Star Trek IV essays

Star Trek IV essays Adm. Kirk William Shatner Mr. Spock Leonard Nimoy McCoy DeForest Kelley Gillian Taylor Catherine Hicks Federation president Robt. Ellenstein Cartwright Brock Peters Klingon ambassador John Schuck This film blew me away. Comparing to all other Star Trek films and episodes, this one is by far the most bizarre, funniest, and best one so far. I give the scriptwriters a lot of credit for coming up with the strangest but interesting plot. The crew must travel back in time to find humpback whales to sing in order to save the planet from the probe. Contrasting to Time Machine, the crew travels back in time while in Time Machine, they travel forward in time. The film opens up with some leftover stuff from the last film, which is not really relevant to this film. The crew is left with the Klingon ship they acquired, which they must use to save the planet. After the crew decides to travel home they come across a probe from the sea that need the songs of whales to break the signal. They find out whales are extinct in the 23rd century so they must travel back to San Francisco in the 20th century to find some. So this turns out to be their mission before the go home. The crew actually makes me laugh hysterically in this film. Starting with Spock, he says the funniest lines on accident trying to be logical with everything because of the way his non-human side is. Captain Kirk finds out he has a crush waiting for him in San Francisco, and turns out she comes with the crew to the 23rd century. The most interesting parts in the film are not in space. They are in the states because an audience is not used to seeing the crew interact with other humans. It is sort of funny to see what will hap ...

Is High IQ a Guarantee of Academic Success

Is High IQ a Guarantee of Academic Success High IQ is not a guarantee of success but it is a predictor of academic success. The study shows that students with IQ score within the genius level are more adaptable, healthier, stronger, and academically successful but only a few were successful in life. Those with IQs beyond genius level are highly intelligent but socially inept, mentally unstable, and not prosperous. Hashtag: #MouseTrapSpellingBee What Is Really an IQ? IQ is â€Å"intelligence quotient†, the result of a psychological test where a score of 95- 100 is considered average or normal intelligence. Now, by common sense, a score much higher than an  average mark, say 140, is extraordinary intelligence, a genius while score way below 95 is stupid. THE BRIGHT SIDES OF ACADEMIC INTELLECTUALS WE CALL NERDS People often admire a person with above average IQ because they are more intelligent than others are. Study of people with high IQ scores suggests that they have a  better visual perception or the ability to see small things clearly by blocking out distraction. They are also more liberal, less likely to be criminal, conservative in their emotions, adaptable to change, and talk with clarity and precision. How IQ Test Works? Let us explore the rudiments of the IQ Test and find out if people with high IQ scores are better in some aspect. The reason for setting the average score to 100 is â€Å"standardization†. In practice, since IQ Test is often administered in a group, 100 is not necessarily the average but rather a level by which each person’s score will be compared to get the normal distribution in a particular representative sample. The IQ Test measures â€Å"Crystallized and Fluid intelligence†. The term â€Å"Crystallized† means cumulative knowledge and skills while â€Å"Fluid† means reasoning, problem-solving, and abstract appreciation skills. Is IQ Stable When Under Pressure? Therefore, other human qualities such as talent, curiosity, perseverance, and hard work have no value. Moreover, the oldest person in the representative sample will score higher as crystallized intelligence is cumulative or the sum of all knowledge and skills learned through the years. According to the psychologists, IQ scores are only indicators of problem solving and reasoning and therefore do not represent a person’s overall intelligence and success in later life. IQ score is dependent on the physical and psychological condition of the person being tested thus a sick or depressed person is likely to score lower. A person with high IQ taking a #MouseTrapSpellingBee will like falter due to pressure and anxiety over the painful penalty when he makes a spelling mistake. Moreover, a person with high IQ is likely to excel in some aspect of life and therefore not all including a successful life. High IQ and Academic Success What happens if a person has an IQ of 5000? Scores above 200 are an  incalculable genius or profoundly gifted. Therefore, a score of 5000 may be godly but no term is available. The question, however, is people scoring 140 (Genius) or above often succeeds in academics and more successful? High IQ is not a guarantee of success but it is a predictor of academic success. The study shows that students with IQ score within the genius level are more adaptable, healthier, stronger, and academically successful but only a few were successful in life. Those with IQs beyond genius level are highly intelligent but socially inept, mentally unstable, and not prosperous. It’s not a secret that a lot of well-known scientists, artists and politicians have a really high IQ level. They were and are still famous. But did they consider themselves successful in life? Nobody knows. What we do know is that these high IQ people had a real academic success. But is that all for academic success? Not at all! Psychologist Lewis Terman proved that high IQ level is not enough for academic success. Such personal traits as willpower, creativity, persistence, and emotional maturity are the ones which really play an important role in being successful! ACADEMIC INTELLECTUAL IN POLITICS Crystallized and Fluid intelligence are strong predictors of achievement but people with greater Fluid intelligence or reasoning, problem-solving, abstract comprehension has much better chance of academic success. Similarly, high IQ does not guarantee life success as this kind of achievement need more than knowledge and skills, reasoning, and others. It needs hard work, resilience, perseverance, talent, and emotional intelligence.

A mix CD with Songs that Inspire Essay Example | Topics and Well Written Essays - 1500 words

A mix CD with Songs that Inspire - Essay Example It also received a Golden Satellite Award nomination for â€Å"Best original Song in a Motion Picture†. It was nominated for the 2000 Grammy Award for â€Å"Best Pop Collaboration with Vocals†, losing to â€Å"I Still Have That Other girl† by Burt Bacharach and Elvis Costello. One of the features of the song is when Carey and Whitney Houston sing a section of the song in thirds; they have done this and still kept in tune. The lyrics of When You Believe consist of ten stanzas starting with a painful and seemingly hopeless situation gradually evolving into a more favorable one. The persona (who can be practically anyone) can begin to hope and believe in himself, thus enabling him to achieve. The first stanza goes thus: The speaker accepts that the fertile ground for miracles to happen is the presence of hope which is frail, yet hard to obliterate. He firmly states that when one believes, success is just around the corner. There are times in life when prayers remain unanswered and fear on all sides threaten to overwhelm. These are times when hope flies to other climes like summer birds before the onset of winter. But this is just a feeling as shown by the next stanza wherein the speaker wonders why he has not succumbed to failure. His heart overflows with words of gratitude that he never thought he would need to say. Of course, miracles such as these do not always take place when one asks for them. He admits that it is easy to give in to one’s fears. There are times when one cannot think straight because of the pain or see one’s way through the rain. (Rain here is used a s a metaphor meaning a state of suffering). It is then when a small but still resilient voice can be heard, saying that love can provide relief, love is the solution. The lyrics do not say whose voice it is, but the concluding paragraph hints that the voice is God’s voice. Everyone who is alive on this planet goes through difficult times. The song

Importance of Language Diversity on Multinational Organisations Term Paper

Importance of Language Diversity on Multinational Organisations - Term Paper Example If we flip back to the pages of our history, the very idea of a single language has not proved to be so beneficial. For example, there was a time when Latin was enforced as a common language. But due to the various kinds of people living in Europe, a variety of languages sprang out of this one language and provided us with the different cultures that we look upon today. (Orban, 2008)  In order for the European economy to run smoothly, it is mandatory to recognize the various lingual problems faced by the multinational firms. These types of companies operate on a worldwide basis involving a constant exchange of goods and manpower among their subsidiaries. Due to the number of countries included, various languages are functional in this business. Hence, language problems arise, and the big challenge is to remove these linguistic and communication problems without causing any harm to the largely depended upon the socio-economic infrastructure of the firm. (LINEE, n.d)  A very fine e xample that demonstrates the causes and consequences of linguistic problems is the multinational operations held by the military. Cultural diversity in a military army can have both positive and negative impacts on a mission. The effectiveness of a mission can be reduced by a lack of proper communication due to the use of a variety of languages and inability to communicate in a single language. Lack of the required level of coordination along with the lingual limits on the exchange of information is also a result of language diversity, leading to a weakening of the task. For example, the multinational mission at the Kabul International Airport (KAIA), although it was successful, had to face problems due to lingual differences. For instance, people were forced to receive medical help outside the Headquarters, as the Spanish medics had no command on English.   Culture refers to the ways information is exchanged in a particular group in order to conceive the desired meaning among the people. These ways include solid goods and non-verbal language. Cultures may be divided at a national level, religious level, racial level, gender level, etc., and their goal is to express themselves as superior to the others. (Diversity RX, 2003)  Language is actually one of the most important components that define a culture. The other factors include the way of dressing, greeting, eating, etc. hence, if members of a group unanimously agree to change the whole system of their culture, the language goes with it. To demonstrate this, let us take the example of a group of rich teenagers belonging to Pakistan. This group includes children from different areas of the country, speaking a variety of languages. Through media, they are deeply influenced by western culture causing them to eat, greet, dress, and even talk like the westerners. So down the sewers goes lingual diversity.

Luke’s gospel Essay Example for Free

Luke’s gospel Essay Each of the four evangelists had a particular slant to their writing:- One could say that Mark was a brief account of the preaching of Peter. Johns Gospel was written that you may come to believe that Jesus is the Messiah, the Son of God, and that through believing you may have life in his name (John 20:31). Matthew was written for Jews to show how Jesus teaching related to their laws and traditions. And Luke wrote for those who had become disciples and wanted to ground their faith in historical fact. Luke is described in the title of Jean-Francois Racine’s 20008 article as ‘Luke: Storyteller, Interpreter and Evangelist. ’ Despite his skills as both narrator and interpreter of events, he would have perhaps felt most comfortable with the last of these – Evangelist. In his gospel he makes many theological points – he was concerned for instance that his readers knew exactly who the person of Jesus was not as Alan Richardson says ‘a docetic apparition’ i. e the belief , later considered heretical, that Christ merely appeared to have a human body, an idea that Luke opposes with his birth narratives and the genealogy in chapter 3. Nor is he ‘a pagan theophany’ i. e. the mere visible, but not material appearance of God . This reality of God in history can be seen in the reading of this passage. Jesus is not just reading an old prophecy. He is laying claim to it. It is not to be interpreted as ’The Spirit of the Lord ‘ is upon some unknown person, some future long promised Saviour, but upon Jesus, the boy they had all seen grow up. It is perhaps no wonder the congregation found this difficult to accept. God in man, yet not someone who would perform miracles just to prove a point as is made clear in the description of the temptations in the wilderness, yet who is prepared to reveal signs that can be interpreted. The bringing of sight to the blind was in particular something associated with ‘the servant of the Lord’ according to Richardson and would be seen as a \Messianic sign. It is clear from the words of Isaiah that he chose that he saw the miracles he was able to perform as signs of the coming of the kingdom of God ‘the day of the Lord predicted by Isaiah. He makes this clear when he follows his reading by making the astounding claim ‘Today this scripture is fulfilled in your hearing’. After the prologue ( Luke 1 verse 1 to 4 ) Luke’s Gospel can be divided most obviously into 5 main sections in a frame work that more or less follows that set out by Mark, but which includes many events recorded solely by Luke:- †¢ Births of John and Jesus, Luke chapters 1 v 5 and 2, and unique to Luke †¢ Galilean Ministry, ( this section would also include his baptism and genealogy). The genealogy too is unique, for although Matthew includes such a list they vary. This section concludes at Chapter 9 v 20 with Peter’s confession when he acknowledges Jesus as ‘God’s Messiah’. †¢ The parable of the Good Samaritan in chapter 10 begins the next section wherein Jesus gradually moves towards Jerusalem. †¢ Luke 19 v 28 marks Jesus’ entry into the city of Jerusalem and a re-joining of Luke’s narrative with that contained in Mark’s shorter gospel. Although there are accounts of earlier confrontations, in particular with the Pharisees this section marks a period of greater confrontation , as when he drove out the merchants in the temple in Luke 19 v 45-48 and of course later with the Sanhedrin and the Roman rulers. †¢ The passion narratives can be said to start from Chapter 22 with the feast of unleavened bread and the preparations for the last supper with the disciples. They conclude with the ascension, described again in Acts 1.. Jesus at the point described in 4 v 14 -30 has returned to his home town of Nazareth in Galilee. It is a passage that place Christ right at the centre of the story of salvation. According to Conzelmann and Buswell in the section of their 1992 book entitled ‘The centre of history’ Luke ‘deliberately takes the â€Å"today† which is expressed in this passage as belonging to the past, and builds up the picture of Jesus whole career on the basis of this historical interpretation. ’ â€Å"Today† might not actually be included in the passage in most translations, but is still implied as the passage is in the present tense and in the final line as in the Message paraphrase ‘This is God’s year to act. ’ In the Amplified Bible the passage reads :- The Spirit of the Lord [is] upon Me, because He has anointed Me [the Anointed One, the Messiah] to preach the good news (the Gospel) to the poor; He has sent Me to announce release to the captives and recovery of sight to the blind, to send forth as delivered those who are oppressed [who are downtrodden, bruised, crushed, and broken down by calamity], To proclaim the accepted and acceptable year of the Lord [the day when salvation and the free favors of God profusely abound. Headings in the Good News Bible for this passage are ‘Jesus begins his work in Galilee’ and ‘Jesus is rejected at Nazareth’ The local people would have heard about the miracles don e in other places in the region. They must have been thinking ‘If he has done so much in other villages, how much more will he do here’ Instead he quotes to them a well known proverb :- Surely you will quote this proverb to me: Physician, heal yourself! Do here in your hometown what we have heard that you did in Capernaum. I tell you the truth, he continued, no prophet is accepted in his hometown. He goes on to expound upon the way in which Gentiles could have faith, giving the examples of the widow of Zarephath who had been helped by Elijah, and also Naaman the Syrian, both of whose stories would have been familiar to the congregation. The passage has been proceeded by the birth narratives, the account of the early visit to Jerusalem, the sudden jump to the preaching of his forerunner John . His baptism is recorded briefly and then comes the genealogy which traces Jesus’ ancestry back to God The temptation in the wilderness is described as immediately preceding the events of 4 v 14 – 30. So we have Jesus, a unique being, ‘Today in the town of David a Saviour has been born to you; he is the Christ, the Lord. ’ And , according to the words of Simeon, not just a Saviour for the Jewish people, but also ‘Salvation which you have prepared in the sight of all people, a light for revelation to the Gentiles and for glory to your people Israel. ’ It had been traditionally expected that Elijah would return before the coming of the Messiah as is pointed out by Luke by his inclusion of the prophecy from Isaiah ‘A voice of one calling in the desert, prepare the way for the Lord†¦.. the crooked roads shall become straight , the rough ways smooth, and all mankind will see God’s salvation. ’ So once again the image provoked is of a universality to the message of salvation. John the Baptist is an Elijah type figure, especially if one reads Mark’s description of him , ‘John wore clothing made of camel’s hair, with a leather belt round his waist, and he ate locusts and wild honey. ’ The baptism was a public event , but according to Luke the message from God to his son was a personal one, and it is not clear in this passage whether others heard the voice ‘You are my son whom I love; with you I am well pleased. ’ , a parallel passage to the one in Mark , but in John it is clear that John the Baptist at least was a witness, ‘John gave this testimony :† I saw the Spirit come down from heaven as a dove and remain on him. †Ã¢â‚¬â„¢ Matthew gives a slightly different version of events, which seems to imply that God was publically acknowledging Jesus as his son. ‘A voice from heaven said â€Å"This is my son, whom I love, with him I am well pleased. †Ã¢â‚¬â„¢ So all is ready – Jesus is established in history as being God on earth, the special, unique person , prophesied of old as the means of the world’s salvation – now he can begin. Which brings us to the Nazareth synagogue scene which marks , as far as Luke is concerned, the beginning of the public ministry of Jesus. How far does passage set the agenda for the ministry of Jesus? According to Hans Conzelmann and Geoffrey Buswell in the 1982 book ‘TheTheology of St Luke’ ‘It is significant that according to Luke Jesus is not led by the Spirit, but himself acts in the Spirit. First of all there is the obvious contrast between ‘He taught in their synagogues and everyone praised him’ which refers in a general way to the synagogues of various Galilean towns, and the reaction in his home town of Nazareth, presumably before a congregation of those who knew him well :-‘Isn’t this Jesus, Joseph’s son? ’ and then when he expounded on the passage, pointing out how Elijah had not been sent to a Jewish home in the time of famine, but to help the Gentile widow of Zarephath in Sidon, this provoked an extremely violent negative reaction ‘All the people in the synagogue were furious when they heard this’ so much so that they were apparently prepared to actually kill him according to verse 28 and 29. Why such a violent reaction? Israel had long been expecting her Messiah. He had been prophesied from Genesis through to Malachi, but in both negative and positive ways ‘ I will put enmity between you and the woman ,and between your offspring and hers’ and ‘Suddenly the Lord you are seeking will come to his temple; the messenger of the covenant; whom you desire, will come, says the Lord Almighty. ’ However the people were expecting a warrior, a physical king, someone who would free them from the yoke of the Romans not a village boy, perhaps even an illegitimate one people have long memories. The passage Jesus was reading was from the scroll of Isaiah, chapter 61 . He bought the reading to an end in what, for the congregation, would be considered ‘the wrong place’. i. e half way through what is in modern Bibles , verse 2 of the chapter. He includes the phrase ‘to proclaim the year of the Lord’s favour’ but omits the one after it ‘the day of vengeance of our God. ’ These people wanted a powerful saviour who would rid them of Roman oppression. Isaiah’s prophecy goes on to talk about a double portion for the Israelites who would feed on the wealth of nations. Preaching good news to the poor was fine, but it wouldn’t send the Romans back to Rome. Don Swager in his commentary says :- Jesus praise for outsiders caused them offence because they were blind-sighted to Gods mercy and plan of redemption for all nations. This sudden change of mood from the previous verses in which Luke records that he found acceptance where ever he went is a pivotal point in the gospel record. It exemplifies what will come and so can be said to set the agenda – for instance on Palm Sunday we are told that a large crowd ‘began to thank God and praise him in loud voices for all the great things that they had seen. ’ Shouting â€Å"Blessed is the king who comes in the name of the Lord! Peace in heaven and glory in the highest! This is followed immediately by a plea from the Pharisees that Jesus call upon his followers to be quiet. Presumably they feared a negative reaction on the part of the authorities to someone being hailed as king. It isn’t just the words used. Spreading clothing along his way was known to be the way to greet a king. An example of this would be 2 Kings 9 v 13, a passage that would have been known when to many in the crowd , where, and had anointed him, after Elisha had told his that God wanted him to be king Jehu told his officers that Elisha had said :- Here is what he told me: This is what the LORD says: I anoint you king over Israel. ’They quickly took their cloaks and spread them under him on the bare steps. Then they blew the trumpet and shouted, Jehu is king! But the words were from what are called the ‘songs of ascent’ i. e a normal part of the Passover celebrations and sang every year by pilgrims arriving in Jerusalem for the feast. So any Roman observers would have probably seen nothing unusual, and wouldn’t have been familiar with the passage from 2nd Kings. As with so many other passages this reaction of the Pharisees is unique to Luke. But these people were aware to some extent at least of the miracle that Jesus had performed in Galilee and the resurrection of Lazarus, recorded by John the evangelist, though not by Luke, had only just occurred, John places the event perhaps a week earlier, and it would certainly have been the latest news, so they at least were aware of the special person that Jesus was. These same people, described by Luke as disciples would have course still been in Jerusalem at the end of the week and some at least must have been in the crowd which Luke describes:- With one voice they cried out, Away with this man! Release Barabbas to us! †¦.. But they kept shouting, Crucify him! Crucify him! †¦Ã¢â‚¬ ¦. But with loud shouts they insistently demanded that he be crucified, and their shouts prevailed. 24 So Pilate decided to grant their demand. This constant split in opinion and changes in opinion , the general misunderstanding about what was Jesus’ true ministry as recorded first in Luke 4, continues throughout the passages between then and the trial narrative. In Luke 5 for instance there is the story of the call of Levi ( Matthew) after which there was a feast in Levi’s house. Again it is the Pharisees who complain ‘But the Pharisees and the teachers of the law who belonged to their sect complained to his disciples, Why do you eat and drink with tax collectors and sinners? He tries to explain :- â€Å"It is not the healthy who need a doctor, but the sick. 32 I have not come to call the righteous, but sinners to repentance. † The Good News Bible translate this verse as ‘I have not come to call respectable people to repent, but outcasts. ’ – which links back to the Isaiah passage read by Jesus in his home synagogue:- He has anointed me to proclaim good news to the poor. He has sent me to proclaim freedom for the prisoners and recovery of sight for the blind, to set the oppressed free, That passage of course begins ‘the Spirit of the Lord is on me’ and of Jesus this was literally true if the account of the descent of the Holy Spirit upon him at the time of his baptism is to be believed. It was acknowledge by Luke at the very beginning of the Galilean ministry :-â€Å" Jesus returned to Galilee in the power of the Spirit, and news about him spread through the whole countryside. † The passage, which comes from Isaiah 61 would not have originally have had the chapter and verse breaks with which we are so familiar. The section immediately before it is headed in the New International Version ‘The Glory of Zion’, and begins ‘Arise, shine, for your light has come, and the glory of the Lord rises upon you’ . Oswald Chambers commenting upon his book ‘My Utmost for his Highest’ notes that ‘We have to make the first step’†¦Ã¢â‚¬â„¢when getting in contact with God in order to find out what he wants’. This is a long positive passage which includes references to God appearing and nations ( i. e. the Gentiles ) coming to his light and which concludes with the words ‘I am the Lord ; in its time I will do this swiftly.. ’. Jesus , although he read only a few lines, would have been very aware of this wider context , and so would many of his readers. This ministry to the outsiders of society would continue and is more strongly evident in this gospel perhaps than in others as for instance in chapter 15, known for its parables of the lost which begins with tax collectors and others on the edges of society coming to Jesus an event that brings an immediate reaction from the religious leaders Right at the beginning of his story Luke had stressed the presence, power and working of the Holy Spirit, something that it was generally felt had departed from Israel. The angel answered, The Holy Spirit will come upon you, and the power of the Most High will overshadow you. So the holy one to be born will be called the Son of God. This emphasis upon the Spirit continues. It is evidenced for instance in the raising from death to life of the widow’s son, only one of many healings which took place and which Luke summarizes. At that very time Jesus cured many who had diseases, sicknesses and evil spirits, and gave sight to many who were blind. 22 So he replied to the messengers, Go back and report to John what you have seen and heard: The blind receive sight, the lame walk, those who have leprosy are cleansed, the deaf hear, the dead are raised, and the good news is proclaimed to the poor. Even such miraculous events could be misinterpreted, such were the misunderstandings surrounding Jesus, who he was, and what his purpose was. In the gospel’s11th chapter, Jesus, now on his way towards Jerusalem, drives out a demon. :- Jesus was driving out a demon that was mute. When the demon left, the man who had been mute spoke, and the crowd was amazed. 15 But some of them said, By Beelzebul, the prince of demons, he is driving out demons. This empowering by the Spirit was not restricted to Jesus alone, Anticipating opposition ahead he tells his followers they need not fear :- When you are brought before synagogues, rulers and authorities, do not worry about how you will defend yourselves or what you will say, for the Holy Spirit will teach you at that time what you should say. Another aspect of the passage is ‘the binding up of the broken hearted’. This could be seen as referring to those who mourn for whatever reason as in Matthew 5 v 4 ‘Blessed are those who mourn for they shall be comforted. ’ as Jesus describes life in the coming kingdom of God. The Message Bible has this as :- You’re blessed when you get your inside world – your mind and heart – put right . Then you can see God in the outside world. Luke is always concerned with mankind fully realizing who Christ is and his purpose and the message might be. The letter to Philippians in chapter 2 contains a quotation from an early Christian hymn which explains this – that Christ humbled himself by coming to earth in order eventually that man will be restored in his relationship with God – a relationship broken in the early chapters of Genesis when man disobeyed what he knew to be the will of God. Luke portrays the purpose of Christ as restoring this broken relationship. In 4 v 43 Jesus says :- I must preach the good news of the Kingdom to God to the other towns also, because that is why I was sent. Luke also shows the universality of the task in the call of the disciples as when he responds to Peter in 5 v 10, ‘Don’t be afraid; from now on you will catch men’ told . When the seventy two disciples, who had been sent out as recorded in chapter 10, they had been told ‘Heal the sick who are there and tell them the kingdom of God is near you’ They returned full of joy because ‘Lord, even the devils submit to us in your name! ’ This idea that the spread of the gospel is the task and responsibility of the whole church, and they will be empowered by the Holy Spirit to carry it out is of course continued in Luke’s second volume , the Book of Acts, for example in chapter 2 v 4 :- All of them were filled with the Holy Spirit and began to speak in other tongues as the Spirit enabled them. This idea of restoring relationships is shown repeatedly even in the healing miracles, where the emphasis is on the forgiveness of sins rather than on any physical healing that took place as with the healing of the paralytic man brought to his by friends in 5 v 17 -26. The man does receive healing, but even before that in verse 20 we read :- ‘Friend , your sins are forgiven’ something that the Jewish faith believed was only brought about by the offering of sacrifices. The result in this case was not only one man being forgiven, but a whole crowd of people seeing God in power and praising him for it. The theme continues even on the cross when the thief pleads with the dying Messiah :- ‘Jesus, remember me when you come into your kingdom’. Jesus answered him, ‘I tell you the truth, today you will be with me in paradise. When John records Jesus final words, ‘It is finished’ it is a sign that not only is his earthly life drawing to an end, but that of the task which he had taken upon himself. Peterson, in the Message Bible translates this as :-‘It’s done – complete’. A phrase that might be translated as ‘It is accomplished’ as indeed it was if one accepted that by his sacrificial death Jesus is able to restore the relationship between God and his salvation. Luke’s version of the gospel story cannot be seen in isolation, and should be read alongside complementary passages, i. e. the other gospels. It is stated in John 3 v 14 – 18 a:- The son of Man must be lifted up, that everyone who believes in him may have eternal life. For God so loved the world that he gave his one and only son that whoever believes in him shall not perish but have eternal life. For God did not send his son into the world to condemn the world, but to save the world through him. Whoever believes in him is not condemned. References Bible, Good News Version, Today’s English Version, Collins/Fontana London 1976 Bible, New International Version, Hodder and Stoughton, London, 1988 Chambers, O. ,My Utmost for His Highest, Marshall, Morgan and Scott, reprinted 1975 Peterson,E. Bible , The Message, Navpress, Colorado Springs, 2002. Richardson,A. Introduction to the Theology of the New Testament, SCM Press, London 1958 Electronic Sources Amplified Bible, retrieved 6th April 2009 http://www. biblegateway. com/passage/? search=Luke%204;version=45; Brow, R. , Lukes Gospel Commentary, Retrieved 6th April 2009 http://www. brow. on. ca/Books/Luke/Luke01. htm Conzelmann, H. and Buswell, G. ‘The Theology of St Luke’ Faber and Faber, London 1992 , Questia on Line Library, retrieved 7th April 2009 http://www. questia. com/read/87968381? title=The%20Theology%20of%20St. %20Luke Racine, J. Luke: Storyteller, Interpreter and Evangelist , Theological Studies, Volume 69, 2008, Questia Online Library, retrieved 7th April 2009 http://www. questia. com/read/5025752564? title=Luke%3a%20Storyteller%2c%20Interpreter%2c%20Evangelist Swager, D. The Gospel of Luke, A Commentary and Meditation retrieved 6th April 2009 http://www. rc. net/wcc/readings/luke146. htm

Essay on Lack of Meaning in Catch 22 -- Catch-22

Lack of Meaning in Catch 22 Â   Â   Â  Most of what we say has no meaning. This idea is supported on every page of Joseph Heller’s Catch 22. Almost every scene in the novel contains dialogue where the people speak aimlessly and have no explanation for why they are talking. Â   Colonel Cargill addresses his men by saying, "You're American officers. The officers of no other army in the world can make that statement. Think about it."Â   Even though the remark is true, it has no meaning. These type of random statements and dialogues occur throughout the whole book. Another situation when two people speak without making any sense is when Clevinger is being questioned. "I didn't say you couldn't punish me," said Clevinger. "When?" asked the colonel. "When what, sir?" "Now you're asking me questions again." "I am sorry, sir. I'm afraid I don't understand your question."Â   Later in the interrogation, the colonel is so twisted in his conversation that he no longer wants to know when Clevinger said that he could not be punished. He now wants to know when Clevinger did not say that he could not be punished. Clevinger quickly rebuts and states, "I always didn't say you couldn't punish me, sir." Finally, the colonel is satisfied with that answer even though Clevinge r's statement did not answer the question and has no meaning. Â   Major Major often spoke with a lack of meaning. He simply did not make sense. For instance, he told Sergeant Towser, his assistant, "From now on, I don't want anyone to come in to see me while I'm here."Â   According to this statement, when would anyone be able to see him if they could only go to his office when Major Major was out? When Appleby once went to see Major Major, he started to talk to Sergeant Tows... ...ent wave lengths. This is seen when Clevinger is being questioned. The colonel and Clevinger are thinking so differently at the time, that there is no way they would be able to understand one another. This book definitely makes one realize how difficult it is to communicate, the problems people have trying to understand one another, and realizing that sometimes what we say has no meaning. Â   Works Cited: Â   Frank, Mike. "Enos and Thanatos in Catch-22." Contemporary Literary Criticism. Ed. Roger Matuz. Vol.11. (77-87) Â   Heller, Joseph. Catch-22. Detroit: Gale, 1990. Â   Kennard, Jean E. "Joseph Heller: At War with Absurdity." Contemporary Literary Criticism.(75-87) Ed. Roger Matuz. Detroit:L Gale 1990. Â   Pearson, Carol. "Catch-22 & the Debasement of Language."Contemporary Literary Criticism. (277)Matuz . Detroit: L Gale 1990. Â  

Spirituality and Strength

My Strengths Strength is a word that is greatly misinterpreted. Strength is to overcome challenges that you face and to grow from them. To most, strength only comes in physical form, while for others strength comes emotionally as well as spiritually. One can be small yet strong or one can even be scared yet strong. Strength has no set rules or requirements. Strength is going against all odds to end up prevailing. Being physically strong is the ability to sustain the capacity of a force without breaking or yielding.To be mentally strong is to emerge with confidence through an emotional series of events. For one to be spiritually strong they must have faith in what you believe when the odds are stacked against you. Everyone in life strives to be strong. Why? It is human nature. Physical strength is to prevail through obstacles that test your body to its limits. Physical strength is fighting a disease such as skin cancer. Listening to the doctors tell me that the chances of living a lon g healthy life are not excellent. After telling me all this they expect me to be that same person who was lways there for others.But who was there for me? Physical strength is fighting the never ending battle of drowsiness, when I was diagnosed with mononucleosis. This was a hopeless battle when I had so many things to do in so little time, Meyer 2 with no energy to spare. Yet, all I wanted to do was to fall into a deep sleep and escape all my responsibilities for the moment. Physical strength is being the strongest that I can be. This is waking up six days a week at the first light of day and pushing my body to its limits at the gym surrounded by other bodies dripping of sweat.It is to fight the endless struggle of laziness of a typical college student and workout even when I have had a long day, with few hours of sleep, and no time in my schedule. Physical strength is a daunting task to seek out but with hard work and perseverance it can be achieved. Mental strength is the ability to overcome hardship, pain, and suffering. The ability to use those experiences from depression in a positive way, to grow and develop from the most painful situations imaginable. That is what mental strength is all about. I have always been told that the strongest are always most successful.My success is the new person that I have become. I ignore the Judgmental looks and comments made by those I love and those I hate. I handle being ridiculed and gossiped about by those, who in the past, I had put all my trust in. Mental strength is dealing with the drama and stress of high school. It takes strength to walk down those cramped hallways alone and be watched by those who I used to be able to call my friends, and having no one to talk to. Even though I feel as though I am alone within a crowd of faces and shadows, bumping into me, trying to knock me down I do not get intimidated.On weekdays at six in the morning I look in the mirror and plaster on a brave face to fool others into thi nking that nothing is wrong. I have the strength to not fall in to the deadly trap that people lay out when they make fun of you have with everyone and with yourself. Spiritual strength is the will to believe when all others do not. It is the fight for faith, something that could be imaginary, but that I see as real. It is the urge to die for what I believe in. I maintain my strength while I am tested on my faith in God by countless people, Judging me for following and acting on my beliefs in God.I would rather die protecting my spirituality then live a lie full of regret. In my times of trouble I have come to realize God is the light, the truth, and the way when all other paths are taken over with darkness. My strength is overcoming the hardship of following the unknown and not knowing where it will take me. It is putting my faith trust in God, and praying when I feel scared or upset. Every Sunday morning and Wednesday night I devote myself to the life of the church, the body, and the blood of Jesus Christ. Some say that by having spiritual strength I am condemning myself.On the contrary, in having spiritual strength I am freeing myself to a life full of Joy and happiness. Above all, to have spiritual strength is to have faith, love, patience, dedication and hope in God. In conclusion, there are three types of strength I have exhibited throughout my life; physical, mental, and spiritual. To have physical strength is to excel in challenges that are made upon the body. To have mental strength is to when my limits are tested. To have spiritual strength is to stick to what I believe is morally right in life. These strengths tie into how I live my life day by day.

Review the Issues Involved in Strategic Planning Essay

Every year at about this time or a little earlier, we start the process of ‘strategic’ planning. The annual planning process, for all its focus on analysis, or template completion, can easily fall into the apparently comfortable tactic of merely updating the activity from last year’s plans. Often, however, what is really needed is a fresh approach which can pay dividends. Approaches to planning differ, depending upon the attitude and culture of the company involved, which in turn affect the relative importance given to different elements of the process and the output. Some companies are heavily financially oriented, making the desired output more focused on numbers than the thinking behind those numbers. Other organisations focus heavily on the resource implications of the tactical plan, and particularly sales force allocation and efficiency. Not all companies perform truly strategic (long -term) market-centred planning, but all companies generally aim to produce a set of financial forecasts. The major differences are in the way they get there and as a consequence the basis on which those forecasts are derived. First and foremost, the organisation needs to be clear about what issues can get in the way of developing a sound strategic plan before deciding on an appropriate approach. Clearly all planning is driven to an extent by profit and financial forecasts but there is a need to be clear what else the plan has to deliver for the organisation, the individual, and the brand – the planning ‘need’ – otherwise the process used may be sub-optimal. Why does the organisation need a plan? What is it meant to deliver over and above the financial projections? Many companies are often unaware of the issues and constraints that will affect the planning process and output , for example the local operating company situation. Are the right resources, the right experience and the right information available at a local level to develop and complete the plan? Can the local markets get the right quality of information they need to drive good quality thinking? If not, then how can this be provided to ensure the right level of thinking is achieved? It could also be that the chosen approach is too sophisticated or inappropriate to deliver the required answers. For example, the process may have all the ‘standard’ elements of analysis but there is no thought given to what each element is telling them. All companies do have a structured process but if the process does not drive the necessary thinking then the resulting plans can be limited. If the process does not challenge the planners to consider different ways of doing things but is merely a set of agreed templates and a time line for deliverables, the resultant forecast simply becomes a straight line projection from historical sales data, and activity remains the same as last year no matter whether or not things are changing in the market. This is the apparently ‘safe’ option but it rarely maximises return on investment and is often not safe at all. Above all the process needs to raise the right questions, stimulate debate both internally and with external stakeholders, and force conclusions to be drawn from the analysis and interpretation of information that can then form the basis for strategy development. And finally, senior management by their actions and questions often demonstrate that all they are really interested in are the numbers, with no challenge or credence given to the thinking behind those numbers. Even though a thorough process is used to arrive at a market -based forecast, senior management just focus on the revenue with/without profit Sometimes the budget or forecast even comes before the planning/thinking in time, and at other times it is ‘imposed’ so the plan reflects how to achieve it, not whether it is at all achievable. There are three very different approaches to strategic planning in our experience: The data-driven approach is based on hard data collected from a variety of sources, both primary panels and syndicated data, from which a market model is then built by brand from the bottom up. Issues are then identified but there seems to be no real focus on what drives success in local markets, or on what competitors will do and the impact of their actions. This approach can simply lead to ‘more of the same’, making a projection based on the previous year and no real change in approach, with the whole focus being on next year’s revenue. While many companies may not use such an apparently numbers-focused approach they still act in the same way, with the forecast being the key, rather than the rationale behind it. To overcome the inevitable local variances in both resource and/or experience and to ensure a consistent base for review, many companies utilise a template-led approach . This consists of a pre-defined plan with key headings that can be amplified or contracted, but with certain key elements which must be completed. This option works well as it provides a structured process for analysis, with check questions at each stage. However in some cases we have seen that such an approach can still be very financially focused. Sometimes it does not analyse the brand and company strengths and weaknesses in a meaningful market-centred manner, to enable a market -led SWOT analysis and often there is still not enough competitive focus. The next level is often seen in the ‘marketing excellence’ approach, where the organisation provides an integrated planning tool comprising standard marketing planning software. In a sophisticated example this allows local working but is linked into a central supporting database, with aspects that can be adapted and others that are fixed. The beauty of such a process is that it is transparent, allowing a clear overview of who is performing well, and enabling experience and successes to be shared. However when this is a relatively new process people tend to take time to get to grips with the process resulting in ‘doing the process’ rather than really thinking about what each step is telling them. Moreover for this approach to be used effectively, senior management must understand the process very well so that they can interrogate the people who are developing the plan. Efforts to plan correctly often fail due to poor alignment between personal and corporate goals – people are often rewarded for achieving short-term deliverables with secure outcomes rather than longer term brand building and innovation or driving change. In summary the key issues in strategic planning are: Not being clear about the planning ‘need’ Not being aware of the issues and constraints that will affect the planning process and output Approach too sophisticated or not appropriate to deliver the required answers The financial forecast is all that matters, with the thinking behind those forecasts being ignored or not challenged/considered Process not challenging people to think or act differently Insufficient external focus: environment and/or competitors Lack of real focus on (new) opportunities for growth Poor expertise at local level More tactical/operational than strategic focus So what works well in overcoming some of these inherent problems? Ensure a complete and effective structured process to develop the analysis base. Output should focus on alternative scenarios and ‘what ifs’ working from a base plan. Thereby, focusing on incremental growth and type of incremental drivers that need to be addressed. Build market -based forecasts by brand at country level. This requires country plans and budgets built from bottom up by brand and forecasts linked to hard data and clear market maps. Allow enough time for countries to make amendments based on sound strategic thinking and then finalise forecasts ? do not just use Excel formulas. Balance the need for a ‘quick’ solution with a complete process (analysis and review). Value the process, including through management attitude, and align management with the strategy. Key imperatives are to ensure a complete and effective structured process to develop the analysis base, with structured external and internal analysis, and check questions at each stage. The process should be transparent, reviewed by management so that the output is seen by senior management during budget process. Multi-functional teams should build plans with all key stakeholders involved, but led by marketing. Recent surveys show that where companies use a good formal process, satisfaction with strategic planning is higher. Companies are looking more and more at processes that drive to different strategies and/or activities. However, there is a demand for a stronger link in pharma between action and reaction, i. e. if we do X then â‚ ¬Y will result. Strategic planning should prepare executives to face the strategic uncertainties ahead, and serve as the focal point for creative thinking about the company or the brand’s vision and direction. It should also be about making choices between competing priorities, focusing on strategic as well as operational issues. This will ensure that progress against the strategic plan is monitored. There are a number of ‘tricks of the trade’ that help in strategic planning. Among the best practice companies, executives who carry out strategy also make it, and plans reflect goals and challenges. It is important to use any plan to identify growth opportunities, both within and outside the core business. Monitoring progress against the strategic plan is critical and a key area for improvement. It is important also that planning meetings are true ‘conversations’. Simple ‘tricks’, such as having only a small number of the right people in the meeting, can pay dividends. The process also takes time, so more than one meeting is required. It is also important to avoid combining strategy reviews with discussions of budgets and financial targets because when the two are considered together, short-term financial issues tend to dominate at the expense of long-term strategic ones. The ideal process leads to strategic decisions that allow the company to meet goals and challenges. It assesses risks as well as benefits, but is based on fact, focusing on strategic issues, and is therefore not merely tactical. The ideal process ensures that those who will carry out strategy are involved in developing it, builds shared understanding of market dynamics, and emphasises discussion of issues not process. Planning should build ‘prepared minds’ through dialogue to make sure that all decision makers involved have a solid understanding of the business, its strategy, and the assumptions behind that strategy. Then it will be possible for them to respond swiftly to challenges and opportunities as they occur during the year. No strategy process can guarantee great flashes of creative insight, but much can be done to increase the odds that they will occur. The process can be used to challenge assumptions and open people up to new thinking.

Congugation of Jeter in French

Congugation of Jeter in French   Jeter  is one of two verbs that means to throw in French, and conjugation of this common verb can be tricky for students to learn. But this stem-changing verb, like lancer (which means the same thing), is a very useful one to know. Youll use this verb to talk about sports and to describe everyday activities. Present, Future, Imperfect The first step in any French verb conjugation is to identify the stem and in this case, it is  jet -. Thats very important here because  jeter  is a  stem-changing verb. In the conjugations, you will notice that some forms use a double T while others retain the single letter from the infinitive form. Subject Present Future Imperfect je jette jetterai jetais tu jettes jetteras jetais il jette jettera jetait nous jetons jetterons jetions vous jetez jetterez jetiez ils jettent jetteront jetaient A series of infinitive endings are added to the stem to match  the subject pronoun  with the proper tense. For instance: je  jette   I throw  nous  jetterons.  Ã‚  We will throw   Present and Past Participles The  present participle  of  jeter  is formed with an s: jai jetà ©   I threwnous avons jetà ©.   We threw Subjunctive, Conditional, and Other Conjugations As you become more proficient in French, you may also need to know some of these tenses.  The subjunctive verb mood implies that theres a question to the verbs action. The conditional does not guarantee it either because the action is dependent on conditions. Youll probably only find the passà © composà © and the imperfect subjunctive when reading French. Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive je jette jetterais jetai jetasse tu jettes jetterais jetas jetasses il jette jetterait jeta jett nous jetions jetterions jetmes jetassions vous jetiez jetteriez jettes jetassiez ils jettent jetteraient jetrent jetassent In the imperative verb form, skip the subject pronoun because its implied in the verb. For these short exclamations, use jette instead of tu jette. Imperative (tu) jette (nous) jetons (vous) jetez ​​

Pronoun Agreement on SAT Writing Tips and Practice

Pronoun Agreement on SAT Writing Tips and Practice SAT / ACT Prep Online Guides and Tips Pronoun agreement errors are some of the most common on the SAT Writing section, and they can be confusing because peopleoften misuse pronouns, especially when we speak. In fact, I just made a pronoun mistake: can you spot it? Take a closer look at the second half of my first sentence: "people often misuse pronouns, especially when we speak." Who is "we" referring to here: "people." However, the correct pronoun for the third person plural is they. The correct version is "people often misuse pronouns, especially when they speak." On SAT Writing, you'll be expected to spot many such errors. We'll be covering both the basic SAT writing rules regarding pronouns you need to know and the common mistakes you'll see on the test: Pronouns and Antecedents Disagreement in Number Disagreement in Person Unclear Antecedents Spotting Pronoun Errors on the SAT A Pronoun Must Always Match its Antecedent That titlemight seem confusing. What's an antecedent? And what does it mean to "match"? The truth is you probably already have an intuitive grasp of how this works, but let's break it down one piece at a time. What's a Pronoun? A pronoun is a word that takes the place of a noun- that's it! Usually we think of pronouns as words like I, him, they, or its, all of which are definitely pronouns. But so are words like everyone, which, and each. Any word that can fill in for a noun is a pronoun. For more detailed information on pronouns, take a look at our guide to parts of speech. What's an Antecedent? An antecedent is the noun a pronoun replaces. (You may also have heard these called referents.) Let's look at an example- the pronoun is in boldand the antecedent is underlined: Julie almost forgot her backpack this morning. Simple enough, right? "Her" is standing in for "Julie's." Let's try a more complicated one: Running out the door to meet Jimmy, Julie almost forgot to grab his bag, which he'd left at her house the night before. There's a lot more going onin this sentence, so I've color coded the pronouns and their nouns. The trick here is figuring out who's doing what. Jimmy forgothis bag at Julie's house; now she's bringing it back to him. When looking for pronoun agreement errors, keep an eye out for any sentences that don't track clearly in this way. What Does It Mean for a Pronoun and Antecedent to Match? Again, though this concept may sound confusing, it's actually pretty intuitive. Let's revisit our example from above, with a slight tweak: Julie almost forgot theirbackpack this morning. This sentence clearly isn't correct. That's because the pronoun "their" and the antecedent "Julie" don't agree: Julie is singular and their is plural. They disagree in number. It's also possiblefor a pronoun and antecedent to disagree in person: Julie almost forgot mybackpack this morning. Julie is a proper noun and should take a 3rd person pronoun, not a 1st person pronoun like "my." As a review, the most common pronounsand their correct uses are listed below: I/me/my - first person singular, i.e. the person speaking We/us/ours - first person plural, i.e. the person speaking and others You/your - second person (singular and plural), i.e. the person (or people) being spoken to He/him/his - third person masculine, i.e. a male person or animal who isn't present She/her - third person feminine, i.e. a femaleperson or animal who isn't present It/its - third person neuter, i.e. inanimate objects They/them/their - third person plural, i.e. multiple people or things Moral of the story: pronouns must alwayshave a clear antecedent and agree with the noun that they replace. Now that we've established what that means, let's look at the errors you're likely to see on the SAT. Make sure your pronouns aren't like this llama.(Â © Valdrec) Disagreement in Number I mentioned above that plural nouns require plural pronouns and singular nouns requiresingular pronouns. Usually, that rule feels pretty obvious: it doesn't make much sense to refer to Tomas "them" or the Muppets as "it." However, this is the SAT we're talking about, so the errors are going to be a little harder to spot. Let's go over some of the trickiest cases. Extra Words In a simple sentence, it's easy to spot number agreement errors: Incorrect: The kidswant her own TV. Correct: The kids want their own TV. Catching these errors gets much trickier when we add in more words, however: Because Susie and her brother begged their dadfor a TV, he agreed to get one for her. At first glance, this may seem fine- Susie's getting a TV! But let's look at each pronoun and its antecedent: her = Susie their = Susie and her brother he = their dad her = Susieandher brother The TV isn't just for Susie, it's for both siblings. As such, the sentence should read: Because Susie and her brother begged their dadfor a TV, he agreed to get one for them. When you're dealing with pronouns on the SAT, the first step is always to determinewhat itsantecedent is. This will make it much easier to figure out the correct pronoun to use. The Case of the Non-Gendered Singular Pronoun Even once you determine a pronoun'santecedent, there's still room for confusion. Especially tricky are singular non-gendered nouns. Please remind your friend to bring their speakers to the party tomorrow. Sounds fine, right? But take acloser look. "Their" is taking the place of "your friend's" in this sentence- see the problem? "Their" is a plural pronoun, but "your friend" is only one person. Using "their" seems right because we don't know the gender of thefriend and there is no singular non-gendered pronoun for people in English. However, you can't use 3rd person plural pronouns (they, their, theirs, or them) to refer to singular people of unclear gender. Instead, you need to use "he," "she," or "he or she," as in the example below: Incorrect: According to the news, the mysterious thiefleaves a single rose in place of each thing they steal. Correct:According to the news, the mysterious thiefleaves a single rose in place of each thing shesteals. Correct:According to the news, the mysterious thiefleaves a single rose in place of each thing hesteals. Correct:According to the news, the mysterious thiefleaves a single rose in place of each thing he or shesteals. On the SAT in particular, watch for questions with references to occupations like doctor, lawyer, and scientist- these words often signal a pronoun agreement error. Collective Nouns Collective nouns are similarly confusing, because they refer to more than one thing or person as a singular entity. Take, for example, "the class." The classmay include multiple students, but there is still only one class. It's a singular noun and therefore takes a singular pronoun. Incorrect: For their final assignment, the class had to build a dancing robot. Correct:For itsfinal assignment, the class had to build a dancing robot. Correct:For their final assignment, the students in the class had to build a dancing robot. "They" may seem like the proper pronoun to use for acollectivenoun like "class" because it ismade up of multiple individuals, but the nounitself is singular, so "it" is correct. Collective nouns can be tricky to spot,so be on the lookout for nouns that refer to groups of people. The team, the band, the company, and the town are all examples of collective nouns. SAT Examples Let's take a look at how to spot this type of error in an Identifying Sentence Errors question from a real SAT. Reading over this sentence, you might not notice anything wrong since it sounds fine.The next step is to checkeach underlined section for errors. In this case, C includes a pronoun, so you must check agreement. And what's the first step to check agreement? Find the antecedent! For "they," the antecedent is"a Shakespearean character," which is singular. As such, "they have" is incorrect and C is the answer. You don't even have to think about how to fix the error, just spot it! (But in case you're wondering, the correct version would be "he has" or "she has.") Agreement in number also pops up on the Identifying Sentence Errors, albeit in a different form. Here we have the pronoun "we" standing in for the noun "a buyer." This may seem fine, because it makes sense that we can be buyers, but there's a disagreement in number: "we" is plural and "a buyer" is singular. The obvious fix is "as buyers we are responsible," but that isn't a choice. Answer B has a similar disagreement issue to A with the plural "their" standing in for the singular "buyer. C and E add extra words that make the sentence more confusing. As such, D, which cuts the pronoun altogether, is the correct choice. Disagreement in Person Pronoun agreement in person is a slightly weirder concept than agreement in number, but it's usually pretty easy to spot. The basic concept is that a pronoun must reflect the typeof thing it's replacing. So you use "it" to replace "the garden" but"he" to replace "Abraham Lincoln." Like with agreement in number, the first stepis making sure that you know what a pronoun's antecedent is. Beyond that it's mostly just a question of consistency- if you start a sentence in the first person, you shouldn't suddenly switch to the third without a clear reason. I was on my way home when hesaw a butterfly. This series of events is entirely possible, but it doesn't make much sense as a sentence. Another incorrect sentence: Right after the bombbeeped, he exploded. Again, it's theoretically possible that there's some guy who exploded, but from the context it seems pretty clear that it was the bomb, and inanimate objects can't be referred to as "he." These examples are pretty simple, but once again the test writers are likely to throw you somecurveballs. Let's take a look at some of the harder-to-spot types of errors. This is a disagreement between genders, not a disagreement in gender. You vs. One When explaining how to do something (like I'm doing right now), you can use either "you," in the non-specific sense, or "one," as in "an individual." Both are equally correct: "you" is simplyless formal than "one." However, you must be consistent and stick with whichever pronoun you pick; it would sound pretty weird if I suddenly switched to saying "one needs to find the antecedent." Let's look at how that works in a sentence: Incorrect: If one wants to succeed on the SAT, you must study effectively. Correct: If one wants to succeed on the SAT, onemust study effectively. Correct: If youwant to succeed on the SAT, you must study effectively. The incorrect sentence uses two different pronouns, while the corrected versions stick to one or the other. Errors with you and one are very common on the SAT Writing, so watch out for sentences where either word is underlined. Relative Pronouns The other tricky case with disagreement in person is relative pronouns like who and which. Each of these words is used to refer to a specific type of thing: Who and whom - a person (on the SAT you will notbe tested on difference between the two) When - a point in time Where - a place (use "in which" formedia) Which and that - anythingelse Even though you don't necessarily think of these types of pronouns as having antecedents, they still do, and that means they have to agree with those nouns. Here's an example of an incorrect sentence: I found thegummi bears who I'd lost under my sister's bed. Who or what is "that"? Well, it's "the gummi bears." Gummi bears aren't a person, so it's incorrect to use "who" to refer them. The correct version is: I found thegummi bears thatI'd lost under my sister's bed. Let's look at a slightly trickier case. I finally got to the chapter where the hero sneaks into the castle and rescues the dragon. This sentence sounds fine, but what is "where" referringto? "The chapter" isn't actually a place, so we need to use "in which" instead: I finally got to the chapter in whichthe hero sneaks into the castle and rescues the dragon. When you see a relativepronoun on the SAT, make sure that it is the correct one for describing the type of thing that it is referring to. SAT Writing Example Questions For the Identifying Sentence Errors questions, you can look forproblems with agreement in person in the same way you look for issues with agreement in number: determine the antecedent for any underlined pronouns and ensure that they match. Choices A and C both involve pronouns. In C, "one" is fine, since it's referring to Doris Lessing, who is a singular person. A is a bit trickier. At first glance, "it" seems fine- it's standing in for "The Golden Notebook." But if we fit that antecedent back into the sentence we get, "The Golden Notebookinstantly established herself as one of the most important literary voices of her generation," which clearly doesn't make sense. It's Lessing, not her novel, who established herself, so the correct pronoun would be "she." A includes the error, so it's the correct answer. Remember to watch out for you vs. one and relative pronouns, as well. Let's look at an example of a question involving these topics: As written, the underlined portion of this sentence uses twodifferent possessivepronouns, "your" and "one's," neither of which agree with the antecedent, "a person." Choice D has a similar mistake- it uses both "your" and "one's," when any given sentence can either use "you" or "one." B has a mistake with agreement in number: "their" is plural and can't be used with "a person." C cuts out the antecedent all together, creating a sentence that doesn't make sense. Eliminating these choice leaves only E, which is the correct answer, since the 3rd person plural pronoun "their" is used appropriately with the 3rd person plural antecedent "people." Unclear Antecedents We've covered the basic rules for ensuring that pronouns agree with their antecedents, but a lot of the pronoun questions on the SAT Writingare designed to confuse you by not having a clear antecedent. It's important to remember that a pronoun's antecedent must be a noun and you must be able to circle it in the text. In other words, it's not enough for you to know what the pronoun is referring to, the antecedent alsohas to be obvious in the text. Your vision may be unclear, but make sure your antecedents aren't. (Â © xWoliex) No Antecedent I know I've said this a couple of times already, but it's the most important thing to remember about pronouns on the SAT Writing: every pronoun must have an antecedent.I'm emphasizing this because sometimes you'll see a pronoun that doesn't have one: In order to get the spelunking permitsfrom the office, I need them to call me back. Who does"them" refer to? Presumably, the people who work in the spelunking permit office, but there's nothing in the sentence to specifically indicate that. A correct version might read: In order to get the spelunking permits, I need someone from the officeto call me back. Now it's clear who I need to call me back.Similarly,you'll sometimes see a verb or adjective used as an antecedent- this is incorrect. People who crawl through caves do it because they love adventure. This sentence seems fine; "it" is clearly "crawl through caves." However, "crawl" is a verb, not a noun, and thus cannot serve as an antecedent. People who crawl through caves do sobecause they love adventure. This kind of error can be especially confusing because gerunds, the "ing" forms of verbs, are technically nouns andcanbe used as antecedents for pronouns. Incorrect: I explore underwater caves often; it is fun. Correct: I love exploringunderwater caves; it is fun. "Exploring" is a correct antecedent; "explore" is not. Always make sure that a pronoun'santecedent is a noun you can point to in the sentence. Too Many Antecedents Another common antecedent issue occurs when a sentence has more than onenoun that could be the antecedent. For example: When Nel and Katie got back from the movie, they took her dog for a walk. It's unclear whether "her" refers to Nel or Katie. The possessive either needs to be replaced with something more specific or removed: When Nel and Katie got back from the movie, they took Nel'sdog for a walk. When Nel and Katie got back from the movie, they took theirdog for a walk. When Neland Katie got back from the movie, they took thedog for a walk. On the SAT Writing, watch out for sentences that involve two or more names of the same gender, since that construction often indicates this type of error. This, Which, and That In casual English, we often use the pronouns this, which, and that without clear antecedents. Liz: My mom told me I have to stay home and clean my room. Wayne: That's annoying. This construction may be fine in spoken English, but it would beabsolutely incorrect on the SAT. This, that, and which must have clear noun antecedents, just like any other pronoun.Let's look at an example: It took me 24 hours to travel from Los Angeles to Mumbai; this meant that I was very tired when I reached my destination. What is "this"? It's somewhat unclear, but there are a few ways we can improve this sentence. It took me 24 hours to travel from Los Angeles to Mumbai; thisfact meant that I was very tired when I reached my destination. It took me 24 hours to travel from Los Angeles to Mumbai, soI was very tired when I reached my destination. Both are perfectly clear; however, on the SAT, the second option would be preferable because it is more concise. SAT Writing Example Questions Missing or unclear antecedents pop up fairly frequently on the SAT and they can be hard to spot. Let's look at some examples, starting with Identifying SentenceErrors: Neither Mr. Weasley nor(A) Mr. Potter thinks(B) that eating as much candy as his(C) daughter Jen does will result(D)in anything good. No error (E) The underlined pronoun in C, "his," seems fine- it matches the antecedent in person (3rd person masculine) and number (neither takes singular pronouns and verbs). But it's actually unclear who "his" is referring to: is Jen Mr. Weasley's daughter or Mr. Potter's? It's impossible to tell, so this construction is incorrect. Let's move on to an Improving Sentences question: Again, at first glance, this sentence looks correct. However, "that" requires an identifiable noun antecedent, which it doesn't have. "That" is referring to the tearing down of the Berlin Wall, but that phrase doesn't appear in the sentence, nor does any equivalent noun phrase. Choices B and D also feature pronouns without antecedents. E is not idiomatic, which leaves C, the correct answer. You have to watch for errors as vigilantly as this meerkat is watching for predators. How to Spot a Pronoun Agreement Error on the SAT Writing As you've seen in the SAT Writing examples, pronoun agreement errors appear in both the Identifying Sentence Errors questionsand the Improving Sentences questions. There are slight differences in how these errors are tested in the two sections, however. Identifying Sentence Errors Pronoun errors are among the most common on the ISE section, so any time you see a pronoun underlined, you must alwayscheck for an antecedent and make sure that the pronoun and antecedent agree. Underlined nouns can also indicate pronoun agreement errors, although they usually mean that there's anoun agreement issue, which isslightly different (for more information on those, see our post here (coming soon)). On the Identifying Sentence Errors, these constructionsoftenindicate a pronoun agreement error: More than one name of the same gender "One" or "you" underlined "It" or "they" underlined Collective nouns Names of professions Though sentences with these clues are especially likely to have a pronoun agreement, you should still make sure to check that any underlined pronoun matches its antecedent. For more details on how to systematically check sentences for errors, see our post on how to approach Identifying Sentence Errors questions. Improving Sentences Pronoun agreement errors are alsorelatively common on the Improving Sentences, and you should expect to see somequestions dealing with them. However, you likely don't want to check every underlined pronoun, as on the ISE, since they are often part of more complicated constructions with whichthere are many other possible problems. (For example, pronouns are often used as fillerin wordiness questions.) Certain sentence structures pop up again and again, though, so there are some clues you can watch out for. The following signs- some of which also appear on the ISE section- often warn of a pronoun agreement issue: That, which, or who underlined A pronoun, especially it, near the beginning of a sentence The presence of "you" or "one" Collective nouns For a more complete rundown of best practices for the Improving Sentences questions, check out our post on strategies for the IS section. Test Your Knowledge! Now that we've covered the ins and outs of pronoun agreement on the SAT, why don't you take a crack at some realistic SAT writing practice questions? 1. The herd of black-and-white cattle bellowed(A) loudly as(B) the cowboys herded them(C) into the expansive(D) pen. (E) No error 2. My sister loves books where(A) the villains win, but(B) my brother prefers those(C) in which good triumphs over(D) evil. (E) No error 3. The more time one spends onthe bakingof cookies, the lessyou'll want to eat them. A. one spends onthe baking of cookies B. you spend baking cookies C. he spends to make cookies D. that is spent on the baking of cookies E. one bakes cookies 4. When the ninja finally tried skiing, he didn't have fun, which confused his friends. A.which confused his friends B. that confused his friends C. which his friends found confusing D. by which his friends were confused E. a fact that confused his friends Answers: 1. C, 2. A, 3. B, 4. E What's Next? The only topic the SAT Writing tests more than pronouns is verbs. Make sure to study subject-verb agreement as well! Maybe you're more concerned about the essay? In that case, take a look atour guides onhow to score a perfect 12, how to plan your examples in advance, and 15 ways to improve your score. For more big picture strategies, try these 8key tips or check out our guide to reaching an 800 on the SAT Writing. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Business Accounting Assignment Example | Topics and Well Written Essays - 1000 words

Business Accounting - Assignment Example The pizza oven that I invented replaces the utility of a ?10,000 oven for a fraction of the price. The oven is able to cook personal pizzas of nine inches in three minutes or less. The reason that the pizza is cooked so quickly is because the oven cooks the pizza at 825 degree Fahrenheit. There are currently no existing ovens for street vendors that can reach the temperature needed to cook pizzas quickly. The idea is to sell the ovens with licensing contracts to generate both instant sales and residual income. The cost of building and integrating three ovens into a hotdog vending cart or similar equipment is ?1,500. The product would be sold to these types of clients that are looking to expand their business for ?5,000. The gross margin of the sale is 233%. Vendors interested in the proprietary rights of the oven have to pay a 10% on net sales royalty fee. The royalty fees must be paid on a monthly basis. People interested in the product have a second option if they not have an exist ing business. The product can be sold in as a pizza cart vending equipment that can be used to start your own business. The price of the pizza cart with three ovens is ?25,000. The cost to produce the pizza cart is ?13,000. The gross profit on the sale of the pizza cart equipment is 92.30%. ... The pizza style that these ovens cook is called Neapolitan pizza. Neapolitan pizza is a premium pizza meal cooked in Italy in brick ovens at high temperatures. The clients that purchase the oven attachments or the pizza cart can advertise the business as Neapolitan pizza mobile restaurants. This niche market allows the vendors to offer a specialty product at fair prices. The suggested retail price of a personal pizza with one topping and a soda is ?3.15. Business partners will have the flexibility to charge up to ?4.38 for a pizza combo because the premium nature of the product can support a higher price point than ?3.15. The sales projections of the company are based on the estimate that a pizza restaurant can generate yearly sales of ?276,500. The table below shows projected income for the next year. units Pounds Oven upgrades income 50 250000 Pizza carts income 25 625000 875000 Royalty income 2073750 Total income 2948750 Expenses Oven upgrade 50 75000 Pizza carts 25 325000 Labor c osts 480000 Administrative expenses 500000 Other costs 100000 Business loan 55824 Total Expenses 1535824 Net income 1412926 The projected net income includes sales of 50 oven upgrade packages and 25 pizza cart equipments. These two sources of income will generate revenues of ?875,000. There is money to be made by selling equipment, but the real money maker in this business model is the royalty income. The projected royalty income for the first year of operations is ?2,073,750. The projected net income of the company is ?1,412,926 with a net margin of 49.80%. Net margin is a financial metric that measures profitability (Investopedia, 2012). The reason that the net margin is so