Resume Objectives Receptionist Edition

Resume Objectives Receptionist Edition Resume objectives can be difficult to write with precision, and especially if youre unsure of exactly what job responsibilities youre applying for, but the job experts at Best-Job-Interview.com have some tips and suggestions for phrases and key words that will show youre just the experienced, professional candidate that your dream employer is looking for!Describe yourself!An enthusiastic and committed receptionist seeking a position with XYZ company to bring professionalism and poise to their front line. Proven efficiency in operating a multi-line telephone system, providing clerical support and dealing capably with customers and queries. Detail-orientated and highly organized with a desire to meet and exceed visitor expectations.Notice how this example highlights the candidates on-the-job experience (multi-line phones, clerical support, customer service), personal qualifications (detail-oriented, highly organized) and attitude (enthusiastic and committed, professionalism and poise). It positions the candidate as a professional in search of an opportunity, who has plenty to offer.Put The Focus on the CompanyEnsuring customers have the the best experience in accordance with your company protocol is my priority. Self-motivated and organized with an ability to multi-task while dealing with diverse demands, I am seeking an opportunity to join a company that understands that the reception position is key to the companys operational image.This objective line persuasively appeals to the ethos of the prospective employerwouldnt you want a receptionist who understands she or he is the first line of interaction between a company and its clients? Notice how it also sneaks in those motivated and organized qualifications too!Go for EfficiencyBright and energetic professional who can contribute the following to your receptionist role:Proven ability to juggle multiple tasks and responsibilities while taking full ownership of her workExcellent written and verbal communication skillsGood computer skills with solid experience in MS OfficeDemonstrated success in maintaining composure and effectiveness in the face of competing and complex demandsIf you want to highlight specific skills with precision and focus, a bulleted list may be the way to go. This candidates resume objective wastes no time highlighting her or his abilities and experience; note the mix of hard skills (MS Office) and soft skills (managing competing and complex demands).Key Words MadLibs!Use these terms and phrases to help you build your own rockstar objective line:To describe yourself:A problem solverAn energetic professionalAn effective team playerA resourceful individualTo highlight your skills:Proven ability toAble to at all levels of an organizationDisplays a proactive approach toDemonstrated ____ skills an aptitude for learning _____Relevant office tasks:maintain confidentialityhandle sensitive informationprepare written communicationswork with cooperation, flexibility, and dependab ilityresults-driventime management skillsinteract effectivelyin a clear and concise manner

Athens and Sparta the culture essays

Athens and Sparta the culture essays Athens was one of the first city-states. Each of these independent states consisted of a city and the region that surrounded it. Athens had a king, as did other Greek states. According to tradition, the first king of Athens was named Cecrops. Kings ruled the city-state until 682 B.C. Beginning that year, elected officials called archons headed the government of Athens. The general assembly, which consisted of all adult male citizens of Athens, elected the archons to one-year terms. After their term of office, the archons joined the Areopagus, a council of elder statesmen. The Areopagus judged murder trials and prepared political matters for the vote of the general assembly. Hippias fell from power in 510 B.C., and Cleisthenes, the head of a leading family, became the most powerful statesman in Athens. About 508 B.C., the Athenians adopted a new constitution proposed by Cleisthenes, which made the state a democracy. This constitution was an unwritten one, but it stayed in effect with little change for hundreds of years. The constitution kept the ideas of Solon, but it also provided for new conditions that had developed since Solon's rule. Until Cleisthenes' time, citizenship in Athens had been based on blood relationship to the four Ionic tribes that had originally settled Attica. A man had to belong to a phratry (brotherhood) to be a citizen. Under Cleisthenes' system, all men 18 years of age and older were registered as citizens and as members of the deme (village or town) in which they lived. In time, membership in the demes became hereditary, and so a man might belong to a deme in which he did not actually live. Cleisthenes divided the demes into 30 groups called trittyes, which, in turn, were divided into 10 new tribes. Each of the 10 tribes was made up of 3 trittyes from different regions of Athens. Thus, members of each tribe came from various families and different parts of the city-state. ...

The Prosecution's Role in the Judicial Process of the United States Research Paper

The Prosecution's Role in the Judicial Process of the United States Court System - Research Paper Example It is the prosecutors duty to identify the interests of both sides and run his duties in the best way that serves all parties (Abadinsky, 2008).   In the legal system of the United States, the prosecution has the role in the function of the standards. They are to be used in the office of the prosecution as a guide towards professionalism. However, these standards are not to be used to evaluate the prosecutor and, therefore, determine whether a conviction is valid. The prosecutor is charged with the duty towards the prosecution of criminals in the jurisdiction where the court operates. He is the justice administrator, an officer in the court and also an advocate. During the handling of his or her duties the prosecutor must use sound discretion. The office of the prosecutor should always have an aim to seek justice where it lies not just to convict people. The judicial system may suffer from injustices or inadequacies; it is the role of the office of the prosecutor to make efforts to take remedial action. Reforms in the judicial system can be advocated for by the office of prosecution. Another role of prosecution is to be aware of the ethical codes, professional traditions and the law that is within the jurisdiction of the prosecutor (Bugliosi, 2008).   The prosecution office is charged with the mandate of formulating an extrajudicial statement that an individual can be disseminated through the use of public communication. It can only happen if the office of the prosecutor is fully aware that there are chances of prejudicing the proceeding of criminal cases. The prosecutor has the role of preventing prosecution offices employees from making extrajudicial statements that he or she is prohibited from formulating (Medwed, 2012).   The prosecution is obligated with the task of representing matters of fact or in relations to the law during the court proceedings. Another role of the prosecutor is to

Media Usage Behavior Essay Example | Topics and Well Written Essays - 500 words

Media Usage Behavior - Essay Example In this scenario, the website is offering enhanced techniques of business management and corporate recognition. This business website contains a large amount of research material for others to analyze and investigate. This business website offers a variety of marketing techniques and methods for the business improvement and management through online business marketing management. In addition, this business website offers corporate support and advocacy for the business management in case of marketing business. This business website also conducts the business marketing educational programs. At this web site, we can see technical support and conferences for the business management and potential enhancement of the business management. This web site also contains an online business registration facility that helps the organization improve its working structure. Through this business registration capability we can potentially gain a better business support for the business and corporate management. The second business promotional website that I have selected is promotion marketing association (www.pmalink.org). This business website is aimed at helping the businesses to improve their working. This business website contains online newsletters those are very effective for business enhancement and corporate management. This business website is offering marketing support in form of shopper marketing, digital marketing, entertainment marketing and experimental marketing. Additionally, this business website is offering advocacy and promotional support for a variety of the business arrangements. The business website is also offering very effective management capability for improving business operations. This is aimed improving the overall corporate working and business recognition to customers. In addition, this business website encompasses a variety of resources and research publications for the businesses. In this scenario, this web

School Uniforms Essay Example for Free

School Uniforms Essay Uniforms in the School Environment: Can Clothing Really Effect Your Education? Going to public schools all my life, I heard the gossip of fashion and whose wearing what,pretty much everyday; at least in the four years of high school where it seemed that looks mattered the most. As people grow up, the way they present themselves becomes more and more important. Leaving a good mark in high school means a lot to some people, and some are ready to do whatever it takes to make that mark, whether it be putting someone down for their clothing or being an individual and not caring what others think of you or what your wearing. Having friends from middle school that branched out and went the alternative route; private schools, one of the first things that came back to me from them was how much easier it was to having a uniform to wear to school. Going to a school where uniforms are strictly enforced can help to create a better learning environment. Having uniforms would call for a lot less distraction in the classroom, there would be much more time for homework and there would not be as many problems concerning the wear of inappropriate clothing to take away from school time. A quote from the essay, The Achievement of Desire, by Richard Rodriguez fits particularly well in this essay. Get all the education you can, with an education you can do anything. This just doesnt seem like the main idea to many kids anymore and I think that uniforms would help to bring that thought back into a lot of our heads. I know that the idea of wearing a uniform repulses many people, but when broken down, school uniforms really do seem like the way to go. If it was a requirement to wear a uniform to school, there would be many more kids paying attention in classes. Looking around the classroom at what other kids are wearing is a great way to make time fly by. If everyone was wearing the same things, then the distraction of different clothing would be eliminated. Many people worry that uniforms would take away the opportunity for kids to be who they are or who they want to be, but I feel as though wearing uniforms would simply force kids to show their individualism in ways outside of fashion and appearance. When looking at an Opinion Board on the internet I came across the idea that visually uniforms result in a more equal and adult treatment of students, eliminating any idea that one student is being favored over another. Visually, all students were equal. They appeared equal which resulted in more equal treatment from both peers and teachers alike. When a student looks presentable, they will not only be treated as a student, but as an equal, which I feel both students and teachers would benefit from. In the essay, The ? Banking Concept of Education,written by Paulo Freire, there were two types of education discussed. Bankingeducation and Problem-Posing education. Banking education was looked at with the idea that the teacher was the higher power and the student was simply an object where as in Problem-Posing education, the teacher and students both taught and learned the information together. Uniforms would help bring Problem-Posing teaching back into the classrooms of many schools. There would also be a large drop in the amount of teasing that goes on in school. When I asked my old roommate, Maureen Brillante, who attended Sacred Heart Academy about the benefits of going to a school with uniforms, one of the first things she said was that it prevents peoples feelings from being hurt since everyone is wearing the same thing. There is a lot less gossip about clothes and it is much harder to judge people when everyone looks the same. The atmosphere around the whole school just seems brighter that way, she said with a big smile on her face. Having gone to an elementary school that did not have uniforms, Maureen experienced both worlds and found uniforms made high school that much easier to get through. Decisions, Decisions. Should I go home and get my homework done or should I go to the mall and get those new shoes I saw online the other day? Uniforms would help to eliminate one of these decisions. If you had to wear a uniform to school, maybe you would not be in such a rush to go buy the latest clothing, after all, you really cant even wear it to school. This gives a student more time for homework and studying. A great deal of studying and focusing is needed to succeed in school, which Richard Rodriguez emphasizes greatly in his essay The Achievement of Desire. The boy needs to spend more and more time studying, each night enclosing himself in the silence permitted and required by intense concentration. Without this concentration Rodriguez speaks of, a students grades are bound to suffer. Another benefit of uniforms is that you will save money because you wont be buying half the amount of clothes that you normally would be if you did not need to wear a uniform. This idea didnt even cross my mind until my interview with Maureen. In the long run, you really start to save money. A few outfits for the weekends are all you really need, and unless the school changes uniforms while youre there, you can pretty much wear your same uniform for as long as you can fit into it. There is also a lot more time in the mornings to wake up and have a healthy breakfast because you dont have to worry about picking out an outfit to wear. Breakfast is the most important meal of the day and I can say that there were many occasions where I skipped breakfast simply because I was running late and picking out clothes seemed to be the bigger picture at that time. I know when I was in high school, some girls came to school late or didnt come at all because they couldnt find an outfit they wanted to wear. Ridiculous? I think so. What did the wearing of school uniforms accomplish? It directly interfered with gangs, gang colors, gang associations, gang affiliations that tended to have more control over the students than either teachers or parents . . . School uniforms did away with such extra curricular activities as thievery. It is not uncommon for the police to receive calls from irate parents regarding their childs loss of an expensive clothing article. School uniformity focuses the attention on where it belongs: academics. You can find the important point that uniforms create less of a boundary to cross when it comes to what kids wear to school on the Holden Police Department web page. There are fewer rules at a school with uniforms simply because the section labeled Dress Code is either nonexistent or simply a brief section on how to wear your uniform properly. Gangs are brought into schools by the gangs members wearing their colors or their logos on their clothing. This brings together two worlds that just should never meet. Although I dont hear much about it these days, uniforms would give kids fewer things to want to steal in high school. Whether it be in the locker room or in lost-and-found, kids would be more honest, because who really wants to steal someone elses uniform? There would also be less shoplifting because kids would have enough money to buy the few outfits they need to wear outside of school. Sex-exploitation is another issue that would be eliminated with uniforms. Girls would not be allowed to wear such skimpy outfits to school, distracting less people, and creating better reputations for everyone. Less time would be spent in the schools main office and more time would be put into being in the classroom. Kids would have fewer ways to get detentions or even expulsion because inappropriate clothing would no longer exist. Forcing kids to find other ways to show their individuality would compel kids to think more about whom they are and not so much about what they wear. Although it may look as if its the cool thing to wear all the latest styles and be up on fashion, does it really seem worth it to risk getting simply an ok education? Where are those priorities of school work and studying for a test when you are out shopping at the mall? In the end it really does make the most sense to simply suck up the idea of wearing the same thing as every other girl or boy at your school and leave with a better education, and a better sense of seeing people for what and who they really are; not what they are or arent wearing. Imagining the idea of a school that one does not have to worry about what kids will say about their outfits, about whether or not what they are wearing is appropriate for school grounds or getting to the mall after school to buy that new sweater they saw in the AF catalogue (which means blowing off that tutoring secession they had to help raise their math grade), seems so far from reality and all that I knew in high school, yet at the same time seems like the ideal way to spend those four important years of high school, those four years in which all of your hard work pays off and gets you accepted into the number one college of your choice. That sounds like the perfect four years of high school to me. School Uniforms Essay Example for Free School Uniforms Essay A group of small boys and girls all warring the same colored uniforms assembled in front of a catholic school is what I imagine when thinking about school uniforms. This is probably what most people imagine. They have been attached to students of European and private schools. Such pictures of students dressing in school uniforms have led to stereotyping and a negative attitude towards schools enforcing a uniform policy. Displayed as robots without the ability to express them selves in a society that says you must express yourself and be an individual at all cost. The problem is that the cost to express yourself and be an individual is high in some cases, in Detroit, a 15-year-old boy was killed for his $86 basketball shoes (Tweeters 1997). I believe that cost is to high, it would be better to be laughed at and teased about warring a nerdy uniform, than to be shot by some gang member that did not like the color of the pants Im warring. School uniforms have been the cause of many jokes and harassment to those who wore them. In the past, public schools considered uniforms old and out dated trends, though recently many public schools are starting to implement and enforce a uniform policy. The implementation of a school uniform policy is important if we are still striving to improve our students. The arguments against them are fading while the positive reasons are promoting school uniforms and gaining ground. Some of the possible benefits are safety, cost, uniformity and competition in academics instead of fashions. The main argument against them is the need for students to express their individual selves; this argument is losing ground compared to the benefits of the uniform policy. Today many public schools are mandating and enforcing school uniforms for their students. San Antonio School district requires all 60,000 of its students to wear uniforms; over 60% of Fort Worths elementary schools require their students to ware uniforms (Radcliffe 1999). In 1995, the Texas legislature gave public school districts the authority to require uniforms under Texas State Law 11. 162 of the Texas Education Code. (Appendix A). The law however is a voluntary law; schools are not required to have a uniform policy. A Dallas attorney Domingo Garcia has filed a proposed legislation that would make it mandatory to wear uniforms in Grades k-12 in Texas (Ramos 1997). The first fundamental issue that school board officials and law makers should look at before they make new policies and laws concerning school uniforms is, will these new laws and policies have a positive impact on students overall performance. This would not be limited to academic performances only but should also include other socially learned behavior that will enhance the students ability to conform to the social norms needed to be successful in todays society. People for uniforms say that the academic performance has been and will increase by having the students ware them (Caruso 1996). A lessened degree of attention and concern with fashion will enable a better condition for serious study, as well as lesson the cultural and economic challenges of students and parents. (Cohn 1996, Paliokos 1996) Nathan Minster, a seventh grader at Country Day of Arlington said, Uniforms provide a better educational atmosphere, and symbolize school spirit. If all students dress alike, their attention will not focus on Johnnys new Tommy Hilfiger outfit. (Teeters 1996). Any situation that does not promote the improvement of students in school should be looked at and studied to find ways to change the situation. There are no positive aspects to worrying about not having the money to buy the coolest and newest fashions. Would it not be better to strive and worry about who can get the best grade or do the best science project. Is the reduction of crime going to help improve our students? We must agree that there is no part of our students lives that can be improved by the atmosphere of crime. We need to ask the question, What ought to be? When it comes to school and crime. How to deal with crime is one of the ethical questions all school administrators and lawmakers must address and act on accordingly. The statistics say that schools having a school uniform policy have seen a decrease in crime. Long Beach Unified School District was the first large urban school district in the United States to require school uniforms. They have seen substantial decreases in crime in the past five years since they have required uniforms. One incredible reduction was that sex offenses have decreased 93%. (Appendix B). The cost of implementing a uniform policy must also be looked at closely. The fact that all students have different degrees of economic status requires us to address this matter. If a student cannot afford uniforms would they not be able to go to school. Would it be better to have them spend all their money on uniforms so they could go to school, but because of that they dont have the money to participate in after school sports or social events. Maybe they would spend the money on uniforms instead of nutritious food, which could affect their health. The current Texas law does provide ways of providing uniforms for students who cannot afford to buy them. (Appendix A). The Long Beach Unified School District has privately funded over $160,000 for assistance to disadvantaged students. By doing this they have not put any financial burden on the taxpayers. The cost can be high, as it has been for the San Antonio School district, which has spent about $500,000 to outfit 90% of their students (Radcliffe 1999). Unlike Long Beach School District, San Antonios uniform policy has cost the taxpayers a lot of money. They ought to look at ways of reducing the cost to taxpayers, possible private funding from companies that participate in philanthropic programs. What are the ethical concerns for schools considering school uniforms? The nation has implemented school uniforms in about 25 percent of the public elementary, middle, and junior high schools according to the (California School News March 31,1997). The general improvements of the students who attend schools that requiring them to ware uniforms has shown an improvement. I can conclude from the improvements that we ought to have 100 percent of public schools starting uniform policies. I dont believe that waiting for years of research and study on this issue will change the outcome. Students are moving through school fast and to wait for years to go by before making this a policy can only lesson the improvement chances of the students who are currently in school. The motivation of this issue is not to infringe on students rights or burden parents with extra cost, but to simply improve the students. Do students have rights as part of the American populous? If so, what are there rights? Do they even have the right to choose to go or not to go to school, or is this, the rights of the parents and society? Our society is now more than ever concerned with our rights and feelings. Is a first graders mind able to use these rights for there best interest or is it up to the adult population? Parents are the ones who should teach and mentor the students in the spirit of the rights and how to use them for the good judgment and common sense. The Bible says, For I, too, was once a son, tenderly loved by my mother as an only child, and the companion of my father. He told me never to forget his words. If you follow them, he said, you will have a long and happy life. Learn to be wise, he said, and develop good judgment and common sense! I cannot overemphasize this point. (Proverbs 3: 3-5). Is it more important for us to make a place where the student can improve in the general sense compared to the First amendment claims that the students dont have the right of free expression? Any dress restriction that infringes on a students First Amendment right must be justified by a showing that the students attire materially disrupts school operation, infringes on the rights of others at the school, or otherwise interferes with any basic educational mission of he school (Grantham 1994). The legal aspect of requiring students to ware uniforms is a small matter if the majority of the parents back the policy. However, some will fight with every penny they have so that their kids will not have to ware the uniforms. The biggest legal issue is the First Amendments, right to free expression and the Fourteenth Amendment. They use this to say that the school has violated the students liberty to control his or her personal appearance ( Paliokos 1996). Stakeholders are involved in every part of this issue. Every person is a stakeholder. It will affect, children, adults, and elderly in one way or another, some more than others will. The children will be affected because they will have to ware the uniforms. Primary social stakeholders would be the students, parents, school employees and administrators, taxpayers, people opposed to and people for school uniforms. I dont have children but I am a stakeholder because if the uniform policy is voted on and passed the chances are my local school tax will increase to help pay for the new uniforms. Paying for the uniforms might not seem fair to someone in my position but if I look at the long term benefits of having our public schools improve the students I believe that the chances of a better society in my golden years is more likely to happen compared with the alternative of not improving the students. The improvement of students basic education holds very high stakes for all stakeholders. If a student receives a better education he/she will have a better chance and be better equipped to be part of our adult society in which they will have to abide by our standard. The responsibility of the schools and lawmakers is to improve students. They are also responsible to do this within a budget. This does mean there will be some compromises and restrictions to what and how they accomplish this task of improving the students. They must also stay within the legal aspects of our laws, which has been brought about by society from the past. If the laws are no longer valid they need to be changed for the current situations faced today by schools trying to improve students. Lets look at the stakeholders and what stakes they face. See stakeholder map Appendix C. Students, parents, teachers, school administrators, and the general society are the stakeholders we will look at although there are many more secondary stakeholders involved with this issue. What challenges, threats or opportunities do these stakeholders pose? What economic, legal, ethical, and philanthropic responsibilities do they have? We will start by looking at the students. The challenge they have has been a negative and stressful one, what to wear today? is a question that will no longer have to be asked each morning before school. The desire to have the coolest and newest fashions is no longer a challenge for the students who attend schools with uniform policies. The challenge to not be teased or laughed at is no longer there. Jacqueline Rios, a student at Glencrest Middle School said, The good thing about uniforms is that everybody wears the same color. And having uniforms is a lot better, because people cannot talk about and laugh at your clothes. (Teeter 1997). We do however have the threat that some of the opposing students will not comply which could cause discipline problems or even cause them to drop out of school. The opportunities for the students are all positive ones. Simply put they will have more opportunities to better themselves with academic issues because the priority of fashion standards is gone as Assistant Director of elementary school operations, Frankie Batts, said, Instead of worrying about their clothes or what everyone else is wearing, kids focus on math and reading, (Richardson 1995). Parents will also enjoy the decreasing challenge of keeping their kids in the newest fashions. The money issue will improve for them, Three outfits can run about $130, said Jan Underwood, owner of the U. T. W. Uniforms store in Fort Worth (Teeters 1997). Parents have had to struggle with deciding if what there kids are warring is proper. You might even ask, is it ethical to let my daughter go to school in an almost see-through and skintight outfit? The students being at a school with a uniform policy would now solve this problem. A possible threat from the parents would be from those who feel and believe that kids should be able to do and ware what they want and to force them to ware a uniform is a violation of their kids rights as well as the law. They do however seem to be the minority, most parents seem to support uniforms. The Longview Independent School district says they would support the decision for school uniforms if 75 to 80 percent of the parents were for it (Bell 2000). Teachers will have the challenge of enforcing the new uniform polices but it will be much easier then enforcing the current dress code. At most, schools the guidelines of a dress code can be subjective in determining if they meet the requirements. Lets say, if the school dress policy said that girls must ware skirts that go down to there knees and a student is seen warring one that does meet that requirement but it is see-through and she is not wearing underpants. This could cause a problem because the requirement is subjective. If the uniform policy was in effect this would not be because the see-through skirt would either be part of the uniform and accepted or not, it would now be an objective decision for the teacher to make, either it is a violation or not. One of the great opportunities that it would give the teachers is by having all the students dress alike they would be able to identify students who belong to the school and trespassers who dont. This is a great safety issue in todays times where it is important to regulate who comes on campuses. How about on a school field trip would it not be easier to identify your students in a crowd if you did not have to remember what everyone was warring. Say they were kidnapped would it not be easier to describe them to the police. School administrators have all the issues to deal with. They are the ones who are challenged to improve the students. They have the challenge to implement school policies like uniforms in an effort to improve students. Their decisions go from the smallest detail, what colors, what style, what material, all or which can have either positive or negative effects on other stakeholders. They must accomplish this and be able to stay within the legal, economic and ethical parameters that currently guide their decisions. What a privilege they have with this opportunity to improve students who will in turn improve society and possibly the entire world. Though this is a great opportunity, it is also a great responsibility to have. General society has a stake that is both short term and long term. On the short term, they will have to support the decisions of the uniform policies that are imposed upon the students and parents. Some of the long-term stakes would be requiring paying for some of the uniforms for students who cannot afford them. For the few who oppose the uniforms they will not have to compromise their beliefs so that their kids can get an education. The Texas 1995 law allows some exceptions to the rules with a written request that states a bona fide religious or philosophical objection to the requirement. (Appendix A) Some recommendations that should be looked at by schools before starting a uniform policy could help reduce the problems that occur from putting new policies into effect. They need to be able to justify the actions by demonstrating the link between a kind of dress and disruptive behavior or between a dress and improvements of the students. They should consult with the schools legal advisors to possible legal problems. Determine ways of enforcing the policy as well as what punishment would occur. Finding out what the parents and students think and involving them before the final starting date. They might try to find out what the students favorite color or type of material they want to use. They might even look at having some variety maybe two different colors. This way the students will feel included in the decisions and might not fight the policy, making the discipline problem smaller because they would be less likely to rebel. A financial study should be conducted prior to the policy to determine how much burden is going to be imposed on the school itself, how many students would require financial assistance with the cost of the uniforms. By keeping the primary stakeholders involved with the decisions prior to making the policy, schools have a better chance of success from the uniform policy. Appendix A Sec. 11. 162. School Uniforms. a) The board of trustees of an independent school district may adopt rules that require students at a school in the district to wear school uniforms if the board determines that the requirement would improve the learning environment at the school. (b) The rules the board of trustees adopts must designate a source of funding that shall be used in providing uniforms for students at the school who are educationally disadvantaged. (c) A parent or guardian of a student assigned to attend a school at which students are required to wear school uniforms may choose for the student to be exempted from the requirement or to transfer to a school at which students are not required to wear uniforms and at which space is available if the parent or guardian provides a written statement that, as determined by the board of trustees, states a bona fide religious or philosophical objection to the requirement. (d) Students at a school at which uniforms are required shall wear the uniforms beginning on the 90th day after the date on which the board of trustees adopts the rules that require the uniforms. Added by Acts 1995, 74th Leg. , ch. 260, Sec. 1, eff. May 30, 1995. Appendix B GRADES K-8 SCHOOL CRIME REPORT SUMMARY Since the inception of required school uniforms in all Long Beach Unified School District elementary and middle schools, in September 1994, school crime here has dropped 86% percent. SCHOOL CRIME REDUCED 1993-94 Before Uniforms 1994-95 Uniforms Required 1995-96 2nd Year with Uniforms 1996-97 3rd Year with Uniforms 1997-98 4th Year with Uniforms 1998-99 5th Year With Uniforms Change K-8 Enrollment 57,497 58,376 59,822 62,039 63,602 65,451 +14% Assault/Battery* 319 214 53 47 46 82 Assault w/Deadly Weapon* 6 3 16 11 8 24 Sex Offenses 57 15 5 4 2 4 -93% Robbery/Extortion 34 12 13 5 3 5 -85%. Chemical Substances 71 29 24 20 27 37 -48% Weapons or Look A like 145 78 28 24 12 36 -75% Vandalism** 1,409 1,155 127 93 98 106 Dangerous Devices 46 23 1 2 0 2 -96% TOTAL 2087 1529 267 206 196 296 -86% *The statewide category of assault has been revised because of different interpretations of what constitutes assault. Verbal threats without physical contact were sometimes reported as assaults. There is also a new, expanded definition of assault with a deadly weapon. Reported now is any item that is actually used in an effort to inflict any bodily harm, i. e. a foot, a fist, a pencil or a comb. **Under the new California Safe Schools Assessment School Crime Report, only vandalism over $100 is included. Some prior years incidents were under $100, so the actual reduction is less than this. Appendix C Bibliography Resources Bell, Becky. LISD group focuses on school uniforms Longview News Journal 22 March 2000; Local California Leads nation in Public School Uniform Use. California School News 31 March 1997: 4 Caruso, Peter. Individuality vs. Conformity: The Issue Behind School Uniforms. NASSP Bulletin 8,581 September 1996: 83-88. Chon, Carl A. Mandatory School Uniforms. The School Administrator 53, 2 February 1996: 22-25 Grantham, Kimberly. Restricting Student Dress in Public Schools. School Law Bulletin 25, Winter 1994: 1-10 Long Beach Crime Report Summary. http://www. lbusd. k12. ca. us/ Paliokas, Kathleen L. Trying Uniforms On for Size. The American School Board Journal 183, 5 May 1996: 32-35 Proverbs. The Bible. The Living Bible. 3; 3-5 Radcliffe, Jennifer. Irving joins movement supporting required attire. Star Telegram 25 March 1999 http://netarrant. net/news/doc/1047/1:NEA/1:NEA032599. html Ramos, Cindy. Capitol moves San Antonio Express-News 1 April 1997 Metro- Education Express: 4B Richardson, Ginger. Student uniforms in vogue at schools in Fort Worth Officials report success of voluntary clothing programs. Fort Worth Star Telegram, 16 August 1995; Metro Teeters, Amy. Growing up in uniform style. Fort Worth Star-Telegram 18 February 1997: Class Acts: 9 Texas State Law 11. 162 of the Texas Education Code. http://www. tea. state. tx. us.

Does Rape Justify Abortion? Essays -- Argumentative Persuasive Topics

Does Rape Justify Abortion?      Ã‚   Rape is a horrendous crime, leaving a woman in a state of mental, physical, and emotional turmoil. When a woman becomes pregnant as the result of rape (which happens less than 1 percent of the time), abortion will not take away the trauma, the nightmares, the pain -- but it may add to them.    According to a survey conducted by Dr. David Reardon of the Elliot Institute in 1990, the psychological complications of abortion include guilt, nervous disorders, nightmares, and memory loss (over 100 psychiatric reactions in all). Additionally, if there was a pre-existing disordered state (like rape), abortion may cause a worsening of psychological functioning.    Because of problems with our justice system, rapists often walk free without punishment, while the child conceived in rape may suffer the ultimate injustice - death. Abortion supporters have argued for abortion in cases of rape at the expense of the emotional, physical and mental stability of thousands of women, as well as the lives of children.    By the way, in every one of the 56 countries that now have abortion on demand, the initial step taken by abortion-rights activists was the intense lobbying for abortion in the so-called 'hard cases' -- fetal deformity, rape and incest.    The basic question to ask yourself is: "Is there a victim involved in abortion?" There are many who say that there is not, that the preborn child is just a mass of tissue, a part of the woman's body. If this were the case, then no one would have any reason to oppose abortion any more than they would oppose tonsillectomies or appendectomies.    But is that the case? Developments in the science of fetology have given us greater... ... Collins, V. J.   Principles of Anesthesiology. Philadelphia, PA: Lea & Fabiger, 1976. Hamlin, H. "Life or Death by EEG." Journal of the Amedos. Medical A's',, 1W12/84, p. 20. Hooker and Davenport. The Prenatal Origin of Behavior. Kansas: University of Kansas Press, 1952. Noonan, "The Experience of Pain, New Perspectives on Human Abortion." N.p.: A1etheia Books, 1981. p.213. Reinis, Stanislaw and Jerome M. Goldman. The Development of the Brain. Springfield, IL: Charles C Thomas Publishers, 1980. Rockwell, P.E.,M.D. Director of Anesthesiology, Leonard Hospital, Troy, NY, U.S. Supreme Court, Markle vs. Abele, 72-56, 72-730, 1972. P.11 The Silent Scream. Cleveland, OH: American Portrait Films, 1984. Tanner, J.M. and G.R. Taylor, Time-Life Books. Growth, New York: Life Science Life, 1965. p.64.

People do not treat others as equals Essay

There is a problem with the way the world works right now. People do not treat others as equals. Regardless of race, age, creed, color, or sex, people have found a way to escape from treating humans with common decency. As we walk through our lives, we are disrespected at least once a day, and probably more than that. We are brought up in a world where winners are just that, they are winners, and because they win, we are supposed to revere and envy them. We are in constant competition, rarely is anything settled without a clear winner, and this is how we live. We are the true essence of a Dominator Model in this sense. But we do not draw the line there. We can extend it out to personal relationships to. The line can be extrapolated because we, an editorial â€Å"we† mind you, treat our personal relationships in much the same manner. Arguments rarely end in compromise, and when it does it is not what comes naturally. So this is the life we have set up and in order to shift the paradigm we must first discover what is wrong and move on. We must attack the issues that keep us closer to Cro-Magnon man than evolved individuals. And that is what my intention is for today’s radio program. One of the main concerns when talking about compromise is the fact that things end without one being over another; we are talking about ending things, in dominator language, in a tie. But we cannot look at this as being bad; we must look at this as being a win. This is what we are talking about, a complete paradigm shift which lends no glory to the dominator, or androcratic society. One of the keys to making this shift occur is to first recognize what is on the other side of the androcratic model, which is the partnership or Gylanic model. The Gylanic model is based on the idea of mutual well being, and for a society such as ours that has always pleasured male over female, straight over gay, etc this is a hard concept for us to grasp. Tearing these historical walls that have been built for us is the birth of a new paradigm. And there are many ways to get to this idea, I will focus on a few that will get us started, and hopefully it will snowball, over a period of time of course, but hopefully it will pick up steam and lead us into a society that places emphasis on every individual who resides in the realm of partnership. Effective listening: This is one of the main concerns when shifting from androcratic to Gylanic models. Over time our conversational skills have excelled while or listening skills have fallen by the way side. We have seen great leaders, and great icons of pop-culture speak without listening, and it is not just something that the trained specimen can see, it is painfully obvious. In order to start us on our way this is the first baby step that must be taken. Emphasis needs to, once again, be placed on communication. Interruptions are just that, they interrupt that which somebody is trying to say, so we must understand that cutting somebody off from speaking is a facet of the Dominator Model. Listen to those that you speak with, and let them know that you are listening. Showing that you are listening is not the most difficult of tasks, it is quite simple really. Here are some things that one can do to show that he/she is listening: eye contact, a simple nodding of the head when it is appropriate, not interrupting, are just a few things that could improve a conversation dramatically. It is amazing what you hear when you actually listen without having to speak at the same time. Too, this helps to create a comfortable environment, in which exchange is welcome. After a conversation and this is the true test, tell the person that you are speaking with what you just heard them say. It may be difficult at first, to be able to listen and not speak, and then to be able to reiterate what you had just heard, but it helps to strengthen a relationship. â€Å"True Listening, total concentration on the other, is always a manifestation of love. An essential part of true listening is the discipline of bracketing, the temporary giving up or setting of one’s own prejudges, frames of references and desires so as to experience as far as possible the speaker’s world from the inside, stepping inside his or her shoes. This unification of speaker and listener is actually an extension and enlargement of ourselves and new knowledge is always gained from this. Moreover since true listening involves bracketing, a setting aside of self, it also temporarily involves a total acceptance of the other.† – A Road Less Traveled Scott, Peck [emphasis mine] Now we will be moving listening, from just an aspect of everyday life, to the inclusion within interpersonal relationships. This is obviously a necessity in relationships, as is so stated by Peck, but true listening is not asking anything that is â€Å"easy†. It is work. In many relationships one party is always subverted under another party, and for this reason a successful relationship is hard to find. We must not think along the lines of mimesis either, because to find power through ones subversion of power, is once again striding to find a winner. We must drop the idea of â€Å"the last word† or the idea that there must be a â€Å"winner.† Arguments can be settled within the parameters of effective communication. As Peck says it is an act of love, listening is an act of true love, and with the absence of true listening, true love in turn takes on another meaning. We are talking about moving from north to south here; we must learn that compromise is winning, and that there is not a single winner and a single loser. Listening is part of communicating, and in order to be successful, as is with anything else, we must be able to communicate. In summation being able to listen effectively is the first step in the long line of steps of communication, which must be taken in effort to escape the life of the Androcratic model. I know that Rome was not built in a day, and that I am not going to change our society in one conversation about how to change, but I do want to focus on one aspect that will start us on the path of partnership, and that aspect I am focusing on is the aspect of communication. So I will not get into â€Å"bedroom† subject matter. The next aspect of communication that is important is called leveling. Virginia Satir says, â€Å"What the leveling response does is make it possible for you to live as a whole person †¦ real, in touch with your head, your heart, your feelings, and your body.† Leveling is a system in which we speak our minds but not at anybody’s expense. We speak without thinking that we might make a mistake, or we might be criticized, or impose on somebody. All leveling is is â€Å"responding to real people in real situations that permit you to agree because you really do† (Satir, Virginia). She uses The Matrix as one example. In the Matrix people are hungry for the directness that is offered by Morpheus, but not many are willing to except it. It is the reality that is stated through our own constructed reality. The â€Å"I† statement is the best way to begin the leveling process. I feel . . . . (an emotion or feeling, not a belief) Because . . . . (feelings come out of YOU and your various Experiences in your life; explain the basis of your feelings rather than blaming or â€Å"psychologizing† the other person or yourself) And What I’d To do or see Happen now is . .(how both of you can take into account one another’s needs, and work toward an acceptable solution for/with each other) It is the idea of taking responsibility rather than placing blame. It is very effective. The final idea that I will discuss today is the idea of being a mindful learning. We are students of life, we are constantly learning based on what occurs in our lives. We must actually learn what we go through though. We must take the time and be energized in our lives in order to learn from mistakes that we have made, and hold on to the things that we do well. I suggest that we mindfully improve the way we learn so that we can create our own understanding of the process that will help live our quality of life. Become interested in your own live and it will create interest in others. Focus on the other person and listen to his/her stories and life experiences and communicate in an effective manner that will allow for a steady relationship.

Who Wrote 2 Peter

Who Wrote Second Peter An Explanation Michael S. Summy LUO 1185240 NBST 679-01 Dr. Leo Percer November 13, 2012 Table of Contents I. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 II. History of the Authorship of Peter†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦. 2-5 III. Arguments for Petrine Authorship of 2 Peter†¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦. 6-10 IV. Arguments Against Petrine Authorship of 2 Peter†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦. 10-15 V. Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦.. 15-16 VI. Personal Conclusion†¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 16 VII.Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 17 INTRODUCTION Debates over the authorship of various books in the Bible are common among Biblical scholars. Some of these debates are legitimate as the book of the Bible lacks a claim of authorship, while others appear to be ridiculous as the claims within the Scripture appear to settle the issue. Some books, such as 2 Peter fall into the category of books that claim a certain authorship, but sufficient arguments exist that can cast some doubt as to the truth of the legitimate writer.The theory of the authorship of 2 Peter is a question that has caused a great deal of debate and controversy within the church. The purpose of this pape r is not to defend the theory that Peter wrote this epistle. An investigation of various arguments on the subject will be used to debate both the tradition view of Peter as the author and the more liberal view that someone other than Peter is responsible for writing the epistle. This is not a new debate, but rather an ongoing controversy that has existed since the second century.The arguments for both sides seem similar at times, and both use valid evidence to support their conclusions. This paper will show how a logical conclusion can be drawn that the Apostle Peter was the author of second epistle of Peter. HISTORY OF THE AUTHORSHIP OF 2 PETER The answer to the question of authorship of 2 Peter seems as if it should straightforward as the book claims within the first few words to have been written by the apostle Peter. Surprisingly this question has existed since the days of the early church and even to this day clarity is still being sought. Although 2 Peter was not as widely kno wn and recognized in the early church as 1 Peter, some may have used and accepted it as authoritative as early as the second century and perhaps even in the latter part of the first century (1 Clement [AD 95] may allude to it). † This early canonical acceptance did not end the debate. The first time the book was credited to Peter was around the beginning of the third century in the time of Origen. â€Å"Even he cast some doubt as to the church’s ability to ascribe the book to Peter, but Origen did not completely deny it either. Origen’s comments in his Expositions on the Gospel according to John, provided evidence that some in his day doubted the Petrine authorship of 2 Peter. He stated, â€Å"And Peter, on whom the church of Christ is built, against which the gates of Hades shall not prevail, has left one acknowledged epistle, and, it may be, a second also, for it is doubted. † Origen also placed doubt on Petrine authorship by making the statement that t he existence of the book was not known until his own time, which caused serious problems. Eusebius (265–340) placed it among the questioned books, though he admits that most accept it as from Peter. After Eusebius’s time, it seems to have been quite generally accepted as canonical. † After the time of Eusebius, the debate over the second epistle continued on, but eventually the book as accepted in the New Testament Canon by Clement. The controversy over Peter’s authorship grew silent for many years, but never completely disappeared. â€Å"In recent centuries, however, its genuineness has been challenged by a considerable number of interpreters. The only fact that seems to be certain in the debate is that the authorship of 2 Peter will never be completely satisfied. Many in the early church were quick to classify 2 Peter as a letter written by the Apostle Paul. â€Å"Why would the author of 2 Peter refer to Paul’s letters, which did not circulate a s a group until about 95 AD? † The early church leaders also saw the fact that the author of 2 Peter referred to himself many times within 2 Peter. They further recognized that the author of 2 Peter identified himself twice as any times as did the author of 1Peter.In 2 Peter the author goes on to compare â€Å"all the letters of Paul with the writings mentioned previously, further suggesting that the recipients do not posses the entire Pauline corpus. † Although some in the early church felt that 2 Peter was written by Paul, this belief never gained a great deal of traction and eventually was dismissed by church leaders. A major factor in the history of the authorship 2 Peter was the date of the death of the apostle Peter. Most conservative thinkers would date the death of Peter to the time of Nero and would place the date around 66 AD.This timing would allow for Peter to be the writer of this book and answers most of the objections made by the more liberal minded schol ars. Those who ascribe to a later death for Peter, used this evidence to support the idea that someone other than the Apostle wrote this book. Most church leaders agreed on the timing of the death of Peter and since it was such a public event there is little doubt that he died in the middle 60’s. The early church used this date and the writing within the book itself to create a strong argument for Peter being the author.The early church fathers had many important decisions to make as leaders of the followers of Christ and one of the most important ones was which writings to accept into the Biblical Canon. Of all of the books of the New Testament 2 Peter was one of the most debated and argued over. â€Å"The first direct quotation of 2 Peter is in 1 Clement, a letter written around the end of the first century. Theide says that once the quotations started appearing, the list is longas to the number of times 2 Peter was referenced. Another Church Father Irenaeus, also appeared to take a part of 2 Peter or allude to it, but he choose not to mention this book by name. Not even the book of Revelation received as much scrutiny as 2 Peter. The hesitancy of the early church to accept 2 Peter was due in part to that fact of Peter’s name was being used in many Gnostic writings. At least three apocryphal writings were being circulated at the same time as 1 and 2 Peter. Another difficulty was both Peter and Jude alluded to Enoch, which quickly became known as an apocryphal book.It is clear that in the Fourth Century, at the Councils of Hippo, 2 Peter was recognized as being part of the Biblical Canon. â€Å"At this same counsel other books such as I Clement and the Epistle of Barnabas were rejected mainly on the grounds that they lacked a claim of authorship by someone who was considered an apostle. † A scholar of church history during this time wrote this synopsis of the feelings of the believers towards Peter’s second epistle. He wrote, â₠¬Å"Quite probably the churches which originally received it, knowing it not to be Peter’s own work, would not have granted it the same status in their own use as they did, e. . , to the Pauline letter. . . . Whatever the reasons for its lack of wide use in the second century, this seems to have contributed to its very slow progress toward general acceptance into the canon. † As with most historical data, little is known of the status of this epistle during the next 1000 years. As the church entered the period of the Reformation many of the standards of the church were called into question including the Biblical Canon. â€Å"2 Peter was regarded as second-class Scripture by Luther, rejected by Erasmus, and regarded with hesitancy by Calvin. The fact that 2 Peter had several claims of authorship by the Apostle Peter within its text allowed it to be spared and recognized as part of the inspired Word of God. ARGUMENTS FOR PETRINE AUTHORSHIP OF SECOND PETER The book of 2 Pe ter begins with this verse, â€Å"Simon Peter, a bond servant and apostle of Jesus Christ, to those who have received a faith of the same kind as ours, by the righteousness of our God and Savior Jesus Christ. † This statement seems to make clear the claim that Peter wrote this letter would also seem to leave little room for doubt.Few other books with such a claim have been disputed, but the critics are quick to ignore this initial claim by Peter and scrutinize the letter. This is not the only place in the letter that Petrine authorship is proclaimed and details of the life of the Apostle support this assumption. 2 Peter 1:16 speaks of the author as a man who is facing or is near to his death. This allusion would certainly support the idea of Peter as the writer, because it was believed Peter knew he would be martyred and wanted to give his followers one final word of encouragement.Further in the letter in 2 Peter 2:16-18, the author shared a retelling of the Transfiguration o f Christ. In the gospel of Matthew, Peter is one of only three men who accompanied Jesus at this event. The retelling of the details of this amazing display could only be completed by Peter, James, or John. One final statement from with the book itself can be found in chapter three. 2 Peter 3:1 made a clear references to a prior letter, which should be assumed as being 1 Peter. There is little comparable material in the two epistles, but this reference to the first epistle seems to lead to the conclusion that they were written by the same person. On the one hand it is argued on this fact the 1 and 2 Peter must have two different authors, but on the other hand it seems strange that a pseudo-writer would not use any content from the prior book he was attempting to imitate. † The evidence within the book itself would seem to clearly suggest that Peter was the author. The reception of the early church leaders of 2 Peter or the lack thereof can be seen as a contradictory. On one ha nd the book of 2 Peter is mentioned very little in the ancient writings of the church leaders. On the contrary, those same leaders did not lump the book of 2 Peter into the category of the rejected books.Few if any of these men make a clear statement of denial of Peter as the author, but many did cast doubts about it. Some of the earliest remaining documents that refer to 2 Peter, have shown evidence that a debate over its authorship was present in the church. â€Å"One such document written by Origen in the third century is considered to be the first to explicitly mention 2 Peter by name. † This mention by Origen may be the first documented reference to 2 Peter, but many scholars believe there are other writings made by the early church fathers which made allusions to the book.Another leader, Jerome, mentioned doubts surrounding the authenticity of 2 Peter, but never concluded that Peter did not write this letter. A strong fact to support the Petrine authorship is the overwh elming majority the church fathers do not argue against the epistle. â€Å"2 Peter was never rejected as suspicious nor was it attributed to anyone other than Peter. In support for Petrine authorship, 2 Peter enjoys wide inclusion in what is arguably the strongest early Papyrus, which was thought to be as early as the 3rd Century. Due to the support by the church fathers and the lack of opposition to the book, 2 Peter is believed to have unofficially gained canonization as early as the mid-second Century. Critics of Petrine authorship are quick to point out differences in the styles of the two books of Peter. They feel that the two epistles could not possibly have been written by the same man. Upon examination of the two books, there are clear differences between the two letters. â€Å"The vocabulary of 1 Peter has only 153 words in common with 2 Peter while 543 are unique to 1 Peter and 399 unique to 2 Peter. The book of 2 Peter also has far fewer participles than does first Pete r and the ones in 2 Peter are often repeated. â€Å"One common example given by critics is the use of apokaluyi† in 1 Peter and parousiva in 2 Peter to refer to the Lord’s coming. † This is not a practice that is unique to these two letters. Many of the works of Paul contain unique language to the particular letter in which it was used. Paul also choose the same terms as Peter used for the Second Coming and selected these words when writing 1 Corinthians and 2 Thessalonians.The problem with the argument for similarity between the two epistles seems to be that the critics almost expect Peter’s second epistle to be simply a rehash of the same material as was seen in the first. There is an unreasonable demand for vocabulary and themes that match the first work, but the critics seem to forget the reasons behind the writing of each letter. Each letter was written to address a different set of circumstances and there was a unique purpose to each epistle. The cri tics can point to stylistic differences in the books, but this lack of similarity can be explained.The more liberal leaning thinkers also point to the differences in the theology and doctrinal themes of the books as reason to Petrine authorship. The purpose of 1 Peter can be summed up as a challenge to the believers to endure suffering and live holy lives. 2 Peter on the other hand seems to contain mostly strong warnings against the false teachers of the day and also a final message to the believers before the death of Peter. This criticism seems to ignore the fact that Peter felt the need to address issues that were pressing at the time of his writing.Differences should be expected if the author is dealing with different problems, as was the case with Peter. The assumption that an author must deal with the same topics in both letters is unrealistic and uncommon. Most if not all of Paul’s letters deal with issues that were unique to the area to which Paul sent the letter. It can be concluded that Peter deserves the same consideration as Paul in this matter. Although there are many differences between the two letters of Peter many similarities also exist etween them. The critics point to an excessive amount of repetitive word in 2 Peter, but 1 Peter can also be characterized by repetition of words. Bigg says, â€Å"The habit of verbal repetition is therefore quite as strongly marked in the First Epistle as the Second. There are similarities of thought and no document in the New Testament is so like 1 Peter as 2 Peter. † Upon review of both letters, there does seem to be enough commonality between the two books of Peter to conclude that the same man wrote both books.Since there is little evidence to argue against Apostle Peter as the author the first book of Peter, the conclusion can be reached that he also wrote the second. One of the more common practices among the writers of the New Testament was to have a scribe or someone who would write their words for him. Longenecker states in his work, â€Å"The Greek papyri, therefore, indicate quite clearly that an amanuensis was frequently, if not commonly, employed in the writing of personal letters during the time approximating the composition of the NT epistles. † Sometimes this was done to help the writer use better Greek and make his work more understandable.Men like Peter, who were not educated in the same manner as the upper class, would need assistance in making their writing more professional and acceptable to the educated class. â€Å"One plausible explanation for the differences between 1 Peter and 2 Peter is that Peter used an amanuensis to do the actual writing of 1 Peter with Peter checking and approving the final product. † This seems to be the clear method in which the first epistle of Peter was written. 1 Peter 5:12 says, â€Å"Through Silvanus, our faithful brother (for so I regard him), I have written to you briefly, exhorting and testifying that this is the true grace of God.Stand firm in it! † A logical conclusion to explain the differences between the two letter of Peter is that he wrote 2 Peter himself and he had someone write his words for him in his first letter. Peter received the inspiration for both letters from the Holy Spirit, but the methods of recording each of the books were unique. The best argument for Peter being the author of the second epistle is the fact that the letter was eventually accepted as into the New Testament Canon.One of the main reasons for its acceptance would have to be the assumption that the book was written by a man of the standing in the church like the Apostle Peter. â€Å"Although it could be pseudonymous letters like â€Å"The Gospel of Peter†, â€Å"The Apocalypses of Peter†, â€Å"The letter of Peter to James†, none of these works was accepted into the canon because they hadn’t God’s inspiration. † Second Peter had gained acceptance in to the Canon by the time of Cyril of Jerusalem. The issue of its canonicity was settled by the acceptance of the church leaders such as Cyril, Athanasius, Augustine, and Jerome.These church leaders, who were not easily swayed to allow books into the Canon, acknowledged 2 Peter to be Scripture because of the overwhelming internal and external evidence. ARGUMENTS AGAINST PETER AS AUTHOR OF SECOND PETER Although there seems to be an abundance of evidence to support the idea that Peter wrote the second epistle of Peter, many Christian scholars and thinkers disagree with this assumption. The amount of evidence to disprove Petrine authorship seems to be as great and some would argue more that the evidence to support his authorship.Issues about the date, the style of writing, the lack of historical claims, the brevity of the book, the language used by the author, and the similarities to Jude are all cited as reasons to discount the possibility of the disciple known as Simon Peter being the writer. At one point in the history of the church, the leading school of thought was that 2 Peter was an example of pseudepigraphal literature and therefore was not the work of the Apostle. There is little doubt that a definitive answer as to the authorship of this book will not be obtained until all questions are answered by God in eternity.The book of 2 Peter was and is still considered by many to be pseudepigraphal in nature and was not written by Peter. Ksemann states that â€Å"2 Peter is perhaps the most dubious writing in the New Testament. † Others went as far as to conclude that virtually no one believes that 2 Peter was written by the disciple and friend of Christ named Peter. These men would argue instead that someone else wrote the letter and used the name of Peter to give legitimacy to it. Pseudonymous works are defined as â€Å"the practice of writing a literary work under the pretence that someone else, usually someone more famous, wrote it. 2 Peter is one of only a few books that were accused of being pseudonymous that survived the scrutiny of the canonical counsels and eventually it was accepted by the church fathers. The looming questions over the authorship of 2 Peter has led to the conclusion by most critical scholars that the book needs to be labeled as pseudepigraphal literature. The issues come from those who are not willing to accept the first verse of 2 Peter and the other internal evidence as sufficient for proving that Peter was the author.These scholars, feel the evidence to support Petrine authorship is weak and should not be accepted without questions and a thorough examination. One major issue is that the features of the letter seem to give evidence of a time later than Peter's lifetime. In 2 Peter 3:4, the author used the phrase, â€Å"Ever since our fathers died. † This verse seems to make a reference the first generation of Christians, which would seem strange coming from Peter as he too was part of this group. Another instance is 2 Peter 3:15 which states, â€Å"Bear in mind that our Lord’s patience means salvation, just as our dear brother Paul also wrote you with the wisdom that God gave him. † The author seemed to be looking back at the letters of Paul as works already complete and established. Most of Paul’s works were not even known about until well after the death of Peter. The internal evidence in 2 Peter seems to offer as many questions about the authorship of the book as it does answers. The possibility of a pseudonymous author is high due to these facts.One of the most convincing arguments against Petrine authorship of 2 Peter is a thorough examination of the Greek of the epistle. Peter was described as a Galilean fisherman in the gospels and he and his brothers were most likely worked for a fishing business owned by his family. According to Dr. Leo Percer, â€Å"Peter was not uneducated, as he most likely attended schools that were taught by the Pharisees to help him learn the Law of Moses. He was not however educated to the extent that we would have been proficient in writing Greek. † Many scholars look to the description of Peter in the book of Acts as proof of his lack of education.Acts 4:13 states, â€Å"Now when they saw the boldness of Peter and John, and perceived that they were unlearned and ignorant men, they marveled; and they took knowledge of them that they had been with Jesus. † The Greek of 2 Peter appears to be much less formal and unstructured and it is very different from the Greek of 1 Peter. The ability to conclude that both letters were written by the same hand is very difficult to prove. The Greek of 1 Peter and the Greek of 2 Peter is quite different and contain words and phrasing that make it difficult to reconcile the differences between the two books.Two major issues result from the Greek of 2 Peter and help support the idea that Simon Peter was not the author of second Peter. The first is the si mple fact that most scholars agree that Peter did write the first book attributed to him, which makes the case against his authorship of the second. The second is the grandiose language that is used by the author. The fact remains it is unlikely that a Galilean fisherman would use the language in this book. â€Å"The author of 2 Peter seems to be pretentious and out to prove that he has a grasp of the Greek language through the use of such flowery words. Peter was looked at as the leader of the early church, which would give him no reason to feel the need to write in a way to give himself any more credibility than he already possessed. One critic made this statement â€Å"this letter betrays an artificial dialect of high-sounding words learnt from rhetoricians and books such would not fit well with both Peter’s modus operandi (of heavy reliance on written sources for his composition) and with the psychological probability of one attempting to write in a second language. The se objects do provide problems for those trying to prove Peter as the author of 2 Peter. An even more problematic argument against the authorship of Peter for this short epistle is apparent similarities between 2 Peter and Jude. The books share a common message and a common theme. It also appears that the books share at least 17 common passages and parallels to one another. One example is 2 Peter 1:12 and Jude 5. 2 Peter 1:12 says, â€Å"Therefore, I will always be ready to remind you of these things, even though you already know them, and have been established in the truth which is present with you. The parallel verse in Jude 5 says â€Å"Now I desire to remind you, though you know all things once for all that the Lord, after saving a people out of the land of Egypt, subsequently destroyed those who did not believe. † Just in these two verses alone there are seven shared words and a few common phrases. Most of the similarities in these two books occur in chapter two and thr ee of 2 Peter and can be seen throughout the one chapter of Jude. This commonality between the two letters presents problems in attempting to establish Petrine authorship.Another issue to be answered is the date of Jude and 2 Peter and the chronology of the two letters. â€Å"If Jude was written after Peter’s lifetime (as most scholars assume), then if 2 Peter uses Jude, it cannot be by Peter. † There is little evidence for a late date of Jude, but there seems to a great deal of evidence for 2 Peter having a late date. The date most scholars agree to for Jude is around 64 AD and even conservative thinkers would place the earliest date for 2 Peter at somewhere around 65 AD.This dating would lead to the possible conclusion that if Peter was written after Jude that much of 2 Peter was copied from Jude. The comparison of the books also supports the idea of 2 Peter being written at a much later date. A later date for Peter would allow for the writer of the book to use Jude as a source and would help to explain the many similarities. No matter which book was written first, there seems to be clarity that the books share from one another. A final, and maybe not as convincing, argument is that the overwhelming opinion of Biblical scholars is that Peter was not the author of this letter.One scholar writes, â€Å"the issue of authorship is already settled, at least negatively: the apostle Peter did not write this letter and that the vast bulk of NT scholars adopt this perspective without much discussion. † Other men such as Stephen Harris and Werner Kummel agree with this position and go as far as to say that â€Å"virtually no authorities defend the Petrine authorship of 2 Peter. † Even leading conservatives such as Carson and Moo would agree that there is little popular support to back Petrine authorship, but they still hold to the view that Peter wrote both books.The evangelicals and conservatives remind the liberals of the early acceptance of 2 Peter into the canon, but the liberals feel this decision was made before enough scrutiny of the book was made. â€Å"Nearly two thirds of Bible experts contend that Peter did not write 2 Peter. † CONCLUSION The evidence for or against Petrine authorship of 2 Peter is in no way strong enough settle the issue in a conclusive manner. For each point in support of Peter there is an equally convincing argument against him. This debate is not new; as it has been going on for close to 2,000 years.At times over that history, the issue seemed to be settled for Peter, but this was a short lived victory as the authorship of the book has been an ongoing issue for the church. Men from the time of Peter until now have searched for a definitive answer, but the answer has remained illusive. Each one of the arguments made by those who support Peter as the author has a counter argument against it. â€Å"The external evidence, while not proving authenticity neither disproves it, for the evidence provides twenty-two possible usages of 2 Peter. † Those who argue for Peter point to the internal evidence, and the personal allusions to the life of Peter.These illusions such as the retelling of the Transfiguration and the suffering of Christ are written by the author to establish his identity as the Apostle Peter. The other side would argue that a pseudo-author wrote in these illusions to try to establish his work as a book of an Apostle. An examination of the issues regarding the history, style, and even the doctrine of 2 Peter have been attempted to be used against Peter, but on the contrary, may be used to support it. Many of the problems the critics have with these issues can be answered by the fact that Peter likely used an amanuensis to help write his book.Those who disagree with Peter as the writer of 2 Peter would offer pseudonymity as the answer to the question of authorship. The issue with this stand has to be that â€Å"at the time of 2 Peter’s c anonization, the practice of pseudonymity was scorned and had not one example of New Testament usage, while the canonical books were only admitted after careful scrutiny of genuineness. † Since 2 Peter was admitted into the Canon, the assumption of there being a pseudo-author is answered. Point by point each argument for Petrine authorship can be disputed, but each one against his authorship can also be torn down.PERSONAL CONCLUSION After examining all of the leading arguments both for and against Peter, I have come to the conclusion that Peter did in fact write the book of 2 Peter. The issue for me isn’t style or the quality of the Greek used by the author; it is in a personal belief that the Bible is the inerrant Word of God. 2 Peter 2:1 clearly identifies Peter as the author of the epistle, and this ends the debate for me. As I examined evidence against Petrine authorship, I was always drawn back to the fact that the Bible says Peter wrote the book.As Payne says in h is book, â€Å"How can one accept the verbal, plenary inspiration—which would demand Petrine authorship at verse one—and still call 2 Peter non-canonical? † 2 Peter was accepted, even though it was under a cloud of suspicion, into the New Testament Cannon, which qualifies it as the inerrant Word of God. If I believe that the Bible is never wrong, then 2 Peter must have been written by the Apostle named Simon Peter. The question of authorship for me is answered in 10 simple words, â€Å"Simon Peter, a bond-servant and apostle of Jesus Christ. † Bibliography Green, Michael. Peter & Jude: an Introduction and Commentary. Downers Grove, IL: Wm. B. Eerdmans Publishing Company, 2007. Green, Christopher & Lucas, Dick. The Message of 2 Peter & Jude: the Promise of His Coming. Leicester, England. : IVP Academic, 2004. Eusebius. The History of the Church from Christ to Constantine. New York: Penguin Classics, 1990. Gilmour, Michael J. â€Å"Reflections On the Autho rship of 2 Peter. † Evangelical Quarterly 73, no. 4 (Oct. – Dec. 2001): 291-309. Lillie, John. Lectures On the First and Second Epistles of Peter. Reprint Edition ed. Minneapolis, MN: Klock & Klock Christian Pub, 1978.Mayor, Joseph B. The Epistle of St. Jude and the Second Epistle of St. Peter: Greek Text with Introduction Notes and Comments. Grand Rapids: Baker, 1979. Moo, Douglas J. 2 Peter, and Jude: from Biblical Text– to Contemporary Life. Grand Rapids, Mich. : Zondervan, 1997. Pfeiffer, Robert Henry. History of New Testament Times,: with an Introduction to the Apocrypha. Westport, Conn. : Greenwood Press, 1972. Walls, David. Holman New Testament Commentary – 1 & 2 Peter, 1 2 & 3 John and Jude. niv based ed. Nashville, TN: Holman Reference, 1999. ——————————————– 1 ]. Michael Gilmour, â€Å"Reflections On the Authorship of 2 Peter,† Evangelic al Quarterly, Oct. – Dec. 2001, 294. [ 2 ]. Ibid, 296. [ 3 ]. Eusebius, The History of the Church from Christ to Constantine (New York: Penguin Classics, 1990), 107. [ 4 ]. Michael Gilmour, 297. [ 5 ]. Ibid, 297. [ 6 ]. Robert Henry Pfeiffer, History of New Testament Times,: with an Introduction to the Apocrypha. (Westport, Conn. : Greenwood Press, 1972. 490. [ 7 ]. Ibid, 491. [ 8 ]. Dick Lucas & Christopher Green, The Message of 2 Peter & Jude: the Promise of His Coming (Leicester, England. IVP Academic, 2004), 242. [ 9 ]. Michael Gilmour, 300. [ 10 ]. Dick Lucas and Christopher Green, 243. [ 12 ]. 2 Peter 2:1,(NASB). [ 15 ]. MacArthur [ 16 ]. Guthrie, New Testament Introduction, p. 832. [ 17 ]. Ibid,836. [ 18 ]. Bigg, Critical and Exegetical Commentary, p. 227. [ 20 ]. Bigg, Critical and Exegetical Commentary, p. 239. [ 21 ]. 1 Peter 5:12, (NASB). [ 23 ]. Ernst Ksemann, â€Å"An Apologia for Primitive Christian Eschatology,† Essays on New Testament Themes, Studies in Biblical Theology, 42, 1964, p. 169 [ 25 ]. 2 Peter 3:4 [ 26 ]. 2 Peter3:15, NIV [ 27 ].Dr. Leo Percer, lecture notes. [ 28 ]. Acts 4:13, (KJV). [ 30 ]. W. F. Howard, A Grammar of the Greek New Testament, 2:28. [ 31 ]. 2 Peter 1:12, (NASB). [ 32 ]. Jude 5, (NASB) [ 34 ]. Daniel B. Wallace, ed. , Revisiting the Corruption of the New Testament: Manuscript, Patristic, and Apocryphal Evidence (Grand Rapids, MI: Kregel Academic & Professional, 2011), pageNr. [ 35 ]. Harris, Stephen L.. Understanding the Bible: a reader's introduction, 2nd ed. Palo Alto: Mayfield. 1985. page 354. [ 39 ]. Inerrancy [Grand Rapids: Zondervan, 1980], 106). [ 40 ]. 2 Peter 1:1

Free Essays on Civil War Causes

Many average Americans would attribute the cause of the American Civil War to slavery, but are there other possible causes? Could the â€Å"history† taught in so many classrooms throughout the United States of America be wrong about something so important as the real cause of the Civil War? This paper will briefly discuss and present information on possible causes of the American Civil War other than the commonly believed slavery issue. When asked what caused the American Civil War, most will say that slavery caused it. In fact, that was my original belief prior to beginning this study. President Abraham Lincoln never really addressed the slavery issue until support of the war started dwindling in the north. During the early days of the Civil War, he actually ordered slaves who escaped from the south to the north to be return to their owner. He did this in support of the Fugitive Slave Act, which was part of a collection of often referred to as the Compromise of 1850. Slavery was officially â€Å"tied† to the Civil War as a reason to fight after the President Lincoln made his Emancipation Proclamation is 1862. The following is an excerpt from his famous speech: â€Å"That on the 1st day of January, A.D. 1863, all persons held as slaves within any State or designated part of a State the people whereof shall then be in rebellion against the United States shall be then, thenceforward, and forever free; and the executive government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons and will do no act or acts to repress such persons, or any of them, in any efforts they may make for their actual freedom.† President Lincoln himself was â€Å"a believer in white supremacy† and was recorded making such statements during debates with Douglas. One such statement was recorded on September 18, 1858: â€Å"I will say then that I am not, nor have I ever been in th... Free Essays on Civil War Causes Free Essays on Civil War Causes Many average Americans would attribute the cause of the American Civil War to slavery, but are there other possible causes? Could the â€Å"history† taught in so many classrooms throughout the United States of America be wrong about something so important as the real cause of the Civil War? This paper will briefly discuss and present information on possible causes of the American Civil War other than the commonly believed slavery issue. When asked what caused the American Civil War, most will say that slavery caused it. In fact, that was my original belief prior to beginning this study. President Abraham Lincoln never really addressed the slavery issue until support of the war started dwindling in the north. During the early days of the Civil War, he actually ordered slaves who escaped from the south to the north to be return to their owner. He did this in support of the Fugitive Slave Act, which was part of a collection of often referred to as the Compromise of 1850. Slavery was officially â€Å"tied† to the Civil War as a reason to fight after the President Lincoln made his Emancipation Proclamation is 1862. The following is an excerpt from his famous speech: â€Å"That on the 1st day of January, A.D. 1863, all persons held as slaves within any State or designated part of a State the people whereof shall then be in rebellion against the United States shall be then, thenceforward, and forever free; and the executive government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons and will do no act or acts to repress such persons, or any of them, in any efforts they may make for their actual freedom.† President Lincoln himself was â€Å"a believer in white supremacy† and was recorded making such statements during debates with Douglas. One such statement was recorded on September 18, 1858: â€Å"I will say then that I am not, nor have I ever been in th...

10 Geography Facts About Florida

10 Geography Facts About Florida Capital: Tallahassee Population: 18,537,969 (July 2009 estimate) Largest Cities: Jacksonville, Miami, Tampa, St. Petersburg, Hialeah, and Orlando Area: 53,927 square miles (139,671 sq km) Highest Point: Britton Hill at 345 feet (105 m) Florida  is a state located in the southeastern United States. It is bordered by Alabama and Georgia to the north, while the rest of the state is a peninsula that is bordered by the Gulf of Mexico to the west, the Strait of Florida to the south, and the Atlantic Ocean to the east. Because of its warm subtropical climate, Florida is known as the sunshine state. Florida Geography Facts Florida is a popular tourist destination for its many beaches, wildlife in areas like the Everglades, large cities such as Miami, and theme parks like Walt Disney World. Discover 10 more geography facts about Florida. 1. Many Native Americans Lived Here Florida was first inhabited by a number of different Native American tribes thousands of years prior to any European exploration of the region. The largest known tribes in Florida were the Seminole, Apalachee, Ais, Calusa, Timucua, and Tocabago. 2. It Was Discovered in 1513 On April 2, 1513, Juan Ponce de Leà ³n was one of the first Europeans to discover Florida. He named it as the Spanish term for flowered land. Following Ponce de Leà ³ns discovery of Florida, both the Spanish and the French began to build settlements in the region. In 1559, Spanish Pensacola was established as the first permanent European settlement in what would become the United States. 3. Its the 27th State Florida officially entered the U.S. on March 3, 1845, as the 27th state. As the state grew, settlers began to force out the Seminole tribe. This resulted in the Third Seminole War, which lasted from 1855 to 1858 and resulted in most of the tribe being moved to other states (such as Oklahoma and Mississippi). 4. Tourism Drives the Economy Floridas economy is based mainly on services related to tourism, financial services, trade, transportation, public utilities, manufacturing, and construction. Tourism is the largest sector of Floridas economy. 5. The State Relies on Fishing Fishing is also a large industry in Florida. In 2009, the state made $6 billion and employed 60,000 Floridians. A large oil spill in the Gulf of Mexico in April 2010 threatened both the fishing and tourism industries in the state. 6. Its Low-Lying Most of Floridas land area is built on a large peninsula between the Gulf of Mexico and the Atlantic Ocean. Because Florida is surrounded by water, much of it is low-lying and flat. Its highest point, Britton Hill, is only 345 feet (105 m) above sea level. This makes it the lowest high point of any U.S. state. Northern Florida has a more varied topography, with gently rolling hills. However, it also has relatively low elevations. 7. It Rains Year-Round Floridas climate is highly affected by its maritime location as well as its southern U.S. latitude. The northern parts of the state have a climate thats considered humid subtropical, while the southern portions (including the Florida Keys) are tropical. Jacksonville, in northern Florida, has an average January low temperature of 45.6 degrees F (7.5 degrees C) and a July high of 89.3 degrees F (32 degrees C). Miami, on the other hand, has a January low of 59 degrees F (15 degrees C) and a July high of 76 degrees F (24 degrees C). Rain is common year-round in Florida. The state is also prone to hurricanes. 8. It Has Rich Biodiversity Wetlands like the Everglades are common throughout Florida and as a result, the state is rich in biodiversity. It is home to many endangered species and marine mammals like the bottlenose dolphin and the manatee, reptiles like the alligator and sea turtles, large land mammals like the Florida panther, as well as a  plethora of birds, plants, and insects. Many species also breed in Florida due to its mild climate and warm waters. 9. The People Are Diverse, Too Florida has the fourth highest population of any state in the U.S. and it is one of the countrys fastest growing. A large portion of Floridas population is considered Hispanic, but the majority of the state is Caucasian. South Florida also has significant populations of people from Cuba, Haiti, and Jamaica. Additionally, Florida is known for its large retirement communities. 10. It Has Many Higher Education Options In addition to its biodiversity, large cities, and famous theme parks, Florida is also known for its well-developed university system. There are a number of large public universities in the state, such as Florida State University and the University of Florida, as well as many large private universities and community colleges. Source: Unknown. Florida. Infoplease, 2018.

Cisco Networking Assessment Essay Example | Topics and Well Written Essays - 1500 words

Cisco Networking Assessment - Essay Example Error correction also includes the additional ability to reconstruct the original message, with error-free data. Two basic methods have been designed to handle the error correcting system. These are called the Automatic repeat-request (ARQ), and the Forward Error Correction (FEC). The ARQ sends that data with an error detection code, which the receiver user to check for errors. In the FEC method the transmitter includes an error-correcting code (ECC) and sends the coded message. The receiver never sends any data to the transmitter, it just decodes what it thinks is the most "likely" data. The Network Layer deals with errors via a variety of means (Wikipedea, 2008). These are to ensure the QOS is maintained. These can be items such as the Parity check, which means that if any bits are corrupted in the message, they are replaced to the expected format. A checksum, which involves an algorithm to check the validity of the data, Hash functions, which perform a similar function and repetition schemes. The full list of methods is stated here: The Transport Layer uses 2 two way error correction protocol, which involves a discussion between the sender and the receiver. This is where the receiver informs the transmitter to resend a message when an error occurs. ... Repetition schemes Parity schemes Checksum Cyclic redundancy checks Hamming distance based checks Hash function Cryptographic message digest Horizontal and vertical redundancy check Polarity schemes Transport Layer: The Transport Layer uses 2 two way error correction protocol, which involves a discussion between the sender and the receiver. This is where the receiver informs the transmitter to resend a message when an error occurs. The two basic types for each packet transferred are called a NACK (Not Acknowledged), when a failure occurs and an ACK (Acknowledged) when a packet has been successfully received. The way it does this is to check the header/footers of packets to see if it is in the format expected. This is usually achieved by CRC (Cyclic Redundancy Check) checksums which are calculated based on the data transmitted. Summary: Basically, the Network Layer function is to check the validity of the data at a lower level than the Transport Layer, and communicates the problem up the hierarchy. The Transport Layer in turn, informs the transmitter to resend the erroneous data. The Transport layer has other functions, such as allowing a mechanism where the receiver informs the transmitter what to send next and what is expected. Question 2 (5 marks) What are the different types of collisions that can occur on an Ethernet network Briefly explain each. There are the types of collision where two packets are sent over the network at the same time, and this is handled by the CSMA/CD (Carrier Sense Multiple Access / Collision Detect) protocol and a 'Collision Domain'. A Collision Domain happens when two devices on the network transmit at the same time (The TCP/IP Guide, 2005). An Ethernet network can be composed of a single or a multiple

The musical style of Heart is a lonely hunter Essay

The musical style of Heart is a lonely hunter - Essay Example In this regard McCullers herself characterizes the novel as a fugue in the musical features of the novel recurs in three parts of the novel. McCullers novel is musical in its characteristics in two senses: first the novel possesses a tuneful and harmonious structure; second it deals with the polyphonic characteristics of words, phrases and the greater unit of the structure of the novel (Fuller 57). The phonic tones and of tunes of words not only exists in the concrete form but also in the abstract sense. Evidently the phonic features both in abstract and concrete senses have been fused with its tuneful and harmonious structure, as it is noted in the Big Readers’ Guide†, â€Å"The novel’s rhythmic language is sometimes harmonious — as in the sweet, sad duets between Mick and Singer — and at other times cacophonous, as in Jake and Dr. Copeland’s final argument† (Big Read, 2). The entire structure of the novel appears to be a three part fu gue that closely follows the polyphonic actions with a number of symbolic voices including a central voice. The fugal characters of â€Å"the Heart is a Lonely Hunter† function in a contrastive, but rhythmic, way to demonstrate the dominant relationship between John Singer’s mute heart with the outside world and then necessarily the other characters come with the contrapuntal theme to contribute to the development of the major theme of the novel. Following the structure of a fugue, the novel deals with an extensive theme of man’s struggle against the loneliness of his inner being.