Anthem Report essays

Song of devotion Report expositions In the event that I could sum up Anthem in a couple of words, I would state that it was a book about individuals battling to get themselves. The story happens in a city that is moving innovatively in reverse soon. I would depict the principle character, Equality 7-2521, as a saint who stands up in what he puts stock in. Fairness is a circuitous character on the grounds that the creator didn't simply mention to us what he resembled. You could tell that he was a pleasant individual the manner in which he thought and acted. He was essentially a static character since he didn't change much all through the book. He changed a smidgen, yet insufficient to consider him a powerful character. I would state its some place in the center. Uniformity is certainly a level character. He adhered to one thing all through the book, which is how very different he was than every other person. My preferred line that Equality said is We will never go out nor let it be taken from us. This line mentions to you what sort of individual Equality was. It is giving you that he was solid in what he had confidence in and resolved to make the best choice. No one truly preferred him aside from the individuals he had grown up w ith. The World Council feared him in view of his creation. It doesn't generally say how he dressed, however I'm speculating he wore truly grimy old garments since he was a road sweeper and didn't have no cash. More or less, the plot is about a kid named Equality 7-2521 and a young lady named Liberty 5-3000 attempting to discover the word I. No ifs, ands or buts, the peak of the story was when Equality 7-2521 fled into the Uncharted backwoods. I found that when he saw the underground passage as the best piece of the book. Every one of these parts of the novel assists with making it energizing and fascinating. ... <!

Mint Lube Case Study

The Sun Also Rises Essays - English-language Films, Free Essays

The Sun Also Rises Essays - English-language Films, Free Essays The Sun Also Rises The Hemingway Hero Prevalent among a significant number of Ernest Hemingway's books is the idea prominently known as the Hemingway legend, an perfect character promptly acknowledged by American perusers as a's man. In The Sun Also Rises, four unique men are looked into as they participate in some type of relationship with Lady Brett Ashley, a close nymphomaniac Englishwoman who enjoys her energy for sex and control. Brett plans to wed her fiancee for shallow reasons, totally ruins one man genuinely and profoundly, isolates from another to safeguard the possibility of their brief undertaking and to dodge implosion, and denies and disfavors the main man whom she adores most beyond all doubt. Every one of her connections happen in a time of months, as Brett either acknowledges or dismisses certain qualities or characteristics of each man. Brett, as a dynamic and self-controlled lady, and her four love interests help show Hemingway's standard meaning of a man and additionally manliness. Each man Brett has a relationship with in the novel has particular characteristics that empower Hemingway to investigate what it is to genuinely take care of business. The Hemingway man accordingly introduced is a man of activity, of self-control and independence, and of solidarity what's more, fortitude to stand up to all shortcomings, fears, disappointments, and even demise. Jake Barnes, as the storyteller and assumed legend of the novel, fell in affection with Brett a few years back is still effectively and wildly enamored with her. Be that as it may, Jake is sadly a loss of the war, having been weakened in an oddity mishap. As yet changing in accordance with his weakness toward the start of the novel, Jake has lost all force and want to engage in sexual relations. Along these lines, Jake and Brett can't be darlings and all endeavors at a relationship that is explicitly satisfying are just purposeless. Brett is an enthusiastic, scurrilous lady who is driven by the most private and cherishing act two may share, something that Jake just can't give her. Jake's undermining just places the two out of a fabulously unexpected circumstance. Brett is an incredibly energetic lady yet is denied the primary man she feels genuine romance and reverence for. Jake has adored Brett for quite a long time and can't have her due to his powerlessness to engage in sexual relations. Clearly their affection is common when Jake attempts to kiss Brett in their taxi ride home: 'You mustn't. You should know. I can't stand it, that's it in a nutshell. Goodness dear, if it's not too much trouble comprehend!', 'Don't you love me?', 'Love you? I essentially turn all to jam when you contact me' (26, Ch. 4). This scene is characteristic of their relationship as Jake and Brett pitifully want each other yet understand the uselessness of further undertakings. Together, they have both attempted to oppose reality, yet fizzled. Jake is baffled by Brett's return into his life and her admission that she is wretchedly miserable. Jake asks Brett to go off with him to the nation for bit: 'Wouldn't we be able to go off in the nation for some time?', 'It wouldn't be any acceptable. I'll go on the off chance that you like. Yet, I was unable to live discreetly in the nation. Not with my own genuine affection', 'I know', 'Isn't it spoiled? There isn't any utilization my disclosing to you I love you', 'You realize I love you', 'We should not talk. Talking's all bilge' (55, Ch. 7). Brett decays Jake's inconsequential endeavor at being together. Both Brett and Jake realize that any relationship past a kinship can't be sought after. Jake is as yet changing in accordance with his weakness while Brett won't penance a sexual relationship for the man she cherishes. Since Jake can never be Brett's sweetheart, they are compelled to make a new relationship for themselves, maybe one unquestionably more perilous than that of insignificant sweethearts - they have become closest companions. This presents a incredible trouble for Jake, on the grounds that Brett's essence is both pleasurable and anguishing for him. Brett continually helps him to remember his impediment and therefore Jake is tested as a man in the most profound, most individual sense conceivable. After the takeoff of their first gathering, Jake feels hopeless: This was Brett, that I had wanted to cry about. At that point I thought of her strolling up the road and obviously in a short time I felt like hellfire once more (34, Ch. 4). Woman Brett Ashley serves

Review of Research Paper about Odor Maps :: Biology Scent Smell

Missing figures and pictures Presentation Envision you have quite recently strolled into a sweet smelling baked good shop. As the heavenly candy coated smell enters your noses, your mouth starts to water. Your stomach starts to groan and you understand that you need to eat that delightful baked good. Have you at any point asked why these things happen? Have you at any point thought about how your mind really knows what it is smelling and doesn't simply bunch various fragrances into one single smell? Wouldn't it be terrible if everything you could smell was a blend of your general surroundings? In this basic instructional exercise, we will give you how specialists are presently fathoming the secrets of aroma. Foundation With the goal for analysts to begin learning the elements of fragrance they needed to utilize a test operator in which to perform probe. They found that manduka moths were incredible models on the grounds that their radio wires were fundamentally their primary fragrance receptors, and obviously in light of the fact that moths repeat well and are sufficiently little to keep up. Curiously enough, Manduka are incredibly acceptable models since they are a lot greater than different moths, making them simpler to see. Furthermore, their cerebrums are a lot bigger, encouraging examination. - Everything starts inside the lab, including propagation of the moths. - Male and female moths are put into a pen where they mate and produce eggs. - The eggs are normally found on the leaves of plants inside the pen which analysts gather and spot into holders. - The eggs are set on a developing media, essentially a food supplement, with the goal that when the eggs bring forth the hatchlings can start to take care of. They are put away in a stay with a controlled temperature too. - The hatchlings start to develop in size as they eat increasingly more of the food supplement. - Eventually, every caterpillar is set into its own little holder with a huge square of food supplement, where it will develop until it is prepared to transform. - When the caterpillar are prepared to transform, analysts place them into their own compartment Basically, the compartment is a container of wood with gaps bored out and a top to make the case dim. - When the caterpillars are practically prepared to come out of their hard shell (casing), specialists place them onto a plate. When they come out of their case they are full developed and fit to be explored upon. Speculation - Glomeruli are the practical modules in the mind olfactory framework, and every glomerulus reacts to an alternate smell.

Historically speaking Essay

Globalization is one of the latest wonders ever to strike humankind upon its passage to the 21st century. Generally, globalization itself has been around for quite a long time well before it was considered as a field of investigation of universal exchange. A few financial experts and antiquarians fight that the ideas of globalization have been predominant in any event, during time when the Silk Road began in China up to the Roman Empire. A few, nonetheless, contend that globalization started during the nineteenth century; when the commonness of the Industrial Age was at its quickest and that exchange between Europe, their settlements and the Americas were developing consistently. Significant advances in innovation, particularly during the twentieth century, in the end drove nations to bring down exchanging costs; consequently, featuring the certainty of the development of exchange inside the International Community. All things considered, globalization, as a term, was never utilized by financial experts; in any event not until the mid 1980’s. Besides, every one of its ideas and thoughts were never actually completely comprehended by the scholarly network until the mid 1990’s. Luckily, following seven years into the 21st century, a great part of the world is as of now mindful of its specific circumstances and angles †from redistributing to money exchanging by means of remote applications. In any case, regardless of our insight into globalization, we can't deny the way that we think less about its suggestions for what's to come. Globalization, as a field of study, is an unstable subject that, even with the help of real information and data, is at last erratic. In spite of the presence of a heap of books, diaries and articles relating to the subject of Globalization, we can't deny that we still can't seem to completely comprehend its future patterns. For sure, a significant progression brought by advanced innovation can eventually change, by and by, the essence of the International Community; along these lines, influencing universal exchange and at last influencing the â€Å"globalization† of the world. On a further note, underdeveloped nations that would in the end become first world nations later on may wind up moving the universal equalization of exchange and business for first world nations. Thusly, it is enticing to envision what the International Community would resemble if, for some microscopic possibility, the African Continent blasts like Asia. On the off chance that such an occasion happens, will globalization be the reason for it? Then again, will globalization even permit such an occasion to happen? Individuals who are against the progressions of globalization contend that globalization just advantages the rich north and inconveniences the poor south. This is apparent from the way that nations in the northern half of the globe will in general play in a neo-colonialist style among the nations in the southern side of the equator. Against globalization developments demand that the pervasiveness of globalization just methods the predominance of worldwide partnerships (MNC’s). They fight that these partnerships, while giving work to the neighborhood populace, just support more destitution in the nation. Worldwide organizations, after entering a nation, promptly kills neighborhood contenders; in this way, decimating the level of influence among nearby and outside. All things considered, the nation gets subject to the impact of outside nations that initially holds these worldwide enterprises. This naturally turns into a kind of influence for remote nations (which are, more often than not, rich nations originating from the north) against the nation holding their MNC’s. Then again, individuals that are for the headways of globalization contends that organized commerce †the primary device of globalization †empowers more development for creating economies contrasted with protectionism. Principally, globalization permits a few nations access to a few merchandise and enterprises that they would never deliver or imitate from different nations. Moreover, they battle that globalization energizes rivalry among neighborhood and remote organizations. Despite the fact that unreasonable now and again, supporters of globalization guarantee that empowering rivalry permits private ventures to develop, to turn out to be progressively proficient and to turn out to be increasingly flexible. The contentions of the two sides are genuinely trustworthy. For sure, globalization, as an idea, is considered by numerous individuals as a twofold edged blade †however profiting the client, it can, if thoughtless enough, hurt him/her too. Globalization has numerous aspects. Accordingly, it has numerous ramifications †some we know about and some aren’t. In any case, as indicated by one researcher, Thomas Friedman, globalization has one significant ramifications that has been predominant over the recent years however has as of late picked up consideration. In 2005, Thomas Friedman †a writer of Foreign Affairs and the New York Times †distributed a book entitled The World is Flat. As per Mr. Friedman, the world is decreasing and that the opposition between nations in various pieces of the world is turning out to be or â€Å"being leveled†. One model that he noted was that the economies of India and China, two developing monetary superpowers in the eastern side of the equator, are presently turning out to be so turning out to be progressed to such an extent that they would now be able to rival the financial powerhouses of the west. He further guaranteed that, incidentally, a significant part of the west, most particularly the Americans, weren’t prepared for such situations developing. For sure, the surprising blasts of India and China have made the Asian mainland an alluring spot for outside speculation. Another significant point is that both countries’ colossal populaces have assumed an indispensable job in the work showcase †both in physical work (I. e. assembling) and expert work (I. e. data innovation). Not exclusively do these two nations surpass the United States as far as modest work, however they likewise exceed the American populace as far as proficiency and efficiency. Essentially stated, businesses are getting a similar degree of profitability and productivity from both Chinese and Indian specialists, however at a lower cost. This, as indicated by researchers, has demonstrated extremely negative to Americans. In addition to the fact that this threatens the work of future American laborers, however it additionally undermines the economy of the United States on the since a long time ago run. Accordingly, how might one protect himself from such negative progressions to one’s own nation? On an increasingly broad level, in what manner can the masses shield itself from such a fatal rivalry? As an American Citizen and as a prospective expert entering the universe of serious business, I can to be sure thought of a few responses to that question. In the first place, as a nation, the United States must make gigantic speculations on instruction. Improving the workforce of the nation is basic on the off chance that we are to confront remote rivalry. One significant thing that we can place into thought is the presentation of language classes in our scholastic framework. Learning the language of outside nations can without a doubt make our general workforce an apparently wise venture for remote organizations. One more note is the presentation of new laws which will, here and there, debilitate youthful understudies from dropping out of school. A case of these laws is the restriction of giving driver’s licenses to youths who have dropped out of school for no specific explanation. Thusly, the general workforce of the nation will stay productive and profoundly taught. Regardless of the quick developments of China and India, it can't be precluded that much from securing their populace stays beneath the destitution line. Thusly, this issue turns into a channel on their economy (for the straightforward explanation that the legislature needs to constantly spend tremendous wholes of cash on against destitution programs and such). Unexpectedly, this could play both a gigantic weakness and a bit of leeway simultaneously for the United States. For one, since individuals live in poor conditions, companies can exploit them by paying them low pay rates; which, for the populace, could appear to be high. Then again, the great day to day environments of the American populace can infer the interest for lucrative occupations; which, obviously, enterprises would not like. Then again, this could likewise fill in as a favorable position for the United States since the American workforce †contrasted with the modest yet ruined people of India and China †are progressively proficient and instructed; along these lines, suggesting greater profitability and development for the organization. Instruction is a certain something. Be that as it may, as an individual who’s going to go into the serious universe of business, how might I set myself up against the serious idea of outside laborers that will in all likelihood follow?

Pepperdine Essay Samples - What Are They Good For?

Pepperdine Essay Samples - What Are They Good For?There are many questions one could ask about the Pepperdine essay samples and how to use them. It would be a good idea to get a few sample essays to use and also to help with practice.You may find that the essay samples do not cover everything you want to talk about, which is ok, it is only going to give you the ability to show that the professors know their stuff. And that is really all the professors are for, teaching you that you have to apply it to your writing.So be sure to make sure that what you are taking from these samples are some people's knowledge and not people's opinion. Which means you should always be willing to consider alternate perspectives. A good example of this is to look at it this way, when you are studying for an exam, what do you think the instructor is looking for?Obviously he wants you to score well on it so that he can continue to invest his time in you, which of course will allow him to continue to invest his time in you as well. So you might as well follow the instruction of the instructor and try to make the best of the situation that he has given you. You may also find that the professors are a bit frustrated by your failure so you need to be willing to learn something new about the subject.You will find that there are topics that will spark your interest and you need to delve into them deeper. But be aware that the professor will be watching your progress and if he sees that you are not moving forward, he will take note of it and you will either have to continue to wait or he will eliminate you from the class. Keep this in mind because you should be asking him or her to hold your grade because of something that you have done wrong.The reason for this is that most college students often have a lot of problems in understanding the material that they are taking. You also need to remember that the professors will probably be judging you on the essays you write not what you study. Yo u should try to prepare for the test by taking the test, but the professors are not going to admit that you took it before because they do not want to see you getting a failing grade.This is another important lesson you need to learn, and you should understand that professors are motivated by your performance. They also expect a lot out of their students, because these students tend to be less organized and thus they also need to strive for perfection.Of course, this does not mean that you do not need to practice self-control, just remember that good grades do not necessarily mean great grades. After all, you are not going to get a perfect grade, but that does not mean that you are not going to get a passing grade either.

Are You Mentally Toughâ€Enough Hult Blog

Would you say you’re a tough person? OK, maybe not the extreme cage fighting, put cigarettes out on your arm, swim icy waters in your birthday suit kind of tough—but mentally tough? Because it’s becoming clear that mental toughness is a pretty important skill to have while navigating an increasingly complex world. And don’t just take Hult Labs’ word for it. Professor Mark Esposito, in a recent Hult Rotation offers you a chance to study in a truly global way. Our rotation program allows you to study and be immersed in some of the finest cities in the world. 📠¸: @jasminmanzano . Hult Rotation offers you a chance to study in a truly global way. Our rotation program allows you to study and be immersed in some of the finest cities in the world. 📠¸: @jasminmanzano . Each year, Hult seeks to enroll a talented and ambitious incoming class from all over the world. We look for diverse students with a wide range of experiences, perspectives, and interests—students who will thrive in our unique educational atmosphere. Are you ready for a truly global experience? 📠¸: @iambrunadiniz . Each year, Hult seeks to enroll a talented and ambitious incoming class from all over the world. We look for diverse students with a wide range of experiences, perspectives, and interests—students who will thrive in our unique educational atmosphere. Are you ready for a truly global experience? 📠¸: @iambrunadiniz . We’re excited to start 2020 on a ranking high! Hult is proud to have been placed #28 in Poets Quants 2020 rankings for Best Undergraduate Business Schools in the US. Taking a huge leap of 32 places from our 2019 position, we’re also very happy to have secured top positions in key categories like: life-changing experience, practicality of the degree, and global immersion. . With five global campuses, a student body of over 130 nationalities, and a learn-by-doing approach—Hult offers a student experience like no other. . We’re excited to start 2020 on a ranking high! Hult is proud to have been placed #28 in Poets Quants 2020 rankings for Best Undergraduate Business Schools in the US. Taking a huge leap of 32 places from our 2019 position, we’re also very happy to have secured top positions in key categories like: life-changing experience, practicality of the degree, and global immersion. . With five global campuses, a student body of over 130 nationalities, and a learn-by-doing approach—Hult offers a student experience like no other. . â€Å"I’m from an engineering background and needed a whole new skill set for the industry I wanted to switch to. I learned a lot about myself and how I deal with being out of my comfort zone. I learned both soft and hard skills, from how to work in very diverse teams to key accounting metrics and strategy. I was surprised by how weak I was at certain tasks in English or how strong I actually was in other areas. Hult gave me opportunities to try new things and meet people from places I never thought I would have friends. . My internship experiences gave me the chance to broaden my view of different cultures and different companies. I had the opportunity to work and live with people whose values differed from people in my home country. I thought that this would be difficult, but it gave me the chance to reflect on my own values and assess if they were a result of my home country environment or if they were intrinsically mine. . Diederick ter Kulve (@diederick.terkulve) Netherlands Masters in International Business . â€Å"I’m from an engineering background and needed a whole new skill set for the industry I wanted to switch to. I learned a lot about myself and how I deal with being out of my comfort zone. I learned both soft and hard skills, from how to work in very diverse teams to key accounting metrics and strategy. I was surprised by how weak I was at certain tasks in English or how strong I actually was in other areas. Hult gave me opportunities to try new things and meet people from places I never thought I would have friends. . My internship experiences gave me the chance to broaden my view of different cultures and different companies. I had the opportunity to work and live with people whose values differed from people in my home country. I thought that this would be difficult, but it gave me the chance to reflect on my own values and assess if they were a result of my home country environment or if they were intrinsically mine. . Diederick ter Kulve (@diederick.terkulve) Netherlands Masters in International Business . Say a big hello to our Bachelor of Business Administration program cover star, Elisa Orus Plana âÅ" ¨ . â€Å"I’m excited for the future—especially that I cant predict whats going to happen. Maybe Ill end up in Mexico working for a trading company or maybe in Africa, developing my own business. Everything is possible, and the options are constantly changing. I love the idea that Im never going to be stuck doing the same job until the end of my life if I dont want it to be like this. . Hult really supports me and my ambitions and truly believes that we deserve to be considered as professionals as well as students. Here, I get to express not just my opinions but all elements of myself. From my creative side with the Fashion Society to my finance and business sides in Trading Club and the Management Consulting Club. We get a different type of learning here. Not just essential knowledge and theory, but practical skills and mindset. The school is always evolving. We’re encouraged to innovate and to always look for new ways of doing traditional things. We learn how to be more confident and become aware of how we can impact our environment. The school aims to help you become a better version of yourself and to stand out from the crowd.â€Å" . Elisa Orus Plana French Bachelor of Business Administration Class of 2021 Say a big hello to our Bachelor of Business Administration program cover star, Elisa Orus Plana âÅ" ¨ . â€Å"I’m excited for the future—especially that I cant predict whats going to happen. Maybe Ill end up in Mexico working for a trading company or maybe in Africa, developing my own business. Everything is possible, and the options are constantly changing. I love the idea that Im never going to be stuck doing the same job until the end of my life if I dont want it to be like this. . Hult really supports me and my ambitions and truly believes that we deserve to be considered as professionals as well as students. Here, I get to express not just my opinions but all elements of myself. From my creative side with the Fashion Society to my finance and business sides in Trading Club and the Management Consulting Club. We get a different type of learning here. Not just essential knowledge and theory, but practical skills and mindset. The school is always evolving. We’re encouraged to innovate and to always look for new ways of doing traditional things. We learn how to be more confident and become aware of how we can impact our environment. The school aims to help you become a better version of yourself and to stand out from the crowd.â€Å" . Elisa Orus Plana French Bachelor of Business Administration Class of 2021"> During the final days of 2019, you probably reflected on what you’ve accomplished this year—and even this decade—and what you’d like to achieve in 2020. Let us know in the comments below. During the final days of 2019, you probably reflected on what you’ve accomplished this year—and even this decade—and what you’d like to achieve in 2020. Let us know in the comments below. â€Å"The first time we did group work on the program, I went head-to-head with a colleague. It taught me a lot about how I see people, how people see me, and how conflict can be resolved in a kind and productive way. The best feedback you get, when delivered constructively, is the most critical because it really feeds into how you lead. I’ve completely reversed my leadership style—the result is so much richer and more powerful when you lead from behind and lead with strength. . Studying in tandem with working, whilst challenging, gave me the perfect platform to directly apply learning concepts into my business environment, the competitive landscape, and the real-estate industry as a whole. When I started the program, I was very happy in my corporate role. But my courage and aspirations grew to the point that I took on a whole new direction. Having my career coach, Joanna, as a sounding board allowed me to really be strategic and get to know myself. She coached me thro ugh all the interviews, the research, and the questions. It went in parallel with what I was doing academically and after six months everything just clicked. . I went into the EMBA knowing I had nothing to lose and I’ve come out with everything. Great strength, global friends, amazing learning, mentors from professors, a job I love, and the knowledge that I can set my mind to achieve anything and with the right support and resources I’ll get there.† . Kashani Wijetunga British, New Zealand Sri Lankan Associate Director Senior Strategy Consultant CBRE EMBA Class of 2019 . â€Å"The first time we did group work on the program, I went head-to-head with a colleague. It taught me a lot about how I see people, how people see me, and how conflict can be resolved in a kind and productive way. The best feedback you get, when delivered constructively, is the most critical because it really feeds into how you lead. I’ve completely reversed my leadership style—the result is so much richer and more powerful when you lead from behind and lead with strength. . Studying in tandem with working, whilst challenging, gave me the perfect platform to directly apply learning concepts into my business environment, the competitive landscape, and the real-estate industry as a whole. When I started the program, I was very happy in my corporate role. But my courage and aspirations grew to the point that I took on a whole new direction. Having my career coach, Joanna, as a sounding board allowed me to really be strategic and get to know myself. She coached me thro ugh all the interviews, the research, and the questions. It went in parallel with what I was doing academically and after six months everything just clicked. . I went into the EMBA knowing I had nothing to lose and I’ve come out with everything. Great strength, global friends, amazing learning, mentors from professors, a job I love, and the knowledge that I can set my mind to achieve anything and with the right support and resources I’ll get there.† . Kashani Wijetunga British, New Zealand Sri Lankan Associate Director Senior Strategy Consultant CBRE EMBA Class of 2019 . â€Å"It was now or never. I knew that I’d have likely stayed in my neighborhood for years to come if I didn’t take this opportunity. I’d not lived or studied outside of the U.S. before. So I left my job as a global strategist at an advertising agency and moved halfway around the world. I’ve come back a more culturally aware, well-versed person. I’ve realized that everything is a learning experience and an opportunity for growth. Ill definitely carry this mindset with me into the future. Technology and social media allow us to be different people in several places at once. Im excited to see how I can establish myself in whatever city Ill be lucky enough to call home and still maintain deep connections with people all over the world. I’m inspired by my classmates every day. Hearing some of their life stories and how getting this degree fits into their greater mission has been very humbling. My biggest challenge has been finding the ‘right’ path for me. There have been rooms Ive felt like I shouldnt be in, but now Im proud to feel as though I truly belong, wherever I am.† . Dwayne Logan, Jnr. American MBA Class of 2019 . â€Å"It was now or never. I knew that I’d have likely stayed in my neighborhood for years to come if I didn’t take this opportunity. I’d not lived or studied outside of the U.S. before. So I left my job as a global strategist at an advertising agency and moved halfway around the world. I’ve come back a more culturally aware, well-versed person. I’ve realized that everything is a learning experience and an opportunity for growth. Ill definitely carry this mindset with me into the future. Technology and social media allow us to be different people in several places at once. Im excited to see how I can establish myself in whatever city Ill be lucky enough to call home and still maintain deep connections with people all over the world. I’m inspired by my classmates every day. Hearing some of their life stories and how getting this degree fits into their greater mission has been very humbling. My biggest challenge has been finding the ‘right’ path for me. There have been rooms Ive felt like I shouldnt be in, but now Im proud to feel as though I truly belong, wherever I am.† . Dwayne Logan, Jnr. American MBA Class of 2019 . Happy New Year, Hultians! . Happy New Year, Hultians! .

Creating An Accessible And Usable Website For Blind Users

Introduction The web accessibility and usability are the preparation of creating websites that are usable by internet users of all capabilities including those users with screen readers. The implementation of this aspect is often mistreated by web developers or surrendered for more original designs. A web designer needs to first understand the preparation of creating an accessible and usable website and give a clear object of the potential internet users their website should attract. Also, the web Accessibility and usability as a preparation can be implemented at different points of detail and this report will examine to understand the necessary requirements of creating an accessible and usable website. The way in which the blind users†¦show more content†¦This report would be valuable to web designers who would like to discover areas that may be mistreated within their own design techniques and how they may consider implementing such methods. additionally, a variety of related literatures were reviewed in order to complete and to further understand the context of the HTML usability and accessibility for the Blind users. The main referred literatures and the key words are How does designing a website using html change when developing usability rather than visual usability and What are the options for improving usability using html to develop websites for the blind. The reviews and literatures were associated to the academic of the development of usabilit y in HTML for blind internet users. In order to carry out the literature research, different online databases have been utilised such as the University of Wolverhampton Library, books, Web Accessibility guidelines, E-books, journals and many more. 1.2 Research Strategy A research strategy is the plan for any researcher to complete the required research. The main research strategies could include experimentation, reviews or case studies (Gomm, 2009). The chosen research approach for this report is the website design usability using HTML for blind user’s case study. The most important benefits of using case study are including the detailed comments

Young Learners English Fingerplay Songs

Fingerplays - Learning Through MovementHere are a number of English fingerplay songs which combine movements of the hands and fingers with key vocabulary. The act of singing and acting out on the fingers children make both a kinetic and musical connection to the new words, also known as a  multiple intelligences approach  to learning.  Fingerplays are usually chanted, although some songs also have movements which are in parentheses after each spoken line. Three Little Monkeys Three Little Monkeys can have as many verses as you like to  practice the numbers. Here are the last two verses as examples. Verse 1 Three little monkeys jumping on the bed,  (tap three fingers on palm) One fell off and bumped is head.  (one finger falls off, then hold head) Mama called the doctor and the doctor said:  (hold imaginary telephone to your ear) No more little monkeys jumping on the bed.  (shake finger) Verse 2 Two little monkeys jumping on the bed,  (tap three fingers on palm) One fell off and bumped is head.  (one finger falls off, then hold head) Mama called the doctor and the doctor said:  (hold imaginary telephone to your ear) No more little monkeys jumping on the bed.  (shake finger) Little Bunny Foo-Foo Verse 1 Little bunny Foo-Foo hopping through the forest  (raise your hand up and down as if hopping along through the forest) Scooping up the chipmunks and bopping them on the head.  (pound fist into palm) Down came the good fairy and she said:  (drop shaking hand from above to below) Little bunny Foo-Foo, I dont want to see you  (shake finger) Scooping up the chipmunks and bopping them on the head  (raise your hand up and down as if hopping along through the forest) Ill give you three chances,  (raise three fingers) And if youre not good, Ill turn you into a goon.  (raise both hands up into the sky and shake them as if frightened) Verse 2 So, the very next day...(repeat except the fairy Godmother says two chances) Verse 3 So, the very next day...(repeat except the fairy Godmother says one chance) Final Moral The moral of this story is: Hare today, Goon Tomorrow!(play on words of the common saying: Here today, gone tomorrow) Clap Your Hands 1 Clap, clap, clap your hands as slowly as you can.  (clap your hands slowly) Clap, clap, clap your hands as quickly as you can.  (clap your hands quickly) 2 Shake, shake, shake your hands as slowly as you can.  (shake your hands slowly) Shake, shake, shake your hands as quickly as you can.  (shake your hands quickly) 3 Rub, rub, rub your hands as slowly as you can.  (rub your hands slowly) Rub, rub, rub your hands as quickly as you can.  (rub your hands quickly) 4 Roll, roll, roll your hands as slowly as you can.  (roll your hands slowly) Roll, roll, roll your hands as quickly as you can.  (roll your hands quickly) Tips for Teaching Fingerplay Songs Write key vocabulary for each song on the board. Practice each movement, and check for understanding.Model the song a few times yourself. Dont be shy!Have students contribute other movements to Clap Your HandsHave different students lead the class in the songs once theyve learned the songs by heart.Ask students to create their own songs.Use  grammar chants  to help students learn simple grammar structures.

Ethical Dilemma And Ethical Dilemmas Essay - 1889 Words

Ethical dilemmas often arise in the work place due to standards, rules, and guidelines. According to Allen (2012) â€Å"There are three conditions that must be present for a situation to be considered an ethical dilemma The first condition occurs in situations when an individual must make a decision about which course of action is best. The second condition for ethical dilemma is that there must be different courses of action to choose from. Third, in an ethical dilemma, no matter what course of action is taken, some ethical principle is compromised. In other words, there is no perfect solution† (para, 3). Social workers are guided by a code of ethics; these standards are what hold social workers accountable for professional practice. The code helps to guide a social worker through an ethical dilemma to know what is expected in the profession and what is not. In this paper I will critically analyze an ethical dilemma about confidentiality in professional practice in this dile mma we are stuck with the decision do we address the issue of the potential breach of confidentiality by your friend or do you take her words and actions as an alright solution to the issue. In the first part I will provide my interpretation of the dilemma, my analysis of the topic, the position of social work and the impact of social work. In the second part I will provide my personal position, what I learned, and the impact on personal practice. The social work community prides itself on confidentialityShow MoreRelatedEthical Dilemmas Of The Workplace1538 Words   |  7 Pages1. Discuss an ethical dilemma that you have had to face in the workplace. Ethical dilemmas often occur when a manager or an employee is faced with two or more conflicting choices. Give as many facts and details as possible in describing your dilemma. The most difficult ethical dilemma I have dealt with was a summer job I had this past summer, while I was working for a bakery in my hometown. This past particular summer really tested what I believe is right and wrong and how to speak up. One of myRead MoreEthical Dilemmas Of The Workplace1291 Words   |  6 PagesEthical Dilemmas in the Workplace As a manager, you are the role model for staff. You set the standards, adhere to guidelines, and exemplify what you expect staff to model. By doing so, you are establishing and sustaining an organizational culture of ethics and integrity, which is the backbone of all successful endeavors. However, even the best structured organizations face ethical dilemmas in the workplace. It is how management recognizes and addresses these occurrences that will either set themRead MoreEthical Dilemma Assignment1766 Words   |  8 PagesCONSENT FORM Thank you for being willing to take part in this interview exploring ethical conflict or turbulence. I would like to transcribe the content of this interview to form a written document to be submitted to Sheffield Hallam University as a piece of assessed piece of coursework. It is important that you only take part in this interview if you want to. As such I would be delighted if you would complete and sign this confidentiality questionnaire prior to the interview taking place. (i)Read MoreCase Analysis : Ethical Dilemma1318 Words   |  6 PagesTitle of Paper: Ethical Dilemma One INTRODUCTION Mrs. Smith, is an 81-year-old widow. She has been widowed for over twenty years. She has been very independent with some assistance from neighbors due to her son living out of the area and unable to assist. Recently, she has had issues with her independence. She has set two accidental fires that caused damages to her apartment, as well as had a recent fall in the bathtub. These issues have gained her son’s attention which has led him to requestRead MoreEthical Dilemma at Workplace Essay1192 Words   |  5 Pagesï » ¿Introduction – What is an ethical dilemma? Ethics is the term we give to our concern for good behavior.   It is human nature to not only be concerned with our own personal well being, but also that of others and of human society as a whole.   The difference between moral dilemmas and ethical ones, philosophers say, is that in moral issues the choice is between right and wrong.   In ethical ones, the choice is between two rights. Everyday Im faced with decisions of right and wrong, most of whichRead Moret Types of ethical dilemmas Mastery67Questions123Materials Essay2477 Words   |  10 PagesTypes of ethical dilemmas Mastery 67% Questions 1 2 3 Materials on the concept: Typical Moral Dilemmas Confronting Business Communicators Ethics and Law for Management Communication Top of Form 1. As part of an effort to hire younger workers, a multinational organization assures applicants that they will get to visit its offices in other countries and work with the employees there. However, only two out of every nine workers actually get selected for such projects. What moral dilemma best fitsRead MoreThe Ethical Dilemmas of Collecting Data and the Consequential Revision of Commodities, Culture and the Politics of Representations Definitions 1751 Words   |  7 Pagesinformation or data has become assets to companies, being regarded as property to be bought and sold to between companies. However, this has put forward the following primary ethical dilemmas surrounding human rights: the right to informed consent and the right to personal data. In addition to the creation of ethical dilemmas, the collection of human data has brought about a need for a revision of definitions. Commodities are known as a raw material or primary agricultural product that can be boughtRead More Will the Real Lupe Garza Please Stand Up? Essay1216 Words   |  5 PagesAn ethical dilemma is defined as a moral issue, where a situation has two equivalent undesirable alternatives and neither choice will resolve the ethical predicament. Lupe Garza, mother of two children, is a temporary employee at a plant. Garza is an excellent and talented worker, and supervisors have taken notice in her skills. A human resource specialist named Sara Jones, mislead Garza in thinking she would unquestionably obtain a permanent job position at the plant, causing Garza to turn downRead MoreThe Ethical Principles Of Respect For Autonomy984 Words   |  4 Pagesthe nurse to administer blood despite Mark’s refusal. This situation presents an ethical dilemma to the health professionals involved in Mark’s care. The ethical dilemma is whether to uphold his decision not to receive the blood and therefore risk his life or give him the blood to save his life despite knowing his religious status and beliefs. There are several ethical principles involved in this scenario. The ethical principles of respect for Autonomy, Beneficence, Non-maleficence, Veracity and FidelityRead MoreDuty to Warn Essays1522 Words   |  7 PagesDuty t o Warn Jessica Hall PSYCH/545 09/4/2011 Dr. P. Duty to Warn The ethical dilemma I wish to explore is The Duty to Warn. This refers to the duty of a counselor, therapist to breach one of the most important bonds between a client and a therapist; the law of confidentiality. The therapist has the right to break confidentiality without the fear of being brought up for legal action. If the therapist believes that the client poses a danger, or is a threat to himself, someone else, or society

Should Prostitution Be Legalized - 1600 Words

Prostitution has been one of the oldest professions of all time. So should it be legal? When it comes to the topic of prostitution, a lot of people will readily agree that it is â€Å"wrong† for moral reasons and or religious beliefs. People will also argue that prostitution is in the bible stating it is wrong, but not everyone has the same beliefs and others do not believe in God. Everyone has different opinions and mindsets towards it. Where this agreement usually ends, however is with the question, if Prostitution be legalized. Some are convinced that it should not be legalized because it is considered sexual harassment, rape, battering, domestic violence, a violatation of human rights, childhood sexual abuse and many other reasons. Whereas others maintain that it should be legalized for many reasons such as it will reduce violence against women, it will make sex workers healthier, it is also a victim less crime and they can be a source of tax revenue. Plus, believe it or n ot, prostitution is not going away anytime soon. I agree with prostitution being legalized. Some women are forced into prostitution, It will also regulate human trafficking and it will make the streets safer. Now-a-days there is debate on why prostitution should be legalized. It should be legalized and treated as if it were to be any other job. They can also give the workers access to social security and health benefits, and they would be able to also regulate their places and terms of employment. OnShow MoreRelatedShould Prostitution Be Legalized?1406 Words   |  6 PagesProstitution is one of the largest controversial issue facing the United States. The definition of prostitution, according to Merriam-Webster’s Dictionary, is the act or practice of engaging in sexual relations especially for the money. Prostitution has been constantly bashed by the media and is currently legal in only one state. In this state, only one county has banned prostitution. Why is it illegal? What is wrong with prostitution that has made it illegal? These are the important questions thatRead MoreShould Prostitution Be Legalized?1048 Words   |  5 PagesWalker May,15,2015 Should prostitution be legalized? Most of us have heard of prostitution and the controversial opinions of people whether it should be legalized or not. The fact is that prostitution has been practiced for many years regardless of its legality. As defined in the dictionary prostitution is the exchange of sex for money. Out of the 50 states in the U.S., Nevada is the only states were prostitution is legal. On the other hand, in some European countries prostitution is not illegal andRead MoreShould Prostitution Be Legalized?1111 Words   |  5 PagesProstitution has been around for a very long time. There has been great debates over the last few decades about prostitution law reform. It is accepted by some, denied by others, or just forbidden. Prostitution is that one thing that people do and does not get brought up for discussion after the fact. It is what some people call dirty and distasteful. But prostitution whether legalized or not will continue to happen. I will argue that prostitution should be legalized becaus e it would bring more benefitRead MoreShould Prostitution be Legalized?1658 Words   |  7 PagesProstitution is an issue that has been debated in many countries. 22 countries have legalized prostitution. In the United States, prostitution is only legal in 11 rural counties in Nevada. It used to be legal in Rhode Island due to a loophole, but since 2009, it has been illegal. Women are not the only ones who are prostitutes, about 20 to 30% of prostitutes are male, which means both genders are affected by laws against prostitution. Men and women should be allowed to choose how they want to useRead MoreProstitution Should Be Legalized?1072 Words   |  5 PagesProstitution in America Some consider prostitution to be evil, sin incarnated. They believe that the act of fornication with an unknown and unloved person is unholy and should be punishable. They may believe that those who are prostitutes are not human, but instead creatures that have given into their most primal lust. To give into the carnal temptation of sex, and to resolve it through means that are not considered normal, sentences one to eternal damnation. Or so some believe, and I respect theirRead MoreShould Prostitution Be Legalized?1663 Words   |  7 PagesDecriminalizing prostitution in the United States will be a hazard to the nation. Prostitution has been often called one of the oldest jobs in the world. However, it has been illegal in nearly all societies throughout history. Currently, there have been various countries where prostitution has been legalized by the government, allowing people over eighteen year olds to work as prostitutes legally. Nonetheless, those countries have had several neg ative effects following the legalization of prostitution. NeverthelessRead MoreShould Prostitution Be Legalized?1725 Words   |  7 PagesProstitution Should Be Legalized Some say prostitution is the world s oldest profession. Yet, only a small percentage of the world’s government allows it. The legalization of prostitution is a very controversial topic due to many people’s moral beliefs. Prostitutes all over the world are treated as outcasts. A reason for people to be against prostitution could be due to their religious beliefs, moral standpoints, or lack of knowledge over the subject. Many religions state that sex outside of marriageRead MoreShould Prostitution Be Legalized?1188 Words   |  5 PagesShould Prostitution be legalized? Prostitution is defined as the engaging in, or agreeing to engage in, sexual conduct for a fee. Women are pushed into entering prostitution for many reasons including lack of education, poverty, and personal choice. Prostitution is currently illegal, but there is much controversy surrounding this issue. Picture in your mind this scenario: Jane is a 26 year old single woman who makes her living working the streets as a prostitute. She is clean, and is tested regularlyRead MoreShould Prostitution Be Legalized?1411 Words   |  6 PagesShould prostitution be Legalized? Whether or not prostitution should be legalized is, for some, a morally plagued question. The value society puts on sex can directly affect whether or not legalization will be considered. Even within Europe there is a drift. While France has banned prostitution it is legal in Germany, and has been since 2002. Is France morally outstanding, or is there something more to prostitution then what generally thought? The legalization of prostitution will affect many otherRead MoreShould Prostitution Be Legalized?1537 Words   |  7 PagesProfessor Petretto English 111 15 Nov. 2016 Should Prostitution be Legalized? Prostitution has been and may always be one of the most controversial topics in the United States. While there are some who argue that prostitution should be legalized, others do not agree with this theory. Some advocates argue that prostitution is a victimless crime and that it should be a decision that one chooses on his or her own. They also believe that the legalization of prostitution will minimize crime, increase tax revenue

Red Badge Of Courage (1368 words) Essay Example For Students

Red Badge Of Courage (1368 words) Essay Red Badge Of CourageThe Red Badge of Courage, by Steven Crane, has been proclaimed one of thegreatest war novels of all time. It is a story that realistically depicts theAmerican Civil War through the eyes of Henry Fleming, an ordinary farm boy whodecides to become a soldier. Henry, who is fighting for the Union, is verydetermined to become a hero, and the story depicts Henrys voyage from being ayoung coward, to a brave man. This voyage is the classic trip from innocence toexperience. The story starts out with a heated debate between the soldiers. Oneboy had heard a rumor that the regiment would be moving on to fight a battle thenext day. Some of the soldiers agree with this boy, while others think thattheir regiment will never partake in a real battle. While watching thisargument, Henry, the protagonist, decides that he would rather go lay down andthink rather then take part in the heated argument between the soldiers. Henry,a simple farm boy, is rather excited when he hears the rum or that they will befighting soon. It had always been a dream of his to fight in a war, and become ahero, and now his dream was coming true. Henry begins to think about what lifewas like before he entered the army, and remembers the stories of war he hasheard from old veterans. This flashback is very effective in showing how hisprevious experiences have affected his thoughts on war now. It is blatantlyobvious that he is afraid that he will not be able to withstand the pressures ofa battle. He keeps telling himself that if he wants to become a hero, he can notrun away. He must stick out the battle with the rest of his comrades. Whilemarching along, Henry sees the first corpse he has ever seen. He shows pity forthe man, because the dead man had died in such poor conditions. The souls of hisshoes were worn bare. When Henry sees the corpse, he begins to wonder if hisgenerals actually know what they are doing. He thinks that the generals areleading him right into a trap, right into the m iddle of the rebels. Henry dealswith his fear of battle by acting arrogant. He acts as if he has been in athousand battles, and complains about the walking, even though the reader knowsthat he would rather be walking forever then go to battle at this point in time. It shows one of Henrys defense mechanisms, how he uses his arrogance to hidehis innocence. Regiment 304 moves on to battle the next day. Henry becomes veryscared, but is too proud to talk to any of the others soldiers about his fears. All the soldiers are very anxious to fight in the war, and Tom and Henry talkabout how they are not going to run away from war, and how they want to becomebig time war heroes. This is ironic, because in the end of the book their wishescome true. When the battle starts, all the soldiers get very anxious andnervous. Tom and Henry dont turn out to be as brave as they think that theycould be. While hiding, Tom finds Henry, and gives him a manila envelope ofletters for his family. Tom believes that this will be his first and his lastbattle. Henry ends up fulfilling his worst nightmare. Instead of sticking outthe battle with the rest of his regiment, he hides behind some brush in order tospare himself from dying. He listens in on the battle, and to much of hissurprise, he hears cheering from whats left of his regiment. He then takesoff into the woods in anger. While running through the woods his consciencebegins to speak to him. His conscience calls him a coward, and a deserter. Outof guil t, Henry runs back to the battle site, and meets again with his regiment. .u149c067c3402ea31855cdd7c9c2788d2 , .u149c067c3402ea31855cdd7c9c2788d2 .postImageUrl , .u149c067c3402ea31855cdd7c9c2788d2 .centered-text-area { min-height: 80px; position: relative; } .u149c067c3402ea31855cdd7c9c2788d2 , .u149c067c3402ea31855cdd7c9c2788d2:hover , .u149c067c3402ea31855cdd7c9c2788d2:visited , .u149c067c3402ea31855cdd7c9c2788d2:active { border:0!important; } .u149c067c3402ea31855cdd7c9c2788d2 .clearfix:after { content: ""; display: table; clear: both; } .u149c067c3402ea31855cdd7c9c2788d2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u149c067c3402ea31855cdd7c9c2788d2:active , .u149c067c3402ea31855cdd7c9c2788d2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u149c067c3402ea31855cdd7c9c2788d2 .centered-text-area { width: 100%; position: relative ; } .u149c067c3402ea31855cdd7c9c2788d2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u149c067c3402ea31855cdd7c9c2788d2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u149c067c3402ea31855cdd7c9c2788d2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u149c067c3402ea31855cdd7c9c2788d2:hover .ctaButton { background-color: #34495E!important; } .u149c067c3402ea31855cdd7c9c2788d2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u149c067c3402ea31855cdd7c9c2788d2 .u149c067c3402ea31855cdd7c9c2788d2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u149c067c3402ea31855cdd7c9c2788d2:after { content: ""; display: block; clear: both; } READ: Case 1-1 Ribbons and Bows EssayThese actions showed Henrys maturity, and desire to be a war hero. When Henrymeets up his regiment and older tattered man begins to have a discussion withhim. The old man asks Henry where yeh hit, ol boy? meaning, where hegot shot. With massive feelings of guilt, Henry shrugs away from the man andruns back into the woods. From behind a tree, he looks at all the woundedsoldiers. At times he regarded the wounded soldiers in an envious way. Heconceived persons with torn bodies to be particularly happy. He wished that he,too had a wound, a red badge of courage This shows Henrys desire to be awounded war hero. He does not want to be set apart from the other boys as acoward. As soon as the old soldier passed him, he went back to the lines andcontinued on with the boys. He starts walking next to Jim Conklin, a soldierthat he knew pretty well. They are talking, when all of a sudden Jim runs away. He falls onto the ground and dies. This death has a very big affect on Henry. Jim was his first friend to be killed in battle. He feels guilty that Jim wasput through so much pain, and he just ran away, like a coward. After spendingthe night sleeping near Jims corpse, Henry woke up and was ready to marchagain. He meets up with another tattered soldier, who is crazy and dying. Henrygets very angry at the mad for talking to him, and runs away, swearing that theman knows his secret. He refuses to go back to the regiment, because he thinksthat everyone will regard him as a coward. All of a sudden, Henry sees thesoldiers frantically running. One grabs him, and Henry asks him why they arerunning so frantically. The only response he gets is a whack in the head withthe soldiers gun. A few moments later, when Henry is able to get up, hebegins to march with passer by soldiers. A soldier walking next to him noticesthe wound on his head, and automatically assumes it to be a bullet wound. Thekind-hearted soldier leads Henry back to his regiment. The first person Henrysees when he gets to the group is his friend Tom. In order to save face, Henrymakes up a big story about how he got shot in the head, and then got separatedfrom the regiment. Tom takes great care of Henry, cleans him up and makes surethat he gets enough food, and a good nights sleep. After being pampered byTom, Henry realizes that this is not the way to becoming a hero. In order tobecome a hero, he must fight in battles, and get a real red badge of courage,not just a knock in the head. He returns the envelope of letters to Tom. Thisscene marks a dramatic change in character for both of the boys. It shows theirmovement from innocence to experience. From then on, the two men walk side byside while marching. They showed their courage often in tough situations. Henrysuspected that his generals were leading them right into trouble, and he getsvery angry about that fact. Henry tells Tom about his speculations, but Tom willnot believe him. During the next battle, Henry shows his courage by bein g thefirst and the fastest soldier to fire. After the victorious battle, Henry andTom over hear a conversation between generals and captains, and they find outthat the next battle they are going to be fighting is going to be very tough,and the general is looking for spar regiment.. The leader feels that there is noway Regiment 304 will survive the battle, and calls the soldiers ?muledrivers, thinking that they are slow, and rather stupid. When Henry and Tomhear this, they are enraged. They are determined to fight as hard as the can,with all their heart and souls. Henry and Tom prove themselves well in thebattle. They steal the confederate flag, and are both brave enough to go out onthe field with out weapons. After the regiment retreats, the general recognizesboth soldiers as extremely brave, and comment that they are fit to be generalsthemselves. This final action is what finalizes the movement from innocence toexperience for Henry and Tom. They went into the war as little boys, an d nowthey are moving on as men. They have both earned their red badges of courage, aswell as the hero status they had dreamed of obtaining forever.

Identifying Emerging Issues in Mobile Learning free essay sample

The workshop series was funded by the UK’s Joint Information Systems Committee (JISC) as part of the Emerge Community within JISC’s own Users and Innovation research programme. This exploration focused on identifying emerging issues for the sector arising from the increasingly likely large scale use of Smartphones, PDAs and camera phones by learners in HE and FE, both on campus and in the workplace. This was carried out through scenario generation using three different futures prediction tools in three workshops. The following issues were identified as being the most likely to appear in the future of mobile learning five years from now: the increasing use of ‘just in time’ and ‘as and when necessary’ training. the need for always on affordable connectivity and power. increased support for an approach to teaching and learning that is more collaborative than didactic. concerns over scalability; learning communities are divided over whether there is a role for mobile devices in formal teaching, especially in large groups and lectures. We will write a custom essay sample on Identifying Emerging Issues in Mobile Learning or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page oncerns over the merging of personal and vocational information and practice. The strong match between affordances of mobile devices and learning opportunities in work based and experiential learning across the board. increased peer to peer networking and collaboration. the need for design specifications for a secure online all-purpose data repository accessible by different browsers according to device at hand. Other emerging issues for mobile learning in HE and FE include both ethical and practical implications. These include cultural barriers and resistance to change amongst lecturers and associated teaching professionals. Examples are: fears for the erosion of lecturers’ personal time; concerns over security related to the increasing amount of information and number of images to be stored and privacy issues related to the ease with information can be captured in a range of locations. There is also the opportunity to reconsider assessment practices, recording the process of developing an assignment rather than simply marking the product. One last issue, one that is in need of urgent attention, is the need for the development by students and staff of agreed practice, establishing how mobile devices are to be used responsibly in institutions before inconsiderate use or ignorance of their potential to enhance learning results in banning a valuable learning tool. Acknowledgements The authors wish to gratefully acknowledge the contributions made by members of the Adding a Mobile Dimension to Teaching and Learning network who played a major part both in the scenario development activities at the workshops on which this paper is based and to the review of the scenarios generated. We are also grateful for the financial support from JISC via the Emerge community for this project. 1 Introduction This report details the scenarios developed in a series of discussion workshops exploring visions of how mobile technologies and devices will influence the practice of users in Higher Education (HE) and Further Education (FE) in the future five years hence. The workshop series was funded by the UK’s Joint Information Systems Committee (JISC) as part of the Emerge Community within JISC’s own Users and Innovation research programme. This current exploration focuses on identifying emerging issues for the sector arising with the increasingly likely large scale use of Smartphones and mobile phones with the capability to record both video and audio by learners both on campus and in the workplace in HE and FE. These devices have become well established throughout the student community, a survey of 177 students at the University of Southampton found that 94% were regular users and owners of mobile phones (Davidson and Lutman 2007). This dovetails with data from Ofcom (2008) which shows that mobile phone ownership in the 15-24 age group of the UK population is stabilising at around 95% and students to come will be even more experienced in their use. For example, older students in schools that ostensibly ban mobile phones are now regularly being allowed to use the cameras on their ‘phones to record special events or experiments in lessons to help them revise. What is mobile learning? The field of mobile learning has been developing fast as a research topic over the past eight years and accordingly ideas of what exactly mobile learning is have also developed. Winters (2006) noted how various groups researching mobile learning have used definitions that fall into four categories: one mobile learning as technocentric, where learning is seen as something that makes use of mobile devices, personal digital assistants (PDAs) and mobile phones; two – defined by its relationship to e-learning, where mobile learning is seen as an extension of elearning; three as augmenting formal education and four as learner centred, enabling the possibility of lifelong learning. These does not address the unique selling point of mobile learning which is closely linked to the capability of the mobile learner moving between traditionally separate contexts such as the work place and the teaching base supported by handheld technology that they can work with interactively to capture, access and store quantities of information in different multimedia formats. Thus mobile learning can be best described as â€Å"the processes (both personal and public) of coming to know through exploration and conversation across multiple contexts amongst people and interactive technologies† (Sharples, Arnedillo Sanchez, Milrad Vavoula 2007). Mobile learning in post-compulsory education in the UK A presentation from Traxler Sugden (2007) places the current state of mobile learning in the UK as consisting of considerable numbers of small scale trials and pilots taking place over fixed periods of time. Confirmation that the practice of using mobile technology to support learning in post-compulsory education is not yet embedded in current practice within institutions was demonstrated during the search for previous research for this paper, where no ongoing large scale uses were found. From currently available sources there is little or no indication as to the extent to which mobile devices are being used in Higher and Further Education. Findings from interviews conducted by Bird and Stubbs (2008) with mobile learning innovators in ten Higher Education Institutions (HEIs) were surprisingly consistent with most respondents reporting that they experienced or expect to experience the same kind of issues. These were mostly in the form of barriers to establishing and sustaining an m-learning innovation in a university 2 environment. Issues which dominated were: skills gaps (in IT support and especially academic staff and somewhat unexpectedly students who despite being heavy users ), lack of technical support (IT services provision), procurement and accounting policies based around PC usage, inclusion issues due to cost of devices and/or data, ethical and legal issues, quality assurance especially with respect to data ownership, sustainability (all projects were based on external funding), device limitations, standards churn, privacy and security, and lack of a ‘killer application’ for the context. Interviews with users trialling PDAs at the Open University (Pettit and Kukulska-Hulme, 2008) indicated that the wireless infrastructure was widely regarded as a critical factor in influencing adoption of the device. Most papers reviewed for the current investigation referred to theoretical speculation about future potential, others discussed projects outside of the UK in Europe or East Asia, however, in the remaining 20%, an impressive range of pilots with different handheld devices was described. These indicate that there is considerable potential for engaging and supporting learners via mobile technologies. These pilots point to greater use of context relevant information especially images and video in learning and to greater collaboration enabled by easily portable, handheld devices connected to the internet via wi-fi or broadband. The following examples indicate the range of activities tested and are included by sector. Higher education Lecturers have evaluated a range of devices from multi-function PDAs and Smartphones to simple texti messaging (SMS). In one of the first examples of the use of PDA’s in an undergraduate setting Ramsden (2005) successfully tested giving undergraduate Economics students at the University of Bristol access to VLE’s and course materials via internet-enabled PDAs. As well as enabling access to course resources any time, anywhere, having the PDA allowed the students to hold question and answer sessions via the online discussion board during lectures which they found this particularly helpful. The University of Birmingham has evaluated the use of PocketPC handheld computers to offer multiple mobile applications to university students in the form of a ‘mobile learning organiser’. The main uses were for issues of time and course management and access to course materials. Other functions included the ability to communicate via email and instant messaging and to organise notes. The participating students made good use of the calendar and timetable facilities as well as communication tools and were keen for more content to be delivered in this manner. (Corlett et al, 2005) At London Metropolitan University the Reusable Learning Objects (RLO) Centre for Excellence in Teaching and Learning (CETL) works on the design, development and use of learning objects many of which run on mobile phones. Smith et al (2007) discuss the motivation they have seen in students (sports science in this case) to learn via subject specific learning objects (programs) such as Flash animations of muscle groupings and movements that run on their own or loaned mobile phones. Other animated tutorials, language learning for example, include multiple choice quizzes (Tschirhart et al, 2008). In another study Cook, Pachler and Bradley (2008) found that loaning postgraduate students Nokia N91 phones to make notes and take images for upload to web based media board such as Lifeblog and tribal’s Mediaboard led to blurring the boundaries between study, work, and personal time and between formal and informal practice. In the Spatial Literacy in Teaching (SPLINT) CETL at the Universities of Nottingham and Leicester applications aimed at Geography students are being developed for PDAs and tablet PCs where the PDA screen is held up towards the real scene to offer additional information about that scene, ‘augmenting’ reality for the user (Priestnall and Polmear, 2007). For example, trials of a PDA application designed to teach the geomorphology of the Lake District, NW England showed that students the students learned to appreciate the power of geocontextualised visualisation to support their understanding of landscape processes (Jarvis et al, 2008). The University of Nottingham has used mobile phones and similar software to enable group blogging as a tool to support Chinese students in the process of enculturation as they get used to a new society and to enter the local community. The â€Å"learners showed a obvious interest in flexibility of time and space that potentially extends ‘antennas’ of the group blog to deeper insight of local culture. † (Shao, Crook Koleva, 2007). Other examples used simpler devices and text messaging. The Mobiles Enhancing Learning and Support (MELaS) project saw the University of Wolverhampton test using text messaging with first year undergraduates in five departments aiming to enhance the student learning experience. In all 27 staff successfully interacted with 938 different students through at least one of: one way (staff to learner) communication, formative assessment with feedback, and a collaborative learning discursive tool (Brett, 2008). In another study sports education students at the University of Bath reported that SMS messages to their mobile phones from faculty were found welcome in assisting them to learn time management skills and as an extension of the tutor’s voice beyond the traditional lecture environment. This helped to reduce the perceived psychological distance between students, their peers and tutors (Jones, Edwards Reid, 2008). SMS messaging has been trialled in lecture theatres too. Elliman (2006) reports successfully using a system that allowed students to provide feedback by SMS on their level of comprehension during a lecture. The system displays a histogram showing understanding level which is continually updated during the lecture together with comments and question in a scrolling area of the screen. At Brunel University, first year undergraduate Information and Communications Technology (ICT) students found that revision podcasts, downloaded to their personal digital media players were popular and perceived as more effective than revising from traditional textbooks (Evans 2008). In a review of podcasting to support distance learning in the Open University, UK Minocha and Booth (2008) conclude that audio technologies such as podcasts can not only support mobile learning but also entice, motivate, inform and reinforce. Further Education Mobile technology has been used in a number of colleges as a means to bring new learning opportunities to students who might otherwise not have access to college education. Many of these projects have been funded by the Learning and Skills Council under the MoleNET initiative or by the JISC e-Learning Programme. At Pembrokeshire College, an mlearning trial project was carried out from 2005-7 to support NEET students (NEET – not in education, employment or training) with reentry to education, training or work. Giving students access to PDA’s helped to engage them and improve communication with a difficult to reach group. The use of SMS messaging enabled the teachers to keep in touch with this very transient group of learners and helped identify opportunities for learning as when they occurred. (Pembrokeshire College 2007). Similar projects working with NEET learners have also been carried out at Accrington and Rossendale College, Tower Hamlets College and Weston College (MoLeNET 2008). 4 Having the capability to learn anywhere by means of handheld PDAs allowed Dewsbury College and Bishop Burton College, West Yorkshire to provide learners in outreach centres and workplace learning environments with similar access to learning resources as their peers on the main college campus (JISC 2005a). Mobile phones have also been found useful to help in location based learning. The City of Southampton College has been assisting ESOL (English for speakers of other languages) students to improve their opportunities for meaningful language interactions. Visiting locations within the city to help get to know their locality, students were asked location specific questions answered through SMS messaging and posting images to an interactive website. The project found that such techniques enhanced the students’ literacy and numeracy skills and helped to engage hard to reach learners such as those from the multiethnic Southampton community where many students have English as a second language (JISC 2005b). As in Higher Education bulk text messaging services to support managing learning have proved popular with most students. There are those for whom this sort of service is particularly useful. Derwen College (JISC, 2008a) found that their students who have varying degrees of physical disabilities and learning difficulties responded well to reminders to students for things like surgery and other appointments, dinner times and class notifications. Simple text based interaction was also used at Lakes College West Cumbria (JISC, 2008b) who piloted the use of iPod nanos to provide multiple choice revision quizzes for Construction students, many of whom have learning difficulties and struggle with paper-based revision processes. The iPod quizzes proved popular with every student in the cohort making use of the iPods during the revision period. The use of handheld devices to record or view multimedia to support learning is also proving popular. At Southwark College students are using low-priced, pocket-sized camcorders to overcome some of the technical and organisational barriers to using video in the classroom and for recording evidence of learning (JISC, 2008c). Examples included recording students oral presentations in English which were then used by the students for practice and reviewing with each other and Level 2 students in Art and Design recording technique demos and talking about their work to inform Level 1 students hoping to progress. Other projects, such as My Podcast at New College, Swindon (Warren, 2008), involve podcasting with lecturers creating both audio and video podcasts that students can download and play on handheld PDA’s or MP3 players for revision or extra support with a topic wherever they happen to be, in the workplace, at home or in college or moving between the two. Work Based Learning Both HE and FE institutions place students training for professions, whether medicine, building, teaching or hairdressing etc. in the workplace for a significant proportion of their course. Students, often at considerable distance from their teaching bases, need online access to course materials and other context specific information, to communicate with their tutors and to produce records of their progress and assignments for assessment. Mentors in the workplace need to authenticate and support this student learning. A number of pilots have been set up to test how mobile technologies can successfully be used to support students on work placements. For instance, mobile devices have been used to give instant hands on access to information that would be difficult to carry around on the job. At the James Cook University Hospital in 5 Middlesborough, 5th year medical students tested the use of PDA’s providing access to formulae, clinical guidelines, electronic portfolios and other web-based materials. They found portable access to these facilities useful, as was the ability for supervisors to ‘sign-off’ log books using their normal signatures on the PDA. (Cotterill et al, 2008). Reynolds et al (2007) found that a PDA proved to be a convenient and versatile mode of access to online education for dentistry students at King’s College, London. The 12 students were most positive about being able to make notes for individual study, to keep a diary of their commitments to teaching sessions and to having on the spot access to online support materials, particularly videos. Teaching is another profession where students need access to a wealth of information. Wishart et al (2007) found that when student teachers trialled the use of PDA’s in school they deemed the calendar or diary to be articularly supportive. Email was also used, primarily to maintain contact with other students and the university tutor, and the web browser was used to access information both in class and for personal reasons. Some students used spreadsheets to record pupils’ attendance and grades and most, in this pilot involving 14 trainees, used the word processor to make notes from meetings and on lesson observations for essays. However, the prevailing sociocultural climate where mobile phones are often banned and PDA’s a rarity meant that trainees often felt uncomfortable using their device on school premises. In FE mobile technology has been used in the work place for just in time problem solving, such as through the Hairdressing Training programme developed by the University of Manchesters data centre, Mimas, and now used by 500 students at Stockport College, which offers step-by step guides to hairdressing techniques for styling, colouring and cutting (Smith, 2008) Also PDA’s have been found to be useful in connecting work based learners in FE who may otherwise be isolated from learning opportunities. Such devices have been used to assist apprentices in remote rural locations in Lincolnshire to give flexible learning options and to build achievement and self-esteem (Lambourne, 2008) and to provide learning and social networking opportunities to care workers in schools and nursing establishments in the Bourneville area of Birmingham (Brown, 2008). Finally, one of the largest trials of mobile technology in the workplace, currently ongoing with around a 1000 students in five universities in Yorkshire, is that being run by the Assessment of Learning in Practice Settings (ALPS) CETL1, a Centre for Excellence in Teaching and Learning that focuses on assessment and learning in practice settings and involving nursing and allied health care practitioner trainees. Initial indications (Dearnley et al, 2008) showed that both students and lecturers were positive about a range of benefits having a PDA enables however, introducing mobile technology into the clinical setting will require a significant shift in culture and a significant level of training and support. 1 http://www. alps-cetl. ac. uk/ 6 Summary While the above mentioned projects demonstrate the range of learning activities that have been trialled in UK institutions, recent advances in the abilities of the mobile devices themselves offer the chance to deliver new services to learners that have not yet been tested. The 2009 Horizon Report notes how the adoption of novel interfaces (like the iPhone), the new ability of mobile devices to download applications and to be location aware through GPS signals, all offer new opportunities for learning. With the addition of broadband-like data connections, the boundary between what is a mobile phone and a portable computer are being ever more blurred (New Media Consortium 2009). It is in this technology context that the workshop participants came together to imagine future scenarios for the use of mobile technology in learning, drawing on their wide experiences of previous research projects and contemplating how developing mobile technologies could open up new opportunities for connecting learners and teachers. 7 Methods: Developing Future Scenarios In this project three different tools were used to support future predictions. The first used for the workshop focusing on the practice of users in Higher Education (HE) in the future five years from today was the Cognitive Foresight toolkit available from the UK Government Department for Innovation, Universities and Skills (Office of Science and Technology, 2005). It was developed for strategic futures planning and provides guidance on different techniques that can be used in the different stages of developing future scenarios and the ways they can be combined. This first workshop employed driver analysis to build internally consistent future scenarios from an assessment of the way current trends and drivers are influencing the present use of mobile technologies in HE. First the workshop participants ‘brainstorm’ a range of drivers for the currently observable trends. Next scenarios are produced by taking the drivers identified as having the highest importance and highest impact as orthogonal pairs of axes and visualising up to four scenarios that match the chosen combinations. This method is illustrated in the example below. More of †¦ Scenario Decrease in †¦ Increase in †¦ Less of †¦ The second used the Futures Technology Workshop method (Vavoula and Sharples, 2007) to look at future scenarios in work based learning. This is a structured method whereby people, in this case with experience in the specific area of the use of mobile technologies in education, envision and design the interactions between current and future technologies and an activity. Through a series of structured workshop sessions they collaborate to envisage future activities related to technology design, build models of the contexts of use for future technologies, act out scenarios of use for their models, re-conceive their scenarios in relation to present-day technologies, list problems with implementing the scenarios exploring the gap between current and future technology and activity. The workshop method was edited slightly within the time constraints of the day so that the structured sessions comprised: i. i. Imagineering: brainstorm on desired future learning activities. Modelling: in groups, producing models that demonstrate the envisioned activities, complete with related props. 8 iii. iv. Retrofit: developing a role play for another groups scenario using only current technologies. Futurefit Requirements: listing requirements for the future technologies that have to be in place for the scenario to be realised. The third workshop on future scenarios in Further Education (FE) followed a method devised by FutureLab, an educational thinktank aimed at transforming the way people learn that focuses on the potential offered by digital and other technologies. This method for developing scenarios uses non-specific images of people of different ages in different locations printed on cards as a stimulus to thinking. The workshop used cards such as these shown below from the Building Visions for Learning Spaces sequence of cards. The workshop participants are then asked to envision first a range of learning activities that could be happening within the image and the people involved in them, then the anticipated outcomes and the technological resources that will be needed. One of these activities is then chosen by each of the groups for fuller development into a future scenario. In each of the above three cases the workshop was set up to start with two initial keynote presentations designed to stimulate thought and discussion from recognised experts. These keynotes (found under workshops 8-10) are available from the Adding a Mobile Dimension to Teaching and Learning web site2. These were followed by a series of discussion activities informed by the futures prediction method being used and facilitated by the research team. A discussion workshop is a recognised method of collaborative knowledge construction through discussion and debate amongst peers or experts. The workshops were run as focus groups with the facilitator encouraging discussion and debate and following a qualitative, phenomenological research approach.

Living Justice Catholic Social Teaching in Action

Introduction Ethics are an unwritten code. They are believed to be imprinted in the core of men, and are a guide in choosing to do the right or wrong thing. They are associated with our conscience, which guides everyone, such that when one is doing or has done something wrong, one is bound to feel guilty.Advertising We will write a custom essay sample on Living Justice: Catholic Social Teaching in Action specifically for you for only $16.05 $11/page Learn More Liberation as seen in the bible and the church The book, The Living Justice, talks about the Bible and the many encounters God had with the people of Israel. This was his chosen people, but their lives were not always smooth. They were generations that rose from the house of Joseph and his twelve brothers. The brothers came to Egypt in search of grain and water, in the time of drought. They were welcomed by their brother, Joseph, whom they had sold to foreigners, who were passing through their fath er’s lands. Joseph had then been promoted for his good works through the grace of God, to become Pharaoh’s right hand man. The household of Jacob continued to grow in Egypt, and the Egyptians became wary of their numbers, and they were taken as slaves. During their time as slaves, they were mistreated. When the worst came to the worst, and their population had grown beyond proportions, Pharaoh gave an order to have all the newborn males killed so that he could reduce the possibility of having Egyptians being toppled by the Israelites (Jones 121). In the end, God heard their cry and selected Moses to liberate them. He had been brought up with Pharaoh, as his brother, but he had to rise against him. He asked Pharaoh to let the Israelites go, but Pharaoh was adamant and he refused. God then brought upon the Egyptians, the ten plagues that saw them suffer. The final plague, the death of all the Egyptian first borns was the last stroke and Pharaoh finally let up, and decide d to let them go. This shows that God is just and powerful. He fought the battle for the Israelites; they were weak and oppressed. They had lost hope, and He delivered them from the Land of slavery. Similarly, the church is portrayed as a savior. It is depicted, in several occasions, to come up to to the help of those that are in need and oppressed. For instance, many health care facilities sprouted from the charitable works of the church. They also provide trained personnel and subsidized or free treatment.Advertising Looking for essay on ethics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Secondly, many schools have been set up by churches to help educate the less fortunate, either for free or at subsidized prices. Thirdly, the church has been seen to come to the aid of those that are dominated over. For instance, they care for the orphans, widows, widowers, the sick and other less privileged people. They counsel them, give them shelter and offer any other service they may require. The people who mainly offer services in the church are the laymen in the church, nuns, brothers and sisters. The brethren can also volunteer to offer their services. Churches are also involved in the building of children homes and other forms of shelter for the less fortunate. This, therefore, shows that the church tries to offer justice to those that are unlikely to access easy help (Massaro 1-16). Justice in the Bible and Church In the case of the Israelites, they were refined through fire and brimstone as they were taken through a wilderness, where they suffered some challenges. It was at this time that they became disobedient and wished they were back in Egypt, where they claimed they had food and drink. This prompted Moses to strike the rock in anger, contrary to what God had told him. This led to Moses not entering the land of Canaan. In addition to that, the Israelites went to the length of worshipping a golden calf made from mel ted jewels. This provoked God and He decided that, as a form of punishment, the Israelites would not enter the Promised Land. The subsequent generations are the ones that entered the land. This shows that wrongs are supposed to be punished. In the same way, the church is involved in the alleviation of immorality. For instance, the Catholic Church may seem a bit too harsh when they excommunicate their church members after they commit fornication. By doing so, they discourage immorality among their congregation especially among the young people. The church and human rights The church also propagates the human rights. They recognize all people as equal, and no life is better than the other. It is, consequently, against abortion and the slaying of lives (Curran 56). The Lord gives, and He should, hence, be the one to take. It is also against the execution of convicts. At the end of the day, the church welcomes people of all kinds with open arms. It preaches forgiveness to its congregati on. Controversies The Catholic Church is on the forefront in the campaigns against abortions. They are justified to be fighting for that voiceless fetus, which cannot speak for itself. The fetus does not have the choice to live or not to live; its fate is decided by the carrier (Himes and Lisa 47).Advertising We will write a custom essay sample on Living Justice: Catholic Social Teaching in Action specifically for you for only $16.05 $11/page Learn More This may appear unfair, and the gravid mother to be may be crucified as a murderer, but in the Bible, Jesus said in the story of Mary Magdalene that he, who is without sin, should be the first to throw a stone. This goes to show that nobody is perfect. The pregnant mother may be having other children and cannot afford to have another. She could also be having a detrimental disease like heart failure and cannot carry the pregnancy to term. In such cases, I believe that the church should not impose on the mother to continue carrying the pregnancy as this will compromise both the mother and child. If it were to come to a choice between the two, the mother should be left to survive because she needs to take care of her other children. The pregnancy may also lead to her demise and after that, who will be left to take care of the newborn baby? The church also preaches forgiveness, but it also acts self righteously when it suspends fornicators form coming to church. The other query would also be why fornication is the only sin that attracts such a punishment, why not murder, adultery, robbery with violence and other acts that would considered as sin. The bible says that all sins are equal; hence, the church goes against it by making some sins seem greater than others. Works Cited Curran, Charles Edward. Catholic Social Teaching, 1891-present: A Historical, Theological, and Ethical Analysis. Washington D.C.: Georgetown University Press, 2002. Himes, Kenneth R., and Lisa Sowle Cahill. Moder n Catholic Social Teaching: Commentaries and Interpretations. Washington D.C.: Georgetown University Press, 2005. Jones, Alexander. The Jerusalem Bible. New York: Doubleday, 1966. Massaro, Thomas. Living justice: Catholic Social Teaching in Action. 2nd classroom ed. Lexington, Massachusetts: Rowman Littlefield Publishers, 2012.Advertising Looking for essay on ethics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This essay on Living Justice: Catholic Social Teaching in Action was written and submitted by user Jerome D. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.