 1st January 2001 but the construction began on 1st March 2001. $13,000 of the loan was unused until 1st July 2001 and instead of keeping it idle Relay Co invested the amount with 3% return. The interest payable for the company is at 10% per annum. Calculate the cost to be capitalized for the year ended on December 2001? (MCQ)$4,800$4,870$5,130$6,000(2 marks) Q4. To operate a local locomotive the government has applied a restriction that in every two years the wheels of the locomotive has to be replaced. This replacement will cost $1.9 million. How should the replacement cost be treated? (MCQ)The cost should be taken into profit ; loss account when it is incurred The cost should be accrued over the two years ; accounted for the maintenance costThe cost should be provided in advance ; accounted for under the maintenance costCapitalize the cost ; depreciate it over the two years until next time(2 marks) Q5. Trivial Co has purchased an asset worth $375,000 on 1st January 2000 ; its useful life is stated at 20 years. A revaluation was taken place on 31st March 2002 where the assets worth increased to $390,000. What will be the total depreciation charged on the asset for the year ended 31st December 2002? (MCQ)$4,687$16,479$21,167$23,872(2 marks) Q6. Accenture Co has rented its office building to 3rd party on 30th June 2020. The company uses the fair valuation model for investment property. Buildings original cost valued at $500,000 on 1st January 2012 ; total life were 25 years. A fair value was obtained on the rented day which valued the building at $400,600. At the year-end of 2020, the fair value of the building was $850,000. What will be the revaluation gain/loss on 31st December 2020? (MCQ)$50,000 (Loss)$70,600 (Gain)$170,00 (Gain)$203,100 (Loss)(2 marks) Q7. Hexcentric inaugurated a plant on 1st July 2016. The plant was expected to run for four years until 30th June 2020. After the expected life the plant would be decommissioned and the land will be restored close to its original state. The cost of decommissioning was expected to be $6 million in four years. This estimate was calculated on 1st July 2016. To calculate the present value the company will use an 8% discount rate where the discount factor for year four is 0.735. Calculate the total charge for the cost to be taken into year-end 30th June 2017 profit ; loss account? (MCQ)$352,800$1,102,500$1,455,300$2,088,000(2 marks) Q8. The following statements relate to revaluation. (HA) The entire class of PPE has to be revalued whenever a single equipment in the respective class undergoes revaluation TRUE FALSEIf a revaluation model is used revaluation must be made regularly to ensure carrying amount has a material difference from the fair value TRUE FALSE(2 marks) Q9. Pang Co has purchased a property worth $7 million on 1st January 2013. The land valued at $3 million. The building total life was 20 years with no residual value. On 31st December 2015, the property was revalued to $9 million where the building valued at $5.184 million. The property was fully sold on 30th December 2017 for $6.5 million. Calculate the gain/loss on disposal which will be accounted for profit ; loss? (MCQ) $1,924,000 (Loss)$3,816,000 (Loss)$4,608,000 (Gain)$2,824,000 (Gain)(2 marks) Q10. Which of the following statements are correct in relation to government grants? (MRQ)A government grant is recognized in the profit ; loss over an assets useful lifeA repayment of a government grant received in previous years is a prior period adjustmentA marketing advice from the government does not constitute under the definition of government grantThe grant received for an asset must be excluded from the carrying amount of the asset (2 marks) Q11. A company has inaugurated a new plant with the help of a government grant of $20,000. The life of the plant is five years. Other than granting the installed equipment in the plant cost $90,000. All equipment is depreciated at 20% per annum on a straight-line basis. Calculate the value of government grant taken into Year 1 current liability using deferred income method? (MCQ)$4,000$16,000$18,000$20,000(2 marks) Q12. A company issued loan notes for $200,000 on 1st January 2008. On the same day, the company used the money to buy an investment property. At the year-end, the fair value of the property had risen to $400,000 with a remaining life of ten years. The company uses the fair value model for all properties. Which of the values will be accounted in the year's profit ; loss account? (MCQ)Gain $200,000, Depreciation $40,000Gain $0, Depreciation $40,000Gain $200,000, Depreciation $0Gain $200,000, Depreciation $20,000(2 marks) Q13. Zima Co took some loans from the bank at the start of the year 2015 which are as follows: 9% loan repayable in 2016 of $11m ; a 13% loan repayable in 2020 of $29m. A construction of a qualifying asset began on 5th April 2015 with the withdrawal of $8m of funds. On 12th August 2015, another $9m was withdrawn for the qualifying asset. What will be the capitalized borrowing cost at the end of the year 2015? (MCQ) $267,750$446,250$714,000$1,160,250(2 marks) Q14. Olay Co borrowed $25,000 to finance the construction of a plant. Construction will commence in two years' time. The loan was taken on 1st January 2013 but the construction began on 1st March 2013. $6,000 of the loan was unused until 1st July 2013 and instead of keeping it idle Olay Co invested the amount with 7% return. The interest payable for the company is at 15% per annum. Calculate the cost to be capitalized for the year ended on December 2013? (FIB)3613151270000$ (2 marks) Q15. Plato Co has purchased an asset worth $258,990 on 1st January 2008 ; its useful life is stated at twenty years. A revaluation was taken place on 31st March 2010 where the assets worth increased to $310,000. What will be the total depreciation charged on the asset for the year ended 31st December 2010 nearest to $000? (FIB)3613151270000$ (2 marks) Q16. Ventura Co has rented one its properties to a 3rd party on 30th June 2010. The company uses the fair valuation model as an investment property. Property's original cost valued at $800,800 on 1st January 2002 ; total life was 50 years. A fair value was obtained on the rented day which valued the building at $750,500. At the year-end of 2010, the fair value of the building was $1,150,000. What will be the revaluation gain at 31st December 2010? (FIB)3613151270000$ (2 marks) Q17. Boric Co opened a machine on 1st July 2006. The plant was expected to run for four years until 30th June 2010. After the expected life the machine would be decommissioned and the area will be restored nearest to its original state. The cost of decommissioning was expected to be $3.3 million in four years. This estimate was calculated on 1st July 2006. To calculate the present value the company will use a 12% discount rate. Calculate the total charge for the cost to be taken into year-end 30th June 2007 profit ; loss account? (MCQ)$251,856$272,844$524,700$776,556(2 marks) Q18. Bing Co has purchased a land ; building worth $12 million on 1st January 2005. The land valued at $4 million. The buildings total life was ten years with no residual value. On 31st December 2007, the land ; building were revalued to $16 million where the land valued at $6.75 million. The land ; building was fully sold by 30th December 2009 for $10.5 million. Calculate the gain/loss on disposal? (MCQ) $4,472,000 (Loss)$1,600,000 (Loss)$1,028,000 (Gain)$5,600,000 (Gain)(2 marks) Q19. Jazzy Co has opened a new factory with the help of a government grant of $580,600. The life of the plant is fifteen years. Other than granting the installed equipment in the plant cost $20,400. All equipment is depreciated at 25% per annum on reducing balance basis. Calculate the value of government grant taken into Year 1 current liability using deferred income method? (MCQ)$15,300$20,400$145,150$150,250(2 marks)TANGIBLE NON-CURRENT ASSETS (ANSWERS)Q1. $10,150 Capitalized Cost = 6,000 + 200 + 100 + 1,200 + 2,500 + 150 = $10,150 Q2. CInterest = (8 Ãâ€" 6%) = 0.48 + (18 Ãâ€" 9%) = 1.62 = 2.1(2.1 à · 26) Ãâ€" 100 = 8.08%3,000,000 Ãâ€" 8.08% Ãâ€" 9/12 = 181,8004,000,000 Ãâ€" 8.08% Ãâ€" 5/12 = 134,667Total = 181,800 + 134,667 = $316,467 Q3. B60,000 Ãâ€" 10% Ãâ€" 10/12 = 5,00013,000 Ãâ€" 3% Ãâ€" 4/12 = (130)Total = 5,000 – 130 = $4,870 Q4. DThis is known as overhauling where maintenance, inspection or any repair is required. It is capitalized in the asset ; depreciated over its useful life in this case the life of wheels. Q5. CDepreciation till 31st March = (375,000 à · 20) = 18,750 Ãâ€" 3/12 = $4,687Years = 20 – 2.25 = 17.75 remainingDepreciation till 31st December = (390,000 à · 17.75) = 21,972 Ãâ€" 9/12 = $16,479Total = 4,687 + 16,479 = $21,167 Q6. BDepreciation = (500,000 à · 25) Ãâ€" 8.5 = 170,000Cost – Depreciation = 500,000 – 170,000 = 330,000Revaluation Gain = 400,600 – 330,000 = 70,600 Q7. CDepreciation = 6,000,000 Ãâ€" 0.735 = 4,410,000 à · 4 = 1,102,500 Finance Cost = 4,410,000 Ãâ€" 8% = 352,800Total = 1,102,500 + 352,800 = $1,455,300 Q8.The entire class of PPE has to be revalued whenever a single equipment in the respective class undergoes revaluation TRUE If a revaluation model is used revaluation must be made regularly to ensure carrying amount has a material difference from the fair value FALSEThe difference between carrying amount ; the fair value should be immaterial when applying revaluation model. Q9. AWorkings are done in $000.Depreciation (Building) = (4,000 à · 20) Ãâ€" 2 = 400Cost = 7,000 – 400 = 6,600 Revalued to 9,000 with gain of 2,400Depreciation (Building) = (5,184 à · 18) Ãâ€" 2 = 576Building value = 5,184 – 576 = 4,608Property value = (4,608 Building) + (3,816 Land) = 8,424Loss on disposal = 8,424 – 6,500 = 1,924 Q10.A government grant is recognized in the profit ; loss over an assets useful life (Correct)A repayment of a government grant received in previous years is a prior period adjustment; all adjustments are to be dealt prospectively A marketing advice from the government does not constitute under the definition of government grant (Correct)The grant received for an asset must be excluded from the carrying amount of the asset; a deferred income method can be used also Q11. AThe deferred income method:Year 0Equipment Dr. (90+20) $110,000Bank Cr $90,000Government Grant Cr $20,000Year 1Depreciation for equipment = 110,000 Ãâ€" 20% = $22,000Government Grant = 20,000 Ãâ€" 20% = $4,000 (Current Liability) Q12. CThe gain of $200,000 will be recorded as in fair value model no depreciation is charged. Q13.Interest = (11 Ãâ€" 9%) = 0.99 + (29 Ãâ€" 13%) = 3.77 = 4.76(4.76 à · 40) Ãâ€" 100 = 11.9%8,000,000 Ãâ€" 11.9% Ãâ€" 9/12 = 714,0009,000,000 Ãâ€" 11.9% Ãâ€" 5/12 = 446,250Total = 714,000 + 446,250 = $1,160,250Q14. $2,98525,000 Ãâ€" 15% Ãâ€" 10/12 = 3,1256,000 Ãâ€" 7% Ãâ€" 4/12 = (140)Total = 3,125 – 140 = $2,985 Q15. $16,300Depreciation till 31st March = (258,990 à · 20) = 12,950 Ãâ€" 3/12 = $3,238Years = 20 – 2.25 = 17.75 remainingDepreciation till 31st December = (310,000 à · 17.75) = 17,465 Ãâ€" 9/12 = $13,099Total = 3,238 + 13,099 = $16,337Nearest to $000 = $16,300 Q16. $85,836Depreciation = (800,800 à · 50) Ãâ€" 8.5 = 136,136Cost – Depreciation = 800,800 – 136,136 = 664,664Revaluation Gain = 750,500 – 664,664 = $85,836 Q17. DDepreciation = 3,300,000 Ãâ€" 0.636 = 2,098,800 à · 4 = 524,700 Finance Cost = 2,098,800 Ãâ€" 12% = 251,856Total = 524,700 + 251,856 = $776,556 Q18. AWorkings are done in $000.Depreciation (Building) = (8,000 à · 10) Ãâ€" 2 = 1,600Cost = 12,000 – 1,600 = 10,400 Revalued to 16,000 with gain of 5,600Depreciation (Building) = (9,250 à · 18) Ãâ€" 2 = 1,028Building value = 9,250 – 1,028 = 8,222Land ; Building value = (8,222 Building) + (6,750 Land) = 14,972Loss on disposal = 14,972 – 10,500 = 4,472 Q19. CThe deferred income method:Year 0Equipment Dr. (580,600 + 20,400) $601,000Bank Cr $20,400Government Grant Cr $580,600Year 1Depreciation for equipment = 601,000 Ãâ€" 25% = $150,250Government Grant = 580,600 Ãâ€" 25% = $145,150 (Current Liability)