Eminem Songs free essay sample

Eminem is one of the most famous American rapper, record producer and an actor. He was born on October 17,1972. His songs are mostly autobiographies. He had a rough childhood. He never knew his father, Marshall Mathers Jr., who abandoned the family when Eminem was still an infant. Eminem and his wife Kim had a tough marriage. They were married and separated multiple times. Motivation behind the song Mockingbird is rough upbringing of Eminem as a child. Unfortunately same habit continues to his family as well. Eminem dedicates the song Mockingbird to his daughter Hailie who had a unstable family since she was a baby. The song Mockingbird is an apology to his daughter Hailie and the song speaks of a tough time in their family life .Main topic of song is nature and nurtureAnthropology and nature and nurture†¢ For anthropologists, this debate often centers on the influences of nature and nurture in different cultural elements. We will write a custom essay sample on Eminem Songs or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page †¢ Anthropologists study the influence of nature and nurture in different cultural elements. Anthropologists recognize the effect of nature and nurture on human beings and their culture. William, G. (2016, May 19).Psychology and nature and nurture†¢ Psychologist believe that nature refers to hereditary factors that influence who we are from our physical appearance (like color of our eyes, height, weight etc.) to our personality characteristics. Mcleaod, S. (n.d.).†¢ Nurture refers to influence of our environment to determine who we are. These environmental factors include our early childhood experiences, parenting, our social relationships and our surrounding cultures Mcleaod, S. (n.d. ).Sociology and nature and nurture†¢ Sociologists believe that nature shapes who we are primarily based on genes and biology and on nurture side most important factors in determining who we are are environmental factors and socialization. Unknown,(n.d.)Lyric Evidence and InterpretationYeah, I know sometimesThings may not always make sense to you right nowBut hey, what’d Daddy always tell you?Straighten up, little soldier!Stiffen up that upper lip!What you cryin’ about? You got meLooking puzzled, in a daze, I know it’s confusing youDaddy’s always on the moveMomma’s always on the news

Research methods in education free essay sample

This topic will give you the overview of a research report and an example of a research report. After completing this topic, you should be able to explain the chapter contents of: (a) Research Problem; (b) Review of the Literature; (c) Research Method; (d) Research Findings; and (e) Conclusions (Figure 2. 1). Figure 2. 1: Topic Contents 2. 2 EXAMPLE OF A RESEARCH REPORT â€Å"THE EFFECTS OF PREREQUISITE MATHEMATICS ABILITY, TEACHING METHOD AND ENGLISH LANGUAGE SKILLS ON MATHEMATICS ACHIEVEMENT† CHAPTER 1 RESEARCH PROBLEM 1. 1 Introduction State the purpose of research and explain the brief contents/subtopics of section/ chapter. The purpose of this research was to determine whether prerequisite mathematics ability, teaching method and English language skills affect mathematics achievement. This chapter will explain the background of research, statement of the research problem, purpose of research, importance of research, limitations of research, definition of terms, and summary. 1. 2Background of Research Explain the motivation for carrying out this research in terms of theoretical issues or practical problems. We will write a custom essay sample on Research methods in education or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Lately, mathematics achievement of most students in both the primary and secondary schools is deteriorating. The teaching of mathematics in English does affect mathematics learning for some students, but it creates significant problems for others. Schools had tried to solve some of these problems, but still could not improve mathematics achievement of these students. 1. 3 Statement of Research Problem Explain the factors/variables to be included in this research, show the conceptual/theoretical framework of research, and state the research problem. The literature on teaching and learning mathematics indicated that prerequisite mathematics ability is necessary for students to understand any new mathematics content. Beside prerequisite mathematics, most of past research showed that proper teaching mathematics can improve students’ performance in mathematics. Lately, research on mathematics learning discovered that English language skills facilitate mathematics learning. The theoretical framework of the research is given in Figure 1. 1. This research attempted to determine whether prerequisite mathematics ability, English language skills, and teaching method affect mathematics achievement. Figure 1. 1 Theoretical Framework of the Research 1. 4Purpose of Research Explain the purpose of research, research objectives, research questions and research hypotheses (if any). The purpose of this research was to determine whether prerequisite mathematics ability, teaching method and English language skills affect mathematics achievement. The objectives of this research were: 1. 4. 1 Research Objectives This research was carried out with the following objectives: (a) To determine the effect of prerequisite mathematics ability on mathematics achievement. (b) To determine the effect of teaching method on mathematics achievement. (c) To determine the effect of English language skills on mathematics achievement. 1. 4. 2 Research Questions This research was carried out to answer the following research questions: (a) What is the effect of prerequisite mathematics ability on mathematics achievement? (b) What is the effect of teaching method on mathematics achievement? (c) What is the effect of English language skills on mathematics achievement? 1. 4. 3 Research Hypotheses The following null hypotheses were formulated to answer the research questions: (a) There is no difference in mathematics achievement between students with low and high prerequisite mathematics abilities. (b) There is no difference in mathematics achievement between students who are taught using direct instruction and cooperative learning. (c) There is no difference in mathematics achievement between students with low and high English language skills. 1.5Importance of Research Explain the importance of research findings in terms of theory confirmation/building or their implications to practitioners. The findings of this research hopefully will create awareness among school administrators and mathematics teachers of the necessity to prepare students with English language skills and prerequisite mathematics knowledge before teaching new mathematics content. The findings also will h elp mathematics teachers to choose appropriate mathematics teaching method to improve students’ mathematics achievement. 1. 6Limitations of Research Explain the limitations of this research in terms of population, sample, instruments, data analyses or other related problems to the research. This research was carried out in two secondary schools in Petaling Jaya area with a sample of 120 students. The prerequisite mathematics ability, teaching method and English language skills were classified into only two categories each. The instruments were limited to prerequisite mathematics test, English language test, and mathematics post-test. Interaction effects of prerequisite mathematics ability and English language skills with teaching method were not investigated in this research. 1. 7Definition of Terms Give the constitutive (conceptual) and operational (measurement) definitions of the terms/variables used in the research. The followings were the key terms used in this research and their constitutive and operational definitions: (a) Mathematics achievement Mathematics achievement can be defined as the ability of a person to solve mathematical problems at a difficulty level that is appropriate to the person. In this research, mathematics achievement was measured using a mathematics post-test that covered the syllabus on area of triangle,rectangle, and circle. (b) Prerequisite mathematics ability †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1. 8Summary Give a summary of important aspects explained in this section/chapter. This research was carried out to improve students’ mathematics achievement. The purpose of this research was to determine whether prerequisite mathematics ability, teaching method and English language skills affect mathema tics achievement. The research, which was conducted in two secondary schools in Petaling Jaya area, used teacher-made tests to collect the required research data. CHAPTER 2 LITERATURE RREVIEW 2. 1 Introduction Explain the brief contents of section/chapter. This chapter presents the Literature Review which is divided into Related Literature and Related Research. The Related Literature explains prerequisite mathematics, language skills, direct instruction and cooperative learning. The Related Research presents some research on the effects of prerequisite mathematics ability, language skills and teaching method on mathematics achievement. 2. 2 Related Literature Explain concepts, theories, principles or models that are related to the research problem. The purpose of this research was to investigate the effects of prerequisite mathematics ability, teaching method and English language skills on mathematics achievement. This section will explain the two teaching methods that were used in this research, namely, direct instruction and cooperative learning; and also the roles of prerequisite knowledge and language skills in teaching and learning. 2. 2. 1 Direct Instruction Slavin (2006) defined â€Å"direct instruction† as â€Å"an approach to teaching in which lessons are goal-oriented and structured by the teacher†. The teacher transmits information directly to students by structuring class time so that the students achieve the clearly stated objectives as efficient as possible. It is efficient for teaching a well-defined body of knowledge or skills such as mathematics. Direct Instruction comprises of the following seven (7) steps of activities: (a) State Learning Objectives and Orient Students to Lesson; (b) Review Prerequisites; (c) Present New Materials; (d) Conduct Learning Probes; (e) Provide Independent Practice; (f) Assess Performance and Provide Feedback; and (g) Provide Distributed Practice and Review. 2. 2. 2 Cooperative Learning Slavin (2006) defined â€Å"cooperative learning† as â€Å"instructional methods in which students work together in small groups to help each other learn†. The students are prepared with specific skills that will help them work better in a group. These skills include active listening, giving clear explanations, avoiding negative comments, etc. An effective cooperative learning model is called Student Teams-Achievement Divisions (STAD). STAD comprises of the following four (4) steps of activities: (a) Teach – the teacher present the lesson; (b) Team Study – students work on worksheets in their teams to master the material; (c) Test – students take individual tests; and (d) Team Recognition – team scores are computed based on team members’ improvement scores and class newsletter recognizes high-scoring teams. 2. 3 Related Research Explain and comment about previous research/ studies that are related to the research problem in terms of population, sample, instruments, analyses, findings and limitations. Based on the research framework, this section will present the previous research/ studies related to the effects of prerequisite mathematics ability, teaching method and English language skills on mathematics achievement. Specifically, this section will present the research on direct instruction (Systematic Instruction) and cooperative learning (Student Teams-Achievement Divisions STAD). 2. 3. 1 Research on Direct Instruction The Systematic Instruction (SI) is one form/model of Direct Instruction. SI is a comprehensive Direct Instruction approach with a high degree of structure. Studies on the evaluation of nine programmes using Direct Instruction were carried out (in Slavin, 2006). DISTAR and Behaviour Analysis, the two highly structured Direct Instruction programmes, were found most successful in improving students’ reading and mathematics achievement. Of the nine programmes, only DISTAR was successful in improving low-achieving disadvantaged students close to the national average achievement. DISTAR and Behaviour Analysis students were also highest in self-esteem. About 60% of DISTAR students graduated from high school, compared to only 38% of other students in the same school. 2. 3. 2 Research on Cooperative Learning Slavin (1986) had done a research on Student Teams-Achievement Divisions (STAD). The research found that students learn substantially more in cooperative learning than in traditional/direct instruction, if two conditions are made. First, there must be some reward or recognition given to students, such as certificates. Second, each group must make sure that all of their members are learning, not just the good ones. When these conditions are met, cooperative learning is effective in grades 2 through 12, in all subjects and in many types of schools. Other than academic achievement, cooperative learning had positive effect on race relations, self-esteem, and attitudes toward school (Slavin, 1990). 2. 4 Summary Give a summary of important aspects explained in this section/chapter. This chapter presented the Literature Review for this research. The Related Literature discussed about direct instruction, cooperative learning, and the roles of prerequisite knowledge and skills and language skills in teaching and learning. The Related Research discussed about the research on direct instruction, namely, Systematic Instruction, and cooperative learning, namely, Student Teams-Achievement Divisions. CHAPTER 3 RESEARCH METHOD 3. 1 Introduction Introduction Explain the brief contents of section/chapter. This chapter presents the Research Method which is divided into Research Design, Population and Sample, Research Instruments, Procedure for Data Collection, Procedure for Data Analyses, Pilot Study, and Summary. This research used experimental design to investigate the effects of prerequisite mathematics ability, English language skills, and teaching method on mathematics achievement. 3. 2 Research Design A factorial experimental design was used to investigate the effects of three independent variables; namely, prerequisite mathematics ability, English language skills, and teaching method; on the dependent variable of mathematics achievement. This section will explain the factorial design with each of the independent variable having two levels. The two levels of prerequisite mathematics ability were low and high; the two levels of English language skills were low and high; and the two levels of teaching method were direct instruction and cooperative learning. A (2x2x2) factorial design was used in this research with a total of eight groups/cells. The factorial design is shown in Table 3. 1. Table 3. 1: (2x2x2) Factorial Design on Mathematics Achievement Prerequisite Mathematics Ability Low High English Language Skills: Low Direct Instruction Direct Instruction English Language Skills: High Direct Instruction Direct Instruction Prerequisite Mathematics Ability Low High English Language Skills: Low Cooperative Learning Cooperative Learning English Language Skills: High Cooperative Learning Cooperative Learning 3. 3 Population and Sample Explain the scope/limitation of research in terms of population and sample how respondents are selected. This was a part of an action research planned for a public secondary school in Petaling Jaya, Selangor, Malaysia. The research population comprised of all the Form 4 students in the school for the school year of 2009. A total of 240 Form 4 students were randomly selected as research sample. Other population and sample were not considered in this research, since it was an action research for the school. 3. 4 Research Instruments Explain research instruments to be used and how they are developed/ constructed. There were four instruments used in this research, namely: (a) Backgrounds Questionnaire to collect data on backgrounds of respondents; (b) Prerequisite Mathematics Pretest to measure students’ prerequisite mathematics ability; (c) English Language Pretest to measure students’ English language skills; and (d) Mathematics Posttest to measure students’ mathematics achievement. The four research instruments were developed by two mathematics teachers and two English Language teachers from the school. The Backgrounds Questionnaire was focused on students’ gender, ethnic, stream, and PMR Mathematics grade. The Mathematics Pretest and Posttest were developed based on the topic of Probability and Statistics, while the English Language Pretest was developed based on Form 4 syllabus. 3. 5 Procedure for Data Collection Explain step-by-step of the procedure for data collection from obtaining the permission to do research to how the data were collected. The 240 Form 4 students were called to meet the School Principal and researchers at the school’s hall. They were briefed about the research and were given the Backgrounds Questionnaire, Prerequisite Mathematics Pretest, and English Language Pretest. After the results of the Prerequisite Mathematics Pretest and English Language Pretest were obtained, the students were classified into four groups of 60 students each, namely: (a) studentswith â€Å"low† Prerequisite Mathematics scores and â€Å"low† in English Language scores; (b) students with â€Å"low† Prerequisite Mathematics scores and â€Å"high† in English Language scores; (c) students with â€Å"high† Prerequisite Mathematics scores and â€Å"low† in English Language scores; and (d) students with â€Å"high† Prerequisite Mathematics scores a nd â€Å"high† in English Language scores. Each of the four groups of students was later assigned randomly to two groups of 30 students each to form a total of eight groups. One mathematics teacher was trained on how to teach mathematics using Direct Instruction, and another mathematics teacher was trained to teach mathematics using Cooperative Learning. After the training, one of the mathematics teachers taught four of groups of students on the topic of Probability and Statistics for a period of three weeks using Direct Instruction. The other four groups of students were taught by the other mathematics teacher on the topic of Probability and Statistics also for a period of three weeks using Cooperative Learning. At the end of three weeks, all students were given the Mathematics Posttest. 3. 6 Procedure for Data Analyses Explain step-by-step of the procedure for data analyses from marking the test(s) to how the data were analyzed to answer each research question. One English language teacher was asked to mark the English Language Pretest answer scripts, one mathematics teacher was asked to mark the Prerequisite Mathematics Pretest answer scripts, and another mathematics teacher was asked to mark the Mathematics Posttest answer scripts, based on the marking schemes provided by the researcher. The backgrounds information of the students and their Prerequisite Mathematics Pretest scores, English Language Pretest scores, and Mathematics Posttest scores were entered into a computer file for analyses. The Statistical Package for Social Sciences (SPSS) was used to analyze the research data. Frequencies and percentages were used to analyze the backgrounds of students who participated in the research. The Analysis of Variance (ANOVA) was used to test the following null hypotheses on the main effects of the independent variables investigated at 0. 05 level of significant. The following null hypotheses were formulated to answer the research questions: (a) There is no difference in mathematics achievement between students with low and high prerequisite mathematics abilities. (b) There is no difference in mathematics achievement between students who are taught using lecture method and cooperative method. (c) There is no difference in mathematics achievement between students with low and high English language skills. 3. 7 Pilot Study 4 Explain how you carried out the pilot study and improvements you made on your research after the pilot study. A pilot study for the research was carried out in the same school when the two mathematics teachers were given the training on how to teach mathematics using Direct Instruction and Cooperative Learning. A small sample of 20 students was used in the pilot study, whereby the students were given the Backgrounds Questionnaire, English Language Pretest, Prerequisite Mathematics Pretest, and Mathematics Posttest. The students were interviewed by the researcher on their understanding of the Questionnaire, Pretests, and Posttest. The researcher had refined the Questionnaire, and a new set of equivalent English Language Pretest, Prerequisite Mathematics Pretest, and Mathematics Posttest were developed by the same two mathematics teachers and two English Language teachers based on the comments from students. 3. 8 Summary Give a summary of important aspects explained in this section/chapter. This chapter presented the Research Method that was focused on the Research Design, Population and Sample, Research Instruments, Procedure for Data Collection, Procedure for Data Analyses and Pilot Study. The research was carried out on 240 Form 4 students from a public secondary school in Petaling Jaya, Selangor. A Backgrounds Questionnaire, an English Language Pretest, a Prerequisite Mathematics Pretest, and a Mathematics Posttest were used as research instruments. A pilot study was carried out at the same school and the instruments were refined based on students’ comments. Descriptive statistics were used to explain the backgrounds of respondents, while ANOVA was used to test the null hypotheses of the research. CHAPTER 4 RESEARCH FINDINGS 4. 1 Introduction Explain the brief contents of section/chapter. This chapter presents the Research Findings which is divided into the Backgrounds of Respondents and the Results of Data Analyses and Research Findings. The Backgrounds of Respondents discuss the composition of respondents by gender and ethnic. The Results of Data Analyses and Research Findings explain the results of Analysis of Variance on Mathematics Achievement and the hypothesis tests on the effects of Prerequisite Mathematics, Teaching Method, and English Language Skills on Mathematics Achievement. 4. Backgrounds of Respondents Explain the backgrounds of the research respondents, e. g. their gender, age, family income, etc. This research was carried out at a public secondary school in Petaling Jaya, Selangor, Malaysia. A total of 240 Form 4 students were randomly selected as research sample. These students were assigned to four groups based on the results of Prerequisite Mathematics Pretest and English Language Skills Pretest. The background of respondents in terms of gender, ethnic, mean score and standard deviation (SD) of Prerequisite Mathematics, and mean  score and standard deviation (SD) of English Language Skills are given in Table 4. 1. The respondents comprised of 120 male students (50%), 120 female students (50%); which were made up of 120 Malay students (50%), 96 Chinese students (40%), and 24 Indian students (10%). In terms of Prerequisite Mathematics and English Language Skills, Group 1 (Low Math English) comprised of 60 students with mean of 31. 8% in Prerequisite Mathematics and 42. 6% in English Language Skills. Group 2 (Low Math High English) comprised of 60 students with mean of 32. 1% in Prerequisite Mathematics and 72.

Word Choice Elicit vs. Illicit - Proofread My Papers Academic Blog

Word Choice Elicit vs. Illicit - Proofread My Papers Academic Blog Word Choice: Elicit vs. Illicit Some words sound so alike you’d struggle to hear the difference, even when they’re obviously distinct on paper. Understandably, it’s easy to get such words confused. For example, â€Å"elicit† and â€Å"illicit† are similarly pronounced; however, they diverge significantly in spelling and meaning, so you wouldn’t want to mix them up in your written work. But what exactly is the difference? And how should these terms be used? Elicit (Draw Out or Evoke) The term â€Å"elicit† is a verb meaning â€Å"to draw forth or bring out† and often used when something is done to provoke a reaction or obtain information: At first he ignored me, but a few probing questions eventually elicited an answer. Usually, â€Å"elicit† is reserved for deliberate attempts to gain a response, but it can simply describe being affected by something: The death of her childhood hero elicited an emotional response. Illicit (Illegal or Forbidden) Something â€Å"illicit† is either illegal or counter to society’s moral standards: Until recently, Cuban cigars were an illicit tobacco product. Although Ted and Diane were happily married to other people, they could not deny their illicit love. Note the second sentence above is merely something of which society disapproves (an extramarital affair) rather than something illegal. Elicit or Illicit? As you can see, these terms have very little in common beyond the way they sound when spoken. For example, it wouldn’t make sense to say something â€Å"illicited a response† or to refer to stolen goods as â€Å"elicit items†! Luckily, since â€Å"illicit† is a synonym for â€Å"illegal† and both start with â€Å"ill-,† it’s pretty easy to remember which word to use in any given situation: Is what you’re describing against the law or forbidden? If so, use the adjective â€Å"illicit†; Are you describing something that has provoked a response? If so, use the verb â€Å"elicit.†

Louisa May Alcott - Author of Little Women

Louisa May Alcott - Author of Little Women Louisa May Alcott is known for writing  Little Women  and other childrens stories,  connections to other Transcendentalist thinkers and writers.   She was briefly a  tutor of Ellen Emerson, daughter of Ralph Waldo Emerson, nurse, and was a Civil War nurse.   She lived from November 29, 1832 to March 6, 1888. Early Life Louisa May Alcott was born in Germantown, Pennsylvania, but the family quickly moved to Massachusetts, a location with which Alcott and her father are usually associated. As was common at the time, she had little formal education, taught mainly by her father using his unconventional ideas about education. She read from the library of neighbor Ralph Waldo Emerson and learned botany from Henry David Thoreau. She associated with Nathaniel Hawthorne, Margaret Fuller, Elizabeth Peabody, Theodore Parker, Julia Ward Howe, Lydia Maria Child. The familys experience when her father founded a utopian community, Fruitlands, is satirized in Louisa May Alcotts later story, Transcendental Wild Oats. The descriptions of a flighty father and down-to-earth mother probably reflect well the family life of Louisa May Alcotts childhood. She early realized that her fathers flighty educational and philosophical ventures could not adequately support the family, and she sought ways to provide financial stability. She wrote short stories for magazines and published a collection of fables shed originally written as tutor for Ellen Emerson, Ralph Waldo Emersons daughter. Civil War During the Civil War, Louisa May Alcott tried her hand at nursing, going to Washington, DC, to work with Dorothea Dix and the U.S. Sanitary Commission. She wrote in her journal, I want new experiences, and am sure to get em if I go. She became ill with typhoid fever and was affected for the rest of her life with mercury poisoning, the result of the treatment for that illness. When she returned to Massachusetts, she published a memoir of her time as a nurse, Hospital Sketches, which was a commercial success. Becoming a Writer She published her first novel, Moods, in 1864, traveled to Europe in 1865, and in 1867 began editing a childrens magazine. In 1868, Louisa May Alcott wrote a book about four sisters, published in September as Little Women, based on an idealized version of her own family. The book was successful quickly, and Louisa followed it a few months later with a sequel, Good Wives, published as Little Women or, Meg, Jo, Beth and Amy, Part Second. The naturalism of the characterizations and the non-traditional marriage of Jo were unusual and reflected the Alcott and May families interest in Transcendentalism and social reform, including womens rights. Louisa May Alcotts other books never matched the lasting popularity of Little Women. Her Little Men not only continues the story of Jo and her husband, but also reflects the educational ideas of her father, which he was never able to communicate effectively in writing. Illness Louisa May Alcott nursed her mother through her final illness, while continuing to write short stories and some books. Louisas income financed the move from the Orchard House to the Thoreau house, more central in Concord. Her sister May died of complications of childbirth, and assigned guardianship of her child to Louisa. She also adopted her nephew John Sewell Pratt, who changed his name to Alcott. Louisa May Alcott had been ill since her Civil War nursing work, but she became worse. She hired assistants to care for her niece, and moved to Boston to be near her doctors. She wrote Jos Boys which neatly detailed the fates of her characters from her most popular fiction series. She also included the strongest feminist sentiments in this final book. By this time, Louisa had retired to a rest home. Visiting her fathers deathbed on March 4, she returned to die in her sleep on March 6. A joint funeral was held, and they were both buried in the family cemetery plot. While she is best known for her writings, and is sometimes a source of quotations, Louisa May Alcott was also a supporter of reform movements including antislavery, temperance, womens education, and womens suffrage. Also known as:  L. M. Alcott, Louisa M. Alcott, A. M. Barnard, Flora Fairchild, Flora Fairfield Family: Father: Amos Bronson Alcott, Transcendentalist, philosopher and educational experimenter, founder of Fruitlands, a utopian community which failedMother: Abigail May, relative of abolitionist Samuel MayLouisa was the second of four daughtersLouisa May Alcott never married. She was a guardian for her sisters daughter and adopted a nephew.

Religion and Theologyy Essay Example | Topics and Well Written Essays - 1000 words

Religion and Theologyy - Essay Example Theology helps to learn religious traditions; this is a system of theoretical principles that derives the religious practices. According to H. Dermot McDonald, religious experience does possess a sense of adequacy and completeness. Theology has facilitated Christianity towards human values to the fullest. The impact of Jesus in the lives of people since ages has never passed by with absolute positives like none before. History talks about many skeptics and critics whose lives have also been transformed completely. Different factors that facilitate the Christian values into human lives, it is quiet important to analyse and understand certain aspects about Jesus if he had claimed to be God ever, if the Bible had the authority in human life, and if a person is a Christian, does it in any way matter as to how a life is lead. These factors have always been the focal areas of interaction many times. According to John 10:30 Jesus says â€Å"I and the Father are one†, but Jesus never said the words precisely as â€Å"I am God†. This means that Jesus never said that he was God ever; in fact he referred to the Father and him as equals, with Father, Son and the Holy Spirit in the form of Trinity. Secondly the point if Bible has authority over human life; Bible is the essence of timeless truth rather than an authority. According to N.T Wright, the question posed is how the Bible could be authoritative; he brings up the views that most of the Bible does not consist of rules and regulations or a list of detailed commands that are to be obeyed, nor does it have creeds in it. There is no such Biblical doctrine of having authority of Bible and rather it is the root path to human beings towards reformation of life. The scriptural values one could follow to have an intimate relation with God. Thirdly, leading the way of life as a Christian emphasizing on the way life is lead. It lies in the works that one does in his life, where his reward comes from. Obedience and faithfulness are very essential to lead life close to God. Did Jesus claim to be God? To understand more precisely about the aspect of Bible, did Jesus ever claim to be God, when Jesus declared as per John 10:30 â€Å"I and the Father are one† his statement meant that he and his father were of similar nature and essence. John in his context reiterates the in-depth truth and concept linked to Jesus, wherein he says â€Å"the word was God† and â€Å"the word became flesh† according to John 1:1, 14 from the scripture. The verse elucidates that Jesus is God in the Human Flesh. In the book of Revelation, an angel instructs the apostle John to worship only God; on the other hand Jesus in the Bible receives worship at various instances. People have been worshipping him at different phases. Jesus never opposed the people not to worship him. Jesus never claimed himself to be God. But the point that could be emphasized is that if Jesus were not God, he would have certainl y told the people who worshipped him, not to do the same. Jesus was the word, a word which was with God, a word which was God himself. A primary aspect that could be observed is that Jesus had sacrificed his life for human kind, in a way where people could repent and come back to the righteous life. His death has paid the penalty for the sins of this world. Jesus has given an infinite penalty for human beings for the sins of people. This shows that Jesus was God and such an instance could happen only from an infinite entity as a whole. Jesus life on earth has been a journey that changed the lives of many. The scriptural verse as per 1 John 2:2 says â€Å"He is the propitiation for our sins, and not for ours only but also for the sins of the whole world† It can be stated that only God could take the sins of

Rewrite Extended Research Report 4-3-2 Essay Example | Topics and Well Written Essays - 500 words

Rewrite Extended Research Report 4-3-2 - Essay Example This paper is very important since it talks about a very important subject area of performance evaluation which can as well be implemented at the workplace. Performance evaluation is primarily concerned with measuring progress as well as effectiveness of the human resource which is very important for any organisation. Performance evaluation is also concerned with establishing good communication link between the management and employees. Basically, performance evaluation is meant to create mutual understanding among the members of an organisation in order to improve productivity as the ultimate goal. Performance evaluation is very significant for every organisation since it is meant to contribute positively to the growth and development of business through human efforts towards the attainment of set goals. It is imperative for organisations to ensure that their employees are highly motivated as a way of increasing productivity. Performance evaluation is helpful in that it allows each organisation to identify the areas that need attention and it also allows organisations to set goals that are achievable (Cfstaffing, 2007). Over and above, it can be noted that the main reason why organisations embark on performance evaluation is that they are primarily concerned with achieving set goals through the efforts of human resources. The process of performance evaluation is very important to every business in that priority is given to the needs of the employees who are the main drivers of any given organisation. Motivated workers are productive which positively contributes to the growth of business. Performance evaluations have become an indispensable part of business as a result of their effectiveness in increasing productivity (Abbey, 2007). I am feeling confident that I have a good start for my research report and I believe that I am organizing it in a nice

The Home Front Letter Essay Example for Free

The Home Front Letter Essay How have you been? This War has everyone really going. The War will be over in a matter of months and our lives will back to normal. However, I am quite annoyed, just like most of my neighbours and colleagues, about the DORA. It has restricted the way we live. For example, we can no longer feed the dog. The news these days is just totally intolerable. Most of the news has to be censored, so how is one supposed to find out what is going on around the country. Those Germans are hated by every single Briton in this country. You should see some of the things they do. There are posters of Germans killing innocent babies and children for fun and raping women. It is just so inhuman. Recently, they have started sending in huge airships and bombing many of the large cities, including London. This has just got to end some time soon! My son, George, has also joined the army. My family and I are so proud of him. I feel that he will make a big difference to the war, just like the many other men that have joined. This whole war will blow over in the next few months. I dont think those Germans will last long at all. Take care of yourself. Yours sincerely, John.