Why marijuana should be legalized Essay Example | Topics and Well Written Essays - 750 words

Why marijuana should be legalized - Essay Example Thesis: Marijuana is a drug; however this drug is similar to drugs that are already legal such as caffeine and tobacco. Many with health problems can benefit from the use of marijuana and marijuana is safer than most commonly prescribed drugs. The Legalization of Marijuana To much of the public, marijuana is known as a drug. To those who use marijuana, it is known as medicine. This medicine does many things and helps many. Marijuana is used to treat cancer symptoms and eating disorders, and that is just the start of the benefits marijuana has to offer. Overall, it is believed that a large amount of time and money is wasted by drug task force agencies in the aid to prevent the sale and use of marijuana. Legalizing marijuana would lessen the need to waste funding on these agencies. Marijuana is a drug; however this drug is similar to drugs that are already legal such as caffeine and tobacco. Many with health problems can benefit from the use of marijuana and marijuana is safer then mos t commonly prescribed drugs. To understand why some would like for marijuana to be legal, it is important to understand the history of marijuana. Marijuana is an all natural plant that grows naturally. Marijuana in its natural form is said to date back to 2737 B.C. Throughout history marijuana was used to create a euphoria effect. In 1942, marijuana was listed by pharmaceutical companies and used to treat many different disorders. Not soon after the drug was used for common medical problems was it then labeled in the same drug class as heroin. The government then banned marijuana claiming it was a â€Å"gateway† drug. Marijuana was at one point legal, just like many other commonly known drugs. Since marijuana is used for medicinal purposes, it needs to be treated like other prescription drugs. This means, keeping it in a safe area, and only using when prescribed. Those who have abused the drug and shared with teenagers could have contributed to harsh government regulation whi ch caused the ban of marijuana in the first place. It is important to be smart with any and all prescription drugs. This is why with the correct amount of education, marijuana should again become legal and used for its created purposes. There is so much money spent by American, Mexican, Canadian and other authorities to try and prevent the growing, use and distribution of marijuana. The amount of money spent by America alone is billions each year. For a government trying to make budget cuts, legalizing marijuana would free up a large amount of money that could be used to get America out of debt. This billions of dollars doesn’t even cover the cost of inmate housing. Since distribution, possession and use of marijuana is punishable by jail, many are sent to prison because marijuana is illegal. Punishing those who use marijuana only creates more spending to house inmates and contributes to prison overcrowding. Eating disorders and cancers are another common problem that marijua na helps with. Those who suffer from bulimia, anorexia, and lack of appetite from chemotherapy, benefit from using marijuana. Marijuana allows the brain to tell the body that it is hungry and may be the only thing that works to help those who normally would not be able to eat. Legalizing the use of marijuana for these disorders improves the quality of life and betters the chance of survival for the ones battling the disorders. Marijuana creates euphoric effects. These euphoric affects help many concentrate. Those who struggle with ADHD, ADD and who are generally excitable can use marijuana to relax and better focus. This is much safer to use then commonly prescribed medicines such as Aderal, Ridalin and anti anxiety medications. Many commonly use medicines used to help people concentrate have caused heart attack and

Ethics Goes To Hollywood Essay Example for Free

Ethics Goes To Hollywood Essay When we think of ethics with regards to Hollywood, some people might even question if there really are any left? With the growing number of moralists and critics that easily target Hollywood, ethics has become an important factor that seems to be set aside. Many of the movies that are being shown today presents violence, nudity and lack of values incorporated with the film. But there can always be an argument about how is ethics really perceived through the movie industry? Some might doubt but actually when we look pass through over-all violence and those unacceptable factors to moralists, some movies do posses ethics in them. Most of the time, those ethics are just overlooked by the over-all presence of the movie. When we analyze and breakdown a movie and study the characters there is a great opportunity to realize the moral fiber of the film. In recent memory, there are only a few movies that have produced an unusual style of presentation in the silver screen. One of those movies showed up during 2007 through a film titled â€Å"300†. It was based from Frank Millers graphic novel also named â€Å"300†. This movie adaptation of the novel is also based from the Battle of Thermopylae that was retold in a fictional sense. To further analyze the movie, the following paragraph will showcase the movies summary. Beginning with the presentation on a how a Spartan boy grows up and how he emerges to be king of Sparta, the movie was narrated by Dilios, a spartan soldier who was able to live and tell the tale. After years of being Spartas king, Leonidas received a messenger who was sent by the Persian ruler Xerxes. The messenger presented an offer that enraged king Leonidas, leading the messenger kicked down a seemingly bottomless pit. The message was sent clear, the Persian army is about to come, to invade Sparta and add it up to their growing territory. King Leonidas then consulted the Ephors, priests who consult the oracle for answers from the gods. Proposing a plan to block the Persian army by defending the Hot Gates of Thermopylae, King Leonidas was furious by the Ephors advice of not to fight because the oracle said that it was forbidden and the gods will get enraged if they do. Despite all of this, Leonidas stood strong with his firm decision to defend the Hot Gates. He gathered 300 of the greatest Spartan soldiers and assembled a party that would hold off thousands of Persians. As they have reached the Hot Gates, they defended it for days just to protect Sparta. King Leonidas courageously led the way by standing strong to his principles until the end. The number of the Persian army was too much for the 300 Spartans and eventually led to their deaths. Only one soldier was tasked to return to Sparta to tell the tale, Dilios, who forever made Leonidas and the 300 Spartans, remembered. LEONIDAS AND HIS VIRTUES The whole essence of the story evolved in Leonidas answer to his ethical dilemma that concerned with his decision to push through despite a number of people prohibiting him. One example was when he was discouraged by the Ephors or priests to pursue his plan because it was the time of the Carneian festival. His ethical dilemma would be is that if he pushes through with his plan, he would be disrespecting the Carneian but he would be able to salvage some time to defend Sparta. Despite the senates disapproval of sending the whole Spartan army, Leonidas faced his dilemma by standing strong with his beliefs and forming an army of 300 to continue his plan. Another example would be seen during the scene where the Persians were negotiating with Leonidas. First was during the arrival of the Persian messenger who offered Leonidas salvation of the Spartans from the Persian army if he yields. Another was during their stay at the Hot Gates, when King Xerxes himself talked to Leonidas personally and again proposed to have them spared if he yields to the Persians. Both of these instances presented a same result, Leonidas refusing to give up and standing strong to his principles. Choosing the side of whats right than whats wrong, suggests Leonidas firm ethical correctness and proper morality virtues. OTHER ETHICAL THEORIES PRESENTED Egoism is also depicted in the movie as seen in Xerxes motivation to rule and conquer the world. His actions towards self-interests boost his drive to invade and gain territories. In one instance, he even called himself the king and ruler of the world. A little bit of Egoism can also be attributed to Leonidas. His strong desire to win and his confidence to bring only 300 soldiers despite knowing that his enemy would be thousands in number suggests a showing of Egoism. CONCLUSION When we analyze the definition of ethics we easily incorporate it with whats write and whats wrong. Most of it solely depends on how we make that decision. The movie â€Å"300† despite its over-all violent nature still possessed that essential factor of morality and the integration of ethics through the characters, most especially Leonidas. Being the Spartan king, his decision to protect his kingdom by defending the Hot Gates despite disagreements by the senate and the priests caused his ethical dilemma. By overcoming this dilemma and choosing what he knows is right, it created a chain of events that lead to his popularity and immortality through the help of the story thats still known up to today. Despite Xerxes tempting offers in order for him to surrender, Leonidas strong principles carried him all the way to legendary proportions. Driven by a kings instincts, Leonidas died for the people of Sparta which caused them to be more inspired and more driven to defeat the Persian army that arrived pass the Hot Gates. All in all, despite Hollywoods descending reputation in accordance with moralists, people can still find ethics in movies. People just need to look pass through and analyze the details to get the even bigger picture. References Mackie, J L. (1977). Ethics: Inventing Right and Wrong. New York: Penguin Books. Simpson, R. H. (1972). Leonidas Decision. Phoenix (Vol 26, pp. 1-11).

Essay --

â€Å"Love VS Power: The Wife of Bath and Miller’s Comparison† In the Geoffrey Chaucer’s Canterbury Tales, Chaucer illustrates the different perspective between men and women on the concept of marriage and love. In The Wife of Bath’s tale, it is shown the woman appreciating marriage and wanting to be able to love a man unconditionally as where in The Miller’s Tale, love isn’t anything, but sex with the man in the story. In accordance with Chaucer, the complication with marriage is that men are consumed by sexual desire and are easily abused by women like The Wife of Bath. As noticed, The Miller’s Tale is all about adultery. â€Å"Just like men, the wives have secrets, as does God†, says the Miller. Both have information that the other do not know about that are sacred and better left unsaid. The idea of supremacy and dignity are both present in The Wife of Bath’s Tale making it the central concept throughout the entirety of her story. It is assumed that her primary marriage was organized by her parents, even though The Wife of Bath does not mention them in her prologue, â€Å"experience, though no authority/ were in this world, is right enough for me/to speak of the woe that is in marriage; /for, my lords, since I was twelve years of age.† (Chaucer 285). In that time period, it is considered that the men, such as a father, husband or even a brother are supposed to protect the women in the family. Even though The Wife of Bath does not believe in being ruled by a man, she does however like to be married to one. One will notice that when a husband passed away or left, The Wife will move to her next husband. A marriage where the wife conquers over the husband is a perfect, blissful one according to The Wife of Bath. She discovers that it’s not too... ... The Miller portrays Alison as a "wild and young" (205) woman throughout the entire tale, making it clear that she does not respect the relationship with her husband at all. It can also suggest that she is not an angel or the â€Å"good wife† that she likes to pretend to be. It is obvious that Alison likes to use her beauty and body in ways to make it easier to obtain the things that she desire just like The Wife of Bath indirectly hints in her tale. Though Chaucer showed multiple tales of various characters in The Canterbury Tales, the Miller’s and Wife of Bath’s tale surpassed them all on their concept of marriage and love. Both allow the reader to understand where they are coming from and their perception. While one does not seem to believe too much in love, the other does. However, both clearly believe that women control the game of love in their own respective ways.

Islams Appeal Essay -- Islam Middle East Islamic Essays History

Islam's Appeal Islam revolutionized the way people thought in the Middle-East. The Prophet spewed forth â€Å"The Word of God† (Cleveland 8) amid reflection, whether his own or that of God, concerning â€Å"the problems which afflicted Meccan society† (8). The subsequent production of the Quran fostered discipline and promoted spiritual growth. Mohammad, under the banner of Islam, united nomadic, feuding tribes in the barren plains of Arabia. The Seal of Prophets brought new rights to women and renewed a commitment to aid the destitute. All Muhammad’s revelations brought welcome change. One thousand years later, the message has not changed in any significant respect. One-time innovation was Islam’s blessing- but is now its curse. In my opinion, steadfast refusal of the ulama reduces the overall appeal of Islam. Sometime in the tenth century, the ulama shut the door on modernization by halting the modification of the shari’ah. Beforehand, the academic community was able to make additions to Islamic law through consensus, or ijma (30). Some three hundred years after the foundation of t...

The Lost Symbol Chapter 26-29

CHAPTER 26 Professor Langdon?† Sato said. â€Å"You look like you've seen a ghost. Are you okay?† Langdon hoisted his daybag higher onto his shoulder and laid his hand on top of it, as if somehow this might better hide the cube-shaped package he was carrying. He could feel his face had gone ashen. â€Å"I'm . . . just worried about Peter.† Sato cocked her head, eyeing him askew. Langdon felt a sudden wariness that Sato's involvement tonight might relate to this small package that Solomon had entrusted to him. Peter had warned Langdon: Powerful people want to steal this. It would be dangerous in the wrong hands. Langdon couldn't imagine why the CIA would want a little box containing a talisman . . . or even what the talisman could be. Ordo ab chao? Sato stepped closer, her black eyes probing. â€Å"I sense you've had a revelation?† Langdon felt himself sweating now. â€Å"No, not exactly.† â€Å"What's on your mind?† â€Å"I just . . .† Langdon hesitated, having no idea what to say. He had no intention of revealing the existence of the package in his bag, and yet if Sato took him to the CIA, his bag most certainly would be searched on the way in. â€Å"Actually . . .† he fibbed, â€Å"I have another idea about the numbers on Peter's hand.† Sato's expression revealed nothing. â€Å"Yes?† She glanced over at Anderson now, who was just arriving from greeting the forensics team that had finally arrived. Langdon swallowed hard and crouched down beside the hand, wondering what he could possibly come up with to tell them. You're a teacher, Robert–improvise! He took one last look at the seven tiny symbols, hoping for some sort of inspiration. Nothing. Blank. As Langdon's eidetic memory skimmed through his mental encyclopedia of symbols, he could find only one possible point to make. It was something that had occurred to him initially, but had seemed unlikely. At the moment, however, he had to buy time to think. â€Å"Well,† he began, â€Å"a symbologist's first clue that he's on the wrong track when deciphering symbols and codes is when he starts interpreting symbols using multiple symbolic languages. For example, when I told you this text was Roman and Arabic, that was a poor analysis because I used multiple symbolic systems. The same is true for Roman and runic.† Sato crossed her arms and arched her eyebrows as if to say, â€Å"Go on.† â€Å"In general, communications are made in one language, not multiple languages, and so a symbologist's first job with any text is to find a single consistent symbolic system that applies to the entire text.† â€Å"And you see a single system now?† â€Å"Well, yes . . . and no.† Langdon's experience with the rotational symmetry of ambigrams had taught him that symbols sometimes had meanings from multiple angles. In this case, he realized there was indeed a way to view all seven symbols in a single language. â€Å"If we manipulated the hand slightly, the language will become consistent.† Eerily, the manipulation Langdon was about to perform was one that seemed to have been suggested by Peter's captor already when he spoke the ancient Hermetic adage. As above, so below. Langdon felt a chill as he reached out and grasped the wooden base on which Peter's hand was secured. Gently, he turned the base upside down so that Peter's extended fingers were now pointing straight down. The symbols on the palm instantly transformed themselves. â€Å"From this angle,† Langdon said, â€Å"X-I-I-I becomes a valid Roman numeral–thirteen. Moreover, the rest of the characters can be interpreted using the Roman alphabet–SBB.† Langdon assumed the analysis would elicit blank shrugs, but Anderson's expression immediately changed. â€Å"SBB?† the chief demanded. Sato turned to Anderson. â€Å"If I'm not mistaken, that sounds like a familiar numbering system here in the Capitol Building.† Anderson looked pale. â€Å"It is.† Sato gave a grim smile and nodded to Anderson. â€Å"Chief, follow me, please. I'd like a word in private.† As Director Sato led Chief Anderson out of earshot, Langdon stood alone in bewilderment. What the hell is going on here? And what is SBB XIII? Chief Anderson wondered how this night could possibly get any stranger. The hand says SBB13? He was amazed any outsider had even heard of SBB . . . much less SBB13. Peter Solomon's index finger, it seemed, was not directing them upward as it had appeared . . . but rather was pointing in quite the opposite direction. Director Sato led Anderson over to a quiet area near the bronze statue of Thomas Jefferson. â€Å"Chief,† she said, â€Å"I trust you know exactly where SBB Thirteen is located?† â€Å"Of course.† â€Å"Do you know what's inside?† â€Å"No, not without looking. I don't think it's been used in decades.† â€Å"Well, you're going to open it up.† Anderson did not appreciate being told what he would do in his own building. â€Å"Ma'am, that may be problematic. I'll have to check the assignment roster first. As you know, most of the lower levels are private offices or storage, and security protocol regarding private–â€Å" â€Å"You will unlock SBB Thirteen for me,† Sato said, â€Å"or I will call OS and send in a team with a battering ram.† Anderson stared at her a long moment and then pulled out his radio, raising it to his lips. â€Å"This is Anderson. I need someone to unlock the SBB. Have someone meet me there in five minutes.† The voice that replied sounded confused. â€Å"Chief, confirming you said SBB?† â€Å"Correct. SBB. Send someone immediately. And I'll need a flashlight.† He stowed his radio. Anderson's heart was pounding as Sato stepped closer, lowering her voice even further. â€Å"Chief, time is short,† she whispered, â€Å"and I want you to get us down to SBB Thirteen as quickly as possible.† â€Å"Yes, ma'am.† â€Å"I also need something else from you.† In addition to breaking and entering? Anderson was in no position to protest, and yet it had not gone unnoticed by him that Sato had arrived within minutes of Peter's hand appearing in the Rotunda, and that she now was using the situation to demand access to private sections of the U.S. Capitol. She seemed so far ahead of the curve tonight that she was practically defining it. Sato motioned across the room toward the professor. â€Å"The duffel bag on Langdon's shoulder.† Anderson glanced over. â€Å"What about it?† â€Å"I assume your staff X-rayed that bag when Langdon entered the building?† â€Å"Of course. All bags are scanned.† â€Å"I want to see that X-ray. I want to know what's in his bag.† Anderson looked over at the bag Langdon had been carrying all evening. â€Å"But . . . wouldn't it be easier just to ask him?† â€Å"What part of my request was unclear?† Anderson pulled out his radio again and called in her request. Sato gave Anderson her BlackBerry address and requested that his team e-mail her a digital copy of the X-ray as soon as they had located it. Reluctantly Anderson complied. Forensics was now collecting the severed hand for the Capitol Police, but Sato ordered them to deliver it directly to her team at Langley. Anderson was too tired to protest. He had just been run over by a tiny Japanese steamroller. â€Å"And I want that ring,† Sato called over to Forensics. The chief technician seemed ready to question her but thought better of it. He removed the gold ring from Peter's hand, placed it in a clear specimen bag, and gave it to Sato. She slipped it into her jacket pocket, and then turned to Langdon. â€Å"We're leaving, Professor. Bring your things.† â€Å"Where are we going?† Langdon replied. â€Å"Just follow Mr. Anderson.† Yes, Anderson thought, and follow me closely. The SBB was a section of the Capitol that few ever visited. To reach it, they would pass through a sprawling labyrinth of tiny chambers and tight passages buried beneath the crypt. Abraham Lincoln's youngest son, Tad, had once gotten lost down there and almost perished. Anderson was starting to suspect that if Sato had her way, Robert Langdon might suffer a similar fate. CHAPTER 27 Systems security specialist Mark Zoubianis had always prided himself on his ability to multitask. At the moment, he was seated on his futon along with a TV remote, a cordless phone, a laptop, a PDA, and a large bowl of Pirate's Booty. With one eye on the muted Redskins game and one eye on his laptop, Zoubianis was speaking on his Bluetooth headset with a woman he had not heard from in over a year. Leave it to Trish Dunne to call on the night of a play-off game. Confirming her social ineptitude yet again, his former colleague had chosen the Redskins game as a perfect moment to chat him up and request a favor. After some brief small talk about the old days and how she missed his great jokes, Trish had gotten to her point: she was trying to unmask a hidden IP address, probably that of a secure server in the D.C. area. The server contained a small text document, and she wanted access to it . . . or at the very least, some information about whose document it was. Right guy, wrong timing, he had told her. Trish then showered him with her finest geek flattery, most of which was true, and before Zoubianis knew it, he was typing a strange-looking IP address into his laptop. Zoubianis took one look at the number and immediately felt uneasy. â€Å"Trish, this IP has a funky format. It's written in a protocol that isn't even publicly available yet. It's probably gov intel or military.† â€Å"Military?† Trish laughed. â€Å"Believe me, I just pulled a redacted document off this server, and it was not military.† Zoubianis pulled up his terminal window and tried a traceroute. â€Å"You said your traceroute died?† â€Å"Yeah. Twice. Same hop.† â€Å"Mine, too.† He pulled up a diagnostic probe and launched it. â€Å"And what's so interesting about this IP?† â€Å"I ran a delegator that tapped a search engine at this IP and pulled a redacted document. I need to see the rest of the document. I'm happy to pay them for it, but I can't figure out who owns the IP or how to access it.† Zoubianis frowned at his screen. â€Å"Are you sure about this? I'm running a diagnostic, and this firewall coding looks . . . pretty serious.† â€Å"That's why you get the big bucks.† Zoubianis considered it. They'd offered him a fortune for a job this easy. â€Å"One question, Trish. Why are you so hot on this?† Trish paused. â€Å"I'm doing a favor for a friend.† â€Å"Must be a special friend.† â€Å"She is.† Zoubianis chuckled and held his tongue. I knew it. â€Å"Look,† Trish said, sounding impatient. â€Å"Are you good enough to unmask this IP? Yes or no?† â€Å"Yes, I'm good enough. And yes, I know you're playing me like a fiddle.† â€Å"How long will it take you?† â€Å"Not long,† he said, typing as he spoke. â€Å"I should be able to get into a machine on their network within ten minutes or so. Once I'm in and know what I'm looking at, I'll call you back.† â€Å"I appreciate it. So, are you doing well?† Now she asks? â€Å"Trish, for God's sake, you called me on the night of a play-off game and now you want to chat? Do you want me to hack this IP or not?† â€Å"Thanks, Mark. I appreciate it. I'll be waiting for your call.† â€Å"Fifteen minutes.† Zoubianis hung up, grabbed his bowl of Pirate's Booty, and unmuted the game. Women. CHAPTER 28 Where are they taking me? As Langdon hurried with Anderson and Sato into the depths of the Capitol, he felt his heart rate increasing with each downward step. They had begun their journey through the west portico of the Rotunda, descending a marble staircase and then doubling back through a wide doorway into the famous chamber directly beneath the Rotunda floor. The Capitol Crypt. The air was heavier here, and Langdon was already feeling claustrophobic. The crypt's low ceiling and soft uplighting accentuated the robust girth of the forty Doric columns required to support the vast stone floor directly overhead. Relax, Robert. â€Å"This way,† Anderson said, moving quickly as he angled to the left across the wide circular space. Thankfully, this particular crypt contained no bodies. Instead it contained several statues, a model of the Capitol, and a low storage area for the wooden catafalque on which coffins were laid for state funerals. The entourage hurried through, without even a glance at the four-pointed marble compass in the center of the floor where the Eternal Flame had once burned. Anderson seemed to be in a hurry, and Sato once again had her head buried in her BlackBerry. Cellular service, Langdon had heard, was boosted and broadcast to all corners of the Capitol Building to support the hundreds of government phone calls that took place here every day. After diagonally crossing the crypt, the group entered a dimly lit foyer and began winding through a convoluted series of hallways and dead ends. The warren of passages contained numbered doorways, each of which bore an identification number. Langdon read the doors as they snaked their way around. S154 . . . S153 . . . S152 . . . He had no idea what lay behind these doors, but at least one thing now seemed clear–the meaning of the tattoo on Peter Solomon's palm. SBB13 appeared to be a numbered doorway somewhere in the bowels of the U.S. Capitol Building. â€Å"What are all these doorways?† Langdon asked, clutching his daybag tightly to his ribs and wondering what Solomon's tiny package could possibly have to do with a door marked SBB13. â€Å"Offices and storage,† Anderson said. â€Å"Private offices and storage,† he added, glancing back at Sato. Sato did not even glance up from her BlackBerry. â€Å"They look tiny,† Langdon said. â€Å"Glorified closets, most of them, but they're still some of the most sought-after real estate in D.C. This is the heart of the original Capitol, and the old Senate chamber is two stories above us.† â€Å"And SBB Thirteen?† Langdon asked. â€Å"Whose office is that?† â€Å"Nobody's. The SBB is a private storage area, and I must say, I'm puzzled how–â€Å" â€Å"Chief Anderson,† Sato interrupted without looking up from her BlackBerry. â€Å"Just take us there, please.† Anderson clenched his jaw and guided them on in silence through what was now feeling like a hybrid self-storage facility and epic labyrinth. On almost every wall, directional signs pointed back and forth, apparently attempting to locate specific office blocks in this network of hallways. S142 to S152 . . . ST1 to ST70 . . . H1 to H166 & HT1 to HT67 . . . Langdon doubted he could ever find his way out of here alone. This place is a maze. From all he could gather, office numbers began with either an S or an H depending on whether they were on the Senate side of the building or the House side. Areas designated ST and HT were apparently on a level that Anderson called Terrace Level. Still no signs for SBB. Finally they arrived at a heavy steel security door with a key-card entry box. SB Level Langdon sensed they were getting closer. Anderson reached for his key card but hesitated, looking uncomfortable with Sato's demands. â€Å"Chief,† Sato prompted. â€Å"We don't have all night.† Anderson reluctantly inserted his key card. The steel door released. He pushed it open, and they stepped through into the foyer beyond. The heavy door clicked shut behind them. Langdon wasn't sure what he had hoped to see in this foyer, but the sight in front of him was definitely not it. He was staring at a descending stairway. â€Å"Down again?† he said, stopping short. â€Å"There's a level under the crypt?† â€Å"Yes,† Anderson said. â€Å"SB stands for `Senate Basement.' â€Å" Langdon groaned. Terrific. CHAPTER 29 The headlights winding up the SMSC's wooded access road were the first the guard had seen in the last hour. Dutifully, he turned down the volume on his portable TV set and stashed his snacks beneath the counter. Lousy timing. The Redskins were completing their opening drive, and he didn't want to miss it. As the car drew closer, the guard checked the name on the notepad in front of him. Dr. Christopher Abaddon. Katherine Solomon had just called to alert Security of this guest's imminent arrival. The guard had no idea who this doctor might be, but he was apparently very good at doctoring; he was arriving in a black stretch limousine. The long, sleek vehicle rolled to a stop beside the guardhouse, and the driver's tinted window lowered silently. â€Å"Good evening,† the chauffeur said, doffing his cap. He was a powerfully built man with a shaved head. He was listening to the football game on his radio. â€Å"I have Dr. Christopher Abaddon for Ms. Katherine Solomon?† The guard nodded. â€Å"Identification, please.† The chauffeur looked surprised. â€Å"I'm sorry, didn't Ms. Solomon call ahead?† The guard nodded, stealing a glance at the television. â€Å"I'm still required to scan and log visitor identification. Sorry, regulations. I'll need to see the doctor's ID.† â€Å"Not a problem.† The chauffeur turned backward in his seat and spoke in hushed tones through the privacy screen. As he did, the guard stole another peek at the game. The Redskins were breaking from the huddle now, and he hoped to get this limo through before the next play. The chauffeur turned forward again and held out the ID that he'd apparently just received through the privacy screen. The guard took the card and quickly scanned it into his system. The D.C. driver's license showed one Christopher Abaddon from Kalorama Heights. The photo depicted a handsome blond gentleman wearing a blue blazer, a necktie, and a satin pocket square. Who the hell wears a pocket square to the DMV? A muffled cheer went up from the television set, and the guard wheeled just in time to see a Redskins player dancing in the end zone, his finger pointed skyward. â€Å"I missed it,† the guard grumbled, returning to the window. â€Å"Okay,† he said, returning the license to the chauffeur. â€Å"You're all set.† As the limo pulled through, the guard returned to his TV, hoping for a replay. As Mal'akh drove his limo up the winding access road, he couldn't help but smile. Peter Solomon's secret museum had been simple to breach. Sweeter still, tonight was the second time in twenty-four hours that Mal'akh had broken into one of Solomon's private spaces. Last night, a similar visit had been made to Solomon's home. Although Peter Solomon had a magnificent country estate in Potomac, he spent much of his time in the city at his penthouse apartment at the exclusive Dorchester Arms. His building, like most that catered to the super-rich, was a veritable fortress. High walls. Guard gates. Guest lists. Secured underground parking. Mal'akh had driven this very limousine up to the building's guardhouse, doffed his chauffeur's cap from his shaved head, and proclaimed, â€Å"I have Dr. Christopher Abaddon. He is an invited guest of Mr. Peter Solomon.† Mal'akh spoke the words as if he were announcing the Duke of York. The guard checked a log and then Abaddon's ID. â€Å"Yes, I see Mr. Solomon is expecting Dr. Abaddon.† He pressed a button and the gate opened. â€Å"Mr. Solomon is in the penthouse apartment. Have your guest use the last elevator on the right. It goes all the way up.† â€Å"Thank you.† Mal'akh tipped his hat and drove through. As he wound deep into the garage, he scanned for security cameras. Nothing. Apparently, those who lived here were neither the kind of people who broke into cars nor the kind of people who appreciated being watched. Mal'akh parked in a dark corner near the elevators, lowered the divider between the driver's compartment and the passenger compartment, and slithered through the opening into the back of the limo. Once in back, he got rid of his chauffeur's cap and donned his blond wig. Straightening his jacket and tie, he checked the mirror to make sure he had not smeared his makeup. Mal'akh was not about to take any chances. Not tonight. I have waited too long for this. Seconds later, Mal'akh was stepping into the private elevator. The ride to the top was silent and smooth. When the door opened, he found himself in an elegant, private foyer. His host was already waiting. â€Å"Dr. Abaddon, welcome.† Mal'akh looked into the man's famous gray eyes and felt his heart begin to race. â€Å"Mr. Solomon, I appreciate your seeing me.† â€Å"Please, call me Peter.† The two men shook hands. As Mal'akh gripped the older man's palm, he saw the gold Masonic ring on Solomon's hand . . . the same hand that had once aimed a gun at Mal'akh. A voice whispered from Mal'akh's distant past. If you pull that trigger, I will haunt you forever. â€Å"Please come in,† Solomon said, ushering Mal'akh into an elegant living room whose expansive windows offered an astonishing view of the Washington skyline. â€Å"Do I smell tea steeping?† Mal'akh asked as he entered. Solomon looked impressed. â€Å"My parents always greeted guests with tea. I've carried on that tradition.† He led Mal'akh into the living room, where a tea service was waiting in front of the fire. â€Å"Cream and sugar?† â€Å"Black, thank you.† Again Solomon looked impressed. â€Å"A purist.† He poured them both a cup of black tea. â€Å"You said you needed to discuss something with me that was sensitive in nature and could be discussed only in private.† â€Å"Thank you. I appreciate your time.† â€Å"You and I are Masonic brothers now. We have a bond. Tell me how I can help you.† â€Å"First, I would like to thank you for the honor of the thirty-third degree a few months ago. This is deeply meaningful to me.† â€Å"I'm glad, but please know that those decisions are not mine alone. They are by vote of the Supreme Council.† â€Å"Of course.† Mal'akh suspected Peter Solomon had probably voted against him, but within the Masons, as with all things, money was power. Mal'akh, after achieving the thirty-second degree in his own lodge, had waited only a month before making a multimillion-dollar donation to charity in the name of the Masonic Grand Lodge. The unsolicited act of selflessness, as Mal'akh anticipated, was enough to earn him a quick invitation into the elite thirty-third degree. And yet I have learned no secrets. Despite the age-old whispers–â€Å"All is revealed at the thirty-third degree†Ã¢â‚¬â€œMal'akh had been told nothing new, nothing of relevance to his quest. But he had never expected to be told. The inner circle of Freemasonry contained smaller circles still . . . circles Mal'akh would not see for years, if ever. He didn't care. His initiation had served its purpose. Something unique had happened within that Temple Room, and it had given Mal'akh power over all of them. I no longer play by your rules. â€Å"You do realize,† Mal'akh said, sipping his tea, â€Å"that you and I met many years ago.† Solomon looked surprised. â€Å"Really? I don't recall.† â€Å"It was quite a long time ago.† And Christopher Abaddon is not my real name. â€Å"I'm so sorry. My mind must be getting old. Remind me how I know you?† Mal'akh smiled one last time at the man he hated more than any other man on earth. â€Å"It's unfortunate that you don't recall.† In one fluid motion, Mal'akh pulled a small device from his pocket and extended it outward, driving it hard into the man's chest. There was a flash of blue light, the sharp sizzle of the stun- gun discharge, and a gasp of pain as one million volts of electricity coursed through Peter Solomon's body. His eyes went wide, and he slumped motionless in his chair. Mal'akh stood up now, towering over the man, salivating like a lion about to consume his injured prey. Solomon was gasping, straining to breathe. Mal'akh saw fear in his victim's eyes and wondered how many people had ever seen the great Peter Solomon cower. Mal'akh savored the scene for several long seconds. He took a sip of tea, waiting for the man to catch his breath. Solomon was twitching, attempting to speak. â€Å"Wh-why?† he finally managed. â€Å"Why do you think?† Mal'akh demanded. Solomon looked truly bewildered. â€Å"You want . . . money?† Money? Mal'akh laughed and took another sip of tea. â€Å"I gave the Masons millions of dollars; I have no need of wealth.† I come for wisdom, and he offers me wealth. â€Å"Then what . . . do you want?† â€Å"You possess a secret. You will share it with me tonight.† Solomon struggled to lift his chin so he could look Mal'akh in the eye. â€Å"I don't . . . understand.† â€Å"No more lies!† Mal'akh shouted, advancing to within inches of the paralyzed man. â€Å"I know what is hidden here in Washington.† Solomon's gray eyes were defiant. â€Å"I have no idea what you're talking about!† Mal'akh took another sip of tea and set the cup on a coaster. â€Å"You spoke those same words to me ten years ago, on the night of your mother's death.† Solomon's eyes shot wide open. â€Å"You . . . ?† â€Å"She didn't have to die. If you had given me what I demanded . . .† The older man's face contorted in a mask of horrified recognition . . . and disbelief. â€Å"I warned you,† Mal'akh said, â€Å"if you pulled the trigger, I would haunt you forever.† â€Å"But you're–â€Å" Mal'akh lunged, driving the Taser hard into Solomon's chest again. There was another flash of blue light, and Solomon went completely limp. Mal'akh put the Taser back in his pocket and calmly finished his tea. When he was done, he dabbed his lips with a monogrammed linen napkin and peered down at his victim. â€Å"Shall we go?† Solomon's body was motionless, but his eyes were wide and engaged. Mal'akh got down close and whispered in the man's ear. â€Å"I'm taking you to a place where only truth remains.† Without another word, Mal'akh wadded up the monogrammed napkin and stuffed it into Solomon's mouth. Then he hoisted the limp man onto his broad shoulders and headed for the private elevator. On his way out, he picked up Solomon's iPhone and keys from the hall table. Tonight you will tell me all your secrets, Mal'akh thought. Including why you left me for dead all those years ago.

Rc lab report Essays

Rc lab report Essays Rc lab report Paper Rc lab report Paper Then the current ceases and the capacitor is fully charged. C Fig. 1 . A capacitor in series with a resistor. The left figure represents the circuit before the switch is closed, and the right after the switch is closed at t=O. The question arises on how does the current in the circuit vary with time while the capacitor is being charged. To answer this, we will apply Kerchiefs second rule, the loop rule, after the switch is closed EIR where q/C is the potential difference between the capacitor plates. We can rearrange this equation as The above equation contains two variables, q and i, which both change as a unction of time t. To solve this equation we will substitute for i dot q q This is the differential equation that describes the variation with time of the charge q on the capacitor shown in Fig. 1. This dependence can be found as follows. We will rearrange the equation to have all terms involving q on the left side and those with t on the right side. Then we will integrate both sides (q -CE)ARC q It q CE In ( ARC -CE (7) where e is the base of the natural logarithm. To find the current i(t) we will substitute for q in CEQ. 3 formula 8. The derivation of q is E-t/ARC where 10 = E/R is the initial current in the circuit. Fig. 2. Charge vs Time during charging Fig. 3. Current vs Time during charging Plots of the charge and the current versus time are shown in Figs. 2 and 3. The charge is zero at and approaches the maximum value of CE. The current has the maximum value of lo=E/R at and decays exponentially to zero as t . The product ARC appears in both equations and has the dimension of time. The exponents in those equations must be dimensions. ARC is called the time constant of the circuit and is represented by the symbol r. It is the time in which the current in the circuit has decreased to Lie of the initial value. Likewise, in a time the charge increases from zero to C E(el-l). The potential across the resistor will change as (10) and across the capacitor as q PVC = (11) Both functions change in time as exponential functions with the time constant t=ARC. Discharging a capacitor. Assume that the capacitor in Fig. 1 is fully charged and the potential across the capacitor is equal that of the battery. At time the switch is thrown from a to b so that the capacitor can discharge through resistor R. Substituting in CEQ. 4 we can write the discharging equation: (12) The solution for this equation is = Joe (13) The current can be obtained by differentiating CEQ. 3 i(t)= = ole (14) The minus sign indicates that the direction of the discharge current is in the direction opposite to the charging current. Both functions, q(t) and i(t), decay exponentially with the same time constant = ARC. The potential IVR across the resistor is given by (15) and the potential across the capacitor, PVC, changes in time as ) TTL PVC(t)- (16) Fig. 4. Resistor-capacitor network 2. Procedure The time constant t may be determined experimentally either during charging or discharging of the capacitors. You will use the R-C network shown in Fig. The switches allow you to select different combinations of resistors and capacitors. The positions of the switches shown in Fig. 4 result in the ARC circuit with . Ox Q and C=O. XX-6 F, compare Fig. 5. Fig. 5. ARC circuit corresponding to the positions of the switches in Fig. 4. To charge the capacitor you will use a DC Power Supply, Paso model 9049. Select the 30 V range. T he R-C network is designed to work only within this range. The VARIABLE control turns the power supply on and varies the voltage from O to IV. The output voltage can be read on the bottom scale of the meter. The output terminals have different colors, black for negative terminal and red for positive. Green terminal is only for 500 and 1000 V ranges do not use it!! Charging a capacitor. Set the circuit as shown in Fig. 6. Select a resistor R and a capacitor C. Attached the electrocuted to measure the voltage across the capacitor. Close the switch and start the timer. At regular time intervals record the capacitor voltage. Fig. 6. Experimental set up to charge a capacitor. Discharging a capacitor. Charge the capacitor to the initial potential of 30 VIDE. Disconnect the power supply and close the circuit by sliding the switch to he bottom position. Simultaneously start the timer. Use the electrocuted to measure the voltage across the capacitor at the same time intervals. Repeat point (1) for other values of R and C. 3. Repeat the experiment by charging and discharging capacitors as in (1 ) and (2) but this time measure the voltage across the resistor. According to Ohms law, potential is proportional to resistance multiplied by current. Hence, the potential across the resistor is proportional to the charging current. 3. Report Plot logarithm of the capacitor voltage during charging versus time for different ambitions of R and C.

The Beatitudes Essays

The Beatitudes Essays The Beatitudes Essay The Beatitudes Essay Essay Topic: The Book Thief The beatitudes, or the commandments of blessedness, given us by the Saviour, do not in anyway annul the commandments of the Law. On the contrary, these commandments complement each other. The Ten Commandments of the Law are restricted to prohibiting those acts which would be sinful. The Beatitudes explain to us how we may attain Christian perfection or grace. The Ten Commandments were given in Old Testament times to restrain wild, primitive people from evil. The Beatitudes are given to Christians to show them what disposition to have in order to draw closer and closer to God, to acquire holiness, and together with that, blessedness, which is the highest degree of happiness. Holiness, arising from proximity to God, is the loftiest blessedness, the greatest happiness that anyone could possibly desire. The Old Testament Law is a strict code of righteousness, but the New Testament Law of Christ is the law of Divine love and grace, the only means by which people are given the strength to live in full observance of the Law of God and to approach perfection. Jesus Christ, calling us to the eternal Kingdom of God, shows us the way to it through fulfillment of His commandments. For their fulfillment He, the King of Heaven and earth, promises eternal blessedness in the future eternal life. Our Saviour teaches: 1. Blessed are the poor in spirit, for theirs is the Kingdom of Heaven. 2. Blessed are they that mourn, for they shall be comforted. 3. Blessed are the meek, for they shall inherit the earth. 4. Blessed are they that do hunger and thirst after righteousness, for they shall be filled. 5. Blessed are the merciful, for they shall obtain mercy. . Blessed are the pure in heart, for they shall see God. 7. Blessed are the peacemakers, for they shall be called the children of God. 8. Blessed are they which are persecuted for righteousness sake, for theirs is the Kingdom of Heaven. 9. Blessed are you when men shall revile you, and persecute you, and shall say all manner of evil against you falsely, for My sake. Rejoice, and be exceeding glad; for great is your reward in Heaven. In each of these teachings of the Lord, one should observe the commandments on the one hand and the promises of reward on the other. For the fulfillment of the commandments of the Beatitudes it is necessary to have contact with God through prayer, both internal and external. One must struggle against sinful inclinations through fasting, abstinence, and so on. The First Beatitude Blessed are the poor in spirit, for theirs is the Kingdom of Heaven. Blessed - joyful in the highest degree and pleasing to God; poor in spirit - humble, those who are conscious of their imperfections and unworthiness before God, and never think that they are better or more holy than others. Spiritual lowliness is the conviction that our entire life and all our spiritual and physical blessings, such as life, health, strength, spiritual ability, knowledge, riches, and every good thing of life, all this is the gift of our Creator God. Without help from Heaven, it is impossible to acquire either material well-being or spiritual riches. All this is the gift of God. Spiritual lowliness is called humility. Humility is the foundation of Christian virtue, because it is the opposite of pride, and pride introduced all evil into the world. Due to pride the first among the angels became the Devil; the first people sinned, their descendants quarreled and went to war among themselves from pride. The first sin was pride (Sirach, or Ecclesiasticus 10:15). Without humility it is impossible to return to God. Nor are any of the other Christian virtues possible. Humility permits us to know ourselves, correctly to assess our worth and deficiencies. It acts beneficially in the fulfillment of our obligations to our neighbor, arouses and strengthens in us faith in God, hope and love for Him. It attracts the mercy of God to us and also disposes people well towards us. The Word of God says, A sacrifice unto God is a broken spirit; a heart is broken and humbled God will not despise (Ps. 50:17). Surely he scorneth scorners: but he giveth grace unto the lowly (Prov. 3:34). Learn of me, instructs the Saviour, for I am meek and lowly in heart: and ye shall find rest unto your souls (Matt. 11:29). Physical misery or privation can result in the acquisition of much spiritual humility if this privation or need is accepted with good will, without a murmur. But physical privation does not always result in spiritual humility; it can lead to bitterness. Even the wealthy can be spiritually humble if they understand that visible, material wealth is decadent and transitory, fleeting, and that it is substitute for spiritual riches. They must understand the word of the Lord, For what is a man profited, if he shall gain the whole world, and lose his soul? (Matt. 16:26). But Christian humility must be strictly distinguished from self-seeking self-abasement, such as fawning and flattery, which discredit human dignity. It is necessary strictly to reject so-called noble self-love or defense against affronts to ones honor, which reflect prejudices, pernicious superstitions, which were inherited from Roman paganism hostile to Christianity. The true Christian must decisively renounce these superstitions which resulted in the anti-Christian and shameful custom of the duel and revenge. In reward for meekness of spirit, humility, the Lord Jesus Christ promises the Kingdom of Heaven, a life of eternal blessedness. Participation in the Kingdom of God for the humble begins here and now - by means of faith and hope in God; but the ultimate reward in all of its fullness will be seen in the future life. The Second Beatitude Blessed are they that mourn, for they shall be comforted. The weeping about which the second beatitude speaks is first of all true tribulation of heart, and repentant tears for our sins, weeping over our guilt before the merciful God (for example, the tears of the Apostle Peter after his renunciation). For godly sorrow worketh repentance to salvation not to be repented of, but the sorrow of the world worketh death, said the Apostle Paul (2 Cor. 7:10). Tribulation and tears coming from misfortunes which befall us can be spiritually beneficial. For example, the death of one of our close ones can result in beneficial tears, if the sorrow is permeated by faith and hope, patience and devotion to the will of God. Jesus Christ Himself wept over the death of Lazarus. Even more so can tears and tribulation lead to blessedness when they are shed over the suffering of our unfortunate neighbor, if these sincere tears are ccompanied by Christian deeds of love and mercy. Worldly grief is grief without hope in God. It proceeds not from acknowledgment of ones sins before God, but rather from disappointment in ambition, aspiration to power, desire for gain. Such sadness, characterized by despondency and despair, leads to spiritual death, which can also result in physical death, by suicide or simply weakness due to lack of will to live. An example of such grief is that of Judas Iscariot, the betrayer of Christ the Saviour. As a reward for mourning the Lord promises that they that mourn will be comforted. They will receive forgiveness of sins, and through this, internal peace. The mourners will receive eternal joy, eternal blessedness. The Third Beatitude Blessed are the meek, for they shall inherit the earth. Meekness is peaceful, fully developed Christian love, free from all malice. It is manifested in the spirit of a man who never becomes angry, and never permits himself to grumble against God or people. Meek people do not become irritated and they do not vex or aggravate other people. Christian meekness expresses itself mainly in patient endurance of insults inflicted by others and is the opposite of anger, malice, self-exaltation and vengeance. A meek person always regrets the hardness of heart of the offending party. He desires his correction, prays to God for forgiveness of his deeds, remembering the precept of the Apostle: If it be possible, as much as lieth in you, live peaceably with all men. Dearly beloved, avenge not yourselves, but rather give place unto wrath: for it is written, Vengeance is mine; I will repay, saith the Lord (Romans 12:18-19). The best example of meekness given to us is that of our Lord Jesus praying on the cross for His enemies. He taught us to not take vengeance on our enemies but to do good to them. Take my yoke upon you and learn of me; for I am meek and lowly in heart: and ye shall find rest unto your souls (Matt. 11:29). Meekness tames even the hardest hearts. We can be convinced of this by observing the lives of people, and we find confirmation of it throughout the history of Christian persecutions. A Christian may become angry only with himself, at his own fall into sin, and at the tempter - the Devil. The Lord promises the meek that they will inherit the earth. This promise indicates that meek people in the present life will be preserved on earth by the power of God, in spite of all the intrigues of men and the most cruel persecution. But in the future life, they will be heirs of the heavenly homeland, the new earth (2 Peter 3:13) with its eternal blessings. The Fourth Beatitude Blessed are they that do hunger and thirst after righteousness, for they shall be filled. Those who hunger and thirst for righteousness are those people who deeply acknowledge their sinfulness, their guilt before God, and have a burning desire for righteousness. They try to serve God by a righteous life according to the commandments of Christ, which requires from Christians the most holy righteousness in all their relations with their neighbors. The expression hunger and thirst indicates that our yearning for righteousness must be very strong, as strong as our desire to appease our appetite and thirst. King David beautifully expressed such yearning, As the hart panteth after the fountains of water, so panteth my soul after thee, O God. My soul thirsted for God, the mighty the living (Ps. 41:1-2). God promised that those who hunger and thirst for righteousness will be filled. By this is meant spiritual satisfaction, comprised of internal spiritual peace, a calm conscience, justification, and forgiveness. Such satisfaction in the present, earthly life occurs only in part. The Lord reveals the mysteries of His kingdom to those who hunger and thirst after righteousness, more than to others. Their hearts in this world are delighted with knowledge revealed in the divine truths of the Gospel, in Orthodox teachings. Full satiety, full satisfaction of the holy yearnings of the human soul, and from this highest joy and blessedness, will be granted them in the future, blessed life with God. As the psalmist King David says, I shall be filled when Thy glory is made manifest to me (Ps. 16:16). The Fifth Beatitude Blessed are the merciful, for they shall obtain mercy The merciful are those who have compassion for others, who with all their hearts pity those who have fallen into misfortune or unhappiness, and who try to help them with good works. Works of mercy are both physical and spiritual. Bodily works of mercy: Feeding the hungry. Giving drink to the thirsty. Clothing the naked. Visiting those in prison. Visiting the sick and helping them recover or preparing them for a Christian death. Inviting strangers and foreigners and travellers into ones home and giving them rest. Burying the dead. Spiritual works of mercy: By word and example to convert the sinner from the error of his way (James 5:20). Teaching the ignorant truth and goodness. Dispensing good and timely advice to neighbors who are in distress or danger. Comforting the grieving. Refraining from returning evil for evil. Forgiving offenses with all ones heart. Praying to God for everyone. To the merciful, God promises in return that they will receive mercy. In the future judgment of Christ they will be shown the special mercy for the righteous. They will be delivered from eternal punishment for their sins to the degree to which they showed mercy to others on earth (See Matt: 25:31-46). The Sixth Beatitude Blessed are the pure in heart, for they shall see God. The pure in heart are those people who not only do not sin openly, but do not conceal unclean thoughts, desires and feelings in their hearts. The hearts of such people are free from attachment and infatuation with physical, earthly things. In general they are free from passions caused by self-centeredness, egotism and pride. People with pure hearts unceasingly think about God. In order to acquire a pure heart, it is necessary to observe the fasts proclaimed by the Church, and to guard oneself against gluttony, drunkenness, depraved spectacles and amusements, improper teachings and indecent books. Purity of heart is far superior to simple sincerity. Sincerity requires only that a person be candid and single hearted in relation to his neighbor. But purity of heart requires complete suppression of depraved thoughts and constant remembrance of God and His holy commandments. To the pure in heart God promises that they will see God. Here on earth they will see Him through Grace, mysteriously, with the spiritual eyes of their hearts. They can see God in His revelations, images and likenesses. In the future, eternal life, they will see God as He is (1 John 3:2). Furthermore, since contemplation of God is a source of the highest blessing, the promise to see God is a promise of the highest degree of blessedness. The Seventh Beatitude Blessed are the peacemakers, for they shall be called the children of God. Peacemakers are people living with everyone in peace and harmony and fostering peace among people. When other people are at enmity among themselves they try to reconcile them, or at least pray to God for their reconciliation. Peacemakers remember the words of the Saviour, Peace I leave with you, My peace I give unto you (John 14:27). If it be possible, as much as lieth in you, live peaceably with all men, said the Apostle Paul (Romans 12:18). To the peacemakers the Lord promises that they will be called sons of God. They will be the closest to God, heirs of God, joint-heirs with Christ. The peacemakers by their spiritual feat resemble the Only-begotten Son of God, Jesus Christ, Who came to earth to reconcile sinful people with Divine judgment and to establish peace among people in place of the animosity reigning among them. Therefore to the peacemakers is promised the epithet, sons of God, and inexpressible blessedness. The Eighth Beatitude Blessed are they which are persecuted for righteousness sake, for theirs is the Kingdom of Heaven. For righteousness sake, is meant to live righteously according to the commandments of God, and resolutely fulfilling Christian obligations. Persecuted - for their righteous and pious life, they suffer oppression, persecution, privation and adversity at the hands of the unrighteous enemies of truth and goodness, but nothing can cause them to waver from the truth. Persecution is inevitable for Christians living according to the Gospel’s righteousness, because evil people detest righteousness, as truth exposes their evil deeds, and always persecute people who stand for the truth. The Only-begotten Son of God, Jesus Christ, was Himself crucified by haters of Gods truth. For all His followers He predicted: If they have persecuted Me, they will also persecute you (John 15:20). All that will live godly in Christ Jesus shall suffer persecution, says the Apostle Paul (2 Tim. 3:12). In order to endure persecution patiently for righteousness sake, a person must have love for the truth, be steadfast and firm in virtuous living, have courage and patience, and faith and hope in the help and protection of God. To those persecuted for righteousness sake, for their struggles in confessing the truth, the Lord promises the Kingdom of Heaven, spiritual triumph, joy and blessedness in the heavenly dwellings of the future eternal life (see Luke 22:28-30). The Ninth Beatitude Blessed are ye when men shall revile you, and persecute you, and shall say all manner of evil against you falsely, for my sake. Rejoice, and be exceeding glad, for great is your reward in Heaven. In the last, the ninth commandment, our Lord Jesus Christ calls especially blessed those who for the sake of Christ and for the true Orthodox faith in Him, patiently bear disgrace, persecution, malice, defamation, mockery, privation and even death. Such a spiritual feat is known as martyrdom. There is no higher spiritual feat than martyrdom. The courage of Christian martyrs must be distinguished from fanaticism, which is irrational zeal not according to reason. Christian martyrs must also be distinguished from the lack of feeling brought on by despair or pretended indifference, with which some criminals because their incorrigible hardness and pride, serve out their sentences and go to execution. Christian courage is based on the highest of Christian virtues, on faith in God, on hope in God, on love for God and neighbor, on complete obedience and unshaken faith in the Lord God. The highest form of martyrdom was suffered by Jesus Christ Himself, and in like manner, the Apostles and an innumerable multitude of Christians, who with joy went to martyrdom for the name of Christ. Wherefore seeing we also are compassed about with so great a cloud of witnesses, let us lay aside every weight and the sin which doth so easily beset us, and let us run with patience the race that is set before us, and looking unto Jesus the Author and Finisher of our faith, Who for the joy that was set before Him endured the cross, despising the shame, and is set down at the right hand of the throne of God. For consider Him that endured such contradiction of sinners against Himself, lest ye be wearied and faint in your minds (Heb. 12:1-3). For the spiritual feat of martyrdom, the Lord promises a reward in Heaven. But here on earth the Lord glorifies many martyrs for their firm confession of faith with incorruptible bodies and miracles. If ye be reproached for the name of Christ, happy are ye; for the spirit of glory and of God resteth upon you: on their part He is evil spoken of, but on your part He is glorified. But let none of you suffer as a murderer, or as a thief, or as an evildoer, or as a busybody in other mens matters. Yet if any man suffer as a Christian, let him not be ashamed; but let him glorify God on this behalf (1 Pet. 4:14-16). Numberless Christians martyrs rejoiced during unspeakable torture, accounts of which are preserved in factual accounts of lives of the Saints. Note: In Roman courts, special scribes were obligated to write protocols (official records) of judicial procedures and legal decisions. Such protocols of interrogations, made in Roman courts during the legal process of Christian martyrs, after the period of persecutions were carefully preserved by the Church. The protocols came to be trustworthy accounts of the feats of martyrdom of the Christians. Discussion on the Meaning of Evil The concept of evil in the world imposes a grave burden of doubt in the hearts of many faithful people. It seems inconceivable that God would permit evil. In fact, God in His Omnipotence could easily eliminate evil. How could a merciful God allow the evil deed of a single offender to doom thousands, sometimes millions, or even half of humanity to poverty, grief or disaster? What then is the meaning of evil? With God nothing is without reason. In order to answer this question, it is necessary to recall what evil is. By the term evil we do not mean suffering, need and deprivation, but sin and moral guilt. God does not desire evil. Almighty God cannot approve of evil. More than that, God forbids evil. God punishes evil. Evil or sin is in contradiction to the will of God. Sin began, as we know, when the highest angel, created by God, insolently rejected obedience to the blessed will of God and became the Devil. Evil is caused by the Devil. He inspires or influences the occurrence of sin in man. It is not the body which is the source of sin, as many believe. The body becomes an instrument of sin or of good not of itself but through the will of a person. True faith in Christ elucidates the following two causes of sin in the world: The first cause lies in the free will of man. Our free will is the mark of our likeness to God. This gift of God elevates mankind to the highest of all earthly creatures. By freely choosing good and rejecting evil man exalts God, glorifies Him and perfects himself. In the book of the Wisdom of Sirach (Ecclesiasticus 15:14), it says, He (God) in the beginning made man and left him in the hand of his own free will. By this God gives to people of good will the possibility to attain Heaven, and to people of evil will, the other world. However it happens, the result is only by means of a persons free will. Saint Cyril of Jerusalem says, If nature were fused together and it were not possible to do good by free will, then for whom would God prepare the inexplicable crown? Sheep are gentle, but they will never be crowned for their gentleness, because their gentleness comes not from their own free will but from their very nature. Saint Basil the Great says, Why is not sinlessness incorporated our nature, so that it would be impossible to sin, even if we wanted? You do not recognize good and faithful servants when you keep them restricted, but only when you see that they voluntarily fulfill their responsibilities before you. Virtue comes on the condition of free will, not necessity; and free will depends on the condition that we be free. Therefore, whoever reproaches the Creator for not creating us sinless prefers the irrational, immovable nature, not having any yearnings, nature gifted with judgment and independence. In other words, he prefers robots to intelligent creatures. Thus, the internal cause for the origin of evil, or sin, consists of the will of man. The second basis for the existence of evil consists in the fact that directs evil to good. But God does not tolerate evil for the sake of good. For God, it is not necessary to pay such a high price. God does not wish for evil under any circumstances. Bu t when evil penetrated into the world through the fault of sinful people, then God, in plan for the world, compelled even evil to serve good. For example, the sons of Jacob sold his brother Joseph into slavery. They committed an evil deed, but God turned the evil into good. Joseph rose in Egypt and acquired the capacity to save from starvation the family from which the Messiah would come. When Joseph saw his brothers several years later, he said to them, You intended evil against me, but God turned it into good! In the days of the Apostles, the Jews persecuted Christians in Palestine. The Christians had to flee from Judea, the land sanctified by the life and blood of the Saviour. But everywhere they went they sowed the words of the Gospel. The sins of the persecutors were directed into spreading Christianity. The pagan emperors of Rome persecuted the young Christian Church. Tens of thousands of martyrs shed their blood for Christ. The blood of the martyrs became seeds for millions of new Christians. The fury of the persecutors, their sins of hatred and murder were directed by God in this instance into the building up of the Church. They thought and accomplished evil. God turned all of their deeds to the good. The history of mankind, right up to the events of our day, testifies to the truth of these words. The greatest downfall of man concurred with the greatest religious triumph, the turning of men to God. We need only have patience and wait, one day is with the Lord as a thousand years, and a thousand years as one day (2 Peter 3:8) But this intertwining of evil into the plan for the management of the world did not appear to be some sort of belated addition for the correction of creation. The intertwining of evil was provided for in the act of the eternal will of God, in which was determined the creation of the world. For God is the eternal today! His foresight extends to eternity. It functions always and without interruption. (Extracted from a brochure by L. Lusin, Who is Right? with additions. )

Free Essays on 54th Massachusetts Regiment

African-American Troops in the Civil War: The 54th Massachusetts The Fifty-fourth Massachusetts was organized in early 1863 by Robert Gould Shaw, twenty-six year old member of a prominent Boston abolitionist family. Shaw had earlier served in the Seventh New York National Guard and the Second Massachusetts Infantry, and was appointed colonel of the Fifty-fourth in February 1863 by Massachusetts governor John A. Andrew. As one of the first black units organized in the northern states, the Fifty-fourth was the object of great interest and curiosity, and its performance would be considered an important indication of the possibilities surrounding the use of blacks in combat. The regiment was composed primarily of free blacks from throughout the north, particularly Massachusetts and Pennsylvania. Amongst its recruits was Lewis N. Douglass, son of the famous ex-slave and abolitionist, Frederick Douglass. After a period of recruiting and training, the unit proceeded to the Department of the South, arriving at Hilton Head, South Carolina, on June 3, 1863. The regiment earned its greatest fame on July 18, 1863, when it led the unsuccessful and controversial assault on the Confederate positions at Battery Wagner. In this desperate attack, the Fifty-fourth was placed in the vanguard and over 250 men of the regiment became casualties. Shaw, the regiment's young colonel, died on the crest of the enemy parapet, shouting, "Forward, Fifty- fourth!" That heroic charge, coupled with Shaw's death, made the regiment a household name throughout the north, and helped spur black recruiting. For the remainder of 1863 the unit participated in siege operations around Charleston, before boarding transports for Florida early in February 1864. The regiment numbered 510 officers and men at the opening of the Florida Campaign, and its new commander was Edward N. Hallowell, a twenty-seven year old merchant from Medford, Massachusett... Free Essays on 54th Massachusetts Regiment Free Essays on 54th Massachusetts Regiment African-American Troops in the Civil War: The 54th Massachusetts The Fifty-fourth Massachusetts was organized in early 1863 by Robert Gould Shaw, twenty-six year old member of a prominent Boston abolitionist family. Shaw had earlier served in the Seventh New York National Guard and the Second Massachusetts Infantry, and was appointed colonel of the Fifty-fourth in February 1863 by Massachusetts governor John A. Andrew. As one of the first black units organized in the northern states, the Fifty-fourth was the object of great interest and curiosity, and its performance would be considered an important indication of the possibilities surrounding the use of blacks in combat. The regiment was composed primarily of free blacks from throughout the north, particularly Massachusetts and Pennsylvania. Amongst its recruits was Lewis N. Douglass, son of the famous ex-slave and abolitionist, Frederick Douglass. After a period of recruiting and training, the unit proceeded to the Department of the South, arriving at Hilton Head, South Carolina, on June 3, 1863. The regiment earned its greatest fame on July 18, 1863, when it led the unsuccessful and controversial assault on the Confederate positions at Battery Wagner. In this desperate attack, the Fifty-fourth was placed in the vanguard and over 250 men of the regiment became casualties. Shaw, the regiment's young colonel, died on the crest of the enemy parapet, shouting, "Forward, Fifty- fourth!" That heroic charge, coupled with Shaw's death, made the regiment a household name throughout the north, and helped spur black recruiting. For the remainder of 1863 the unit participated in siege operations around Charleston, before boarding transports for Florida early in February 1864. The regiment numbered 510 officers and men at the opening of the Florida Campaign, and its new commander was Edward N. Hallowell, a twenty-seven year old merchant from Medford, Massachusett...

Dating Violence among Teenagers Term Paper Example | Topics and Well Written Essays - 750 words

Dating Violence among Teenagers - Term Paper Example I have chosen two empirical studies to help me understand this phenomenon and try to bring about changes that would beneficial to them. In a study conducted by (Champion H. 2008) on different risk and protective factors involving individual behavior related to dating violence and victimization among teenagers, many interesting facts were highlighted. To analyze the facts on the important issue of dating violence among teenagers, surveys were conducted for 2000 students belonging to the North Carolina High School. On examining the level of violence on the dating issue from a gender point of view, it was found that females were more at risk than the males. Results showed that when comparing the females to males, females experienced a higher level of perpetration (8.8%) than the males who had only 4.0% risk. (Champion H. 2008) Findings on the issue of victimization showed that while females were at a higher risk with 7.2%, male victimization was only 5.0%. (Champion H. 2008) The results from the study proved that there is a higher incidence of female perpetration and victimization and they were more at risk when compar ed to males. Some of the common causes observed in the study were drunken driving, tobacco and alcohol abuse, drug abuse. When comparing the different multivariate models associated with violence in dating, men were less likely to be victimized than women. However, there could be few exceptions. The findings also showed that the role of community should be enhanced to counter this problem by conducting various activities within the community and making the youth more responsible in the way they approach life. In a study conducted by (Miller S. 2009) the method used to gauge dating violence among teenagers was directed towards interviewing parents and peers for predictors of violence and perpetration during physical dating. The participants chosen

Tourism in Turkey Essay Example | Topics and Well Written Essays - 1250 words

Tourism in Turkey - Essay Example Also, the industry provided employment to around 7% of total employed workers (estimated 1.8 million) either directly and/or indirectly. These people include transporters, artisans (who produce and sell traditional Turkish handicrafts), tour guides, airline(s) employees, commercial agencies, hotels’ and restaurants’ workers and others etc. In addition, the number of tourists in turkey has jumped from around 5 millions in 1990 to over 20 millions in 2005 which is mainly attributed to improvement in infrastructure, tourism regions and sites. The growth rate of this industry remained over 10% in the recent years, despite the fact that economic meltdown and credit crises deteriorated the business outlook. More specifically, Hotel Industry has observed tremendous growth of nearly 6% per annum from 1998 to 2008 as the owners or groups have continuously expanded their bed capacities. The country has an intention to increase the tourists’ arrivals and revenues to 63 mill ions and US $86 billion respectively by 2023. Various new projects are in pipeline to hasten the development of tourist regions that will be discussed below. (Eco Report, p.14), (Invest Support and Promotion Agency Report, pp. 4-9) and (Aslan, Kula and Kaplan, pp.66-67) The country enjoys the reputation of having culturally and historically rich places (its ancient civilization and archeological sites), enticing lakes as it has long (5,000 miles) coastline / sea shore, mountains, a relatively well-developed infrastructure and recent improvements, innovations and updating in hospitality. The major cities that have attracted more than 60% of tourists include Istanbul (federal capital), Ankara, Konya, Bursa, Adana and Ä °zmir (‘with destinations such as Antalya MuÄŸla and AydÄ ±n’). As highlighted in Investment Support and Promotion’s report, Turkey is ‘surrounded by 3 different seas with

Gender Inequality on Women in the Workplace Thesis

Gender Inequality on Women in the Workplace - Thesis Example Studies have revealed that such gender inequality have grave effects on women’s perceptions of their efficiency and motivation. Some women fall into the trap of giving in to bleak self-fulfilling prophecies that they are not as good as their male co-workers and eventually prove the expectations to be right. This research paper explores the perceptions of women workers of the realities in the workplace regarding gender equality. It will attempt to investigate the grievances and fulfillments of women regarding their current jobs, pay and career advancement and probe the psychological and emotional effects these have on their job performance and motivation. It is hypothesized that gender inequality exists in workplaces, especially in bigger companies. This is exhibited by a large pay discrepancy between men and women who hold the same position and job descriptions. This study will investigate the workers’ perception of gender inequality across the board. The hypothesis will be: Due to the significance of equal opportunities to citizens the world over, laws have been passed to ensure that they are available to everyone. These laws have been designed protect anyone from being discriminated against by reason of sex, marital status, ethnic or national origin, color, race, nationality, age, disability, religion, and differing terms of employment, including pay for jobs of equal value. 1 In the United Kingdom, the Sex Discrimination Act 1975 (amended 1986 and in the Employment Act 1989) makes it unlawful to discriminate in terms of gender who is offered the job; opportunities for promotion, transfer and training. (Equal Opportunities Management Guidelines) Â  

Writing inventory (Areas of strength and weakness) Essay

Writing inventory (Areas of strength and weakness) - Essay Example Broad content seems to be relatively self-explanatory as it looks at how well the finished document accomplishes its intent. Organization and presentation seems also self-explanatory as it refers to the way in which the information is presented. Surface areas refers to the basic elements of writing such as grammar, spelling and punctuation. To make this clearer, I will analyze a piece of my own writing regarding broad content, organization and presentation and surface areas to discover those areas in which I am strong and where I can improve. In terms of broad content, I feel my paper on Anne Hutchinson is very strong. It never truly states its purpose, but the introduction makes it clear that the paper is about to present evidence as to why Anne Hutchinson was a woman ahead of her time as the title claims. The paper gives a brief biography of the woman and points out those areas in which she behaved differently from the way women of her time were expected to behave. The paper is clearly addressed to students of history and, as such, offers important information about what was expected of women in this time that a student of the modern age wouldn’t necessarily know. Numerous credible sources are used to illustrate what life was like for women in the Puritan colonies as well as to support the various ways in which Hutchinson struggled against these constraints. Overall, the paper seems very strong in its broad content. In terms of organization and presentation, I have to again say that I feel the paper is very strong. It starts with an introduction that could perhaps be better organized or more focused, but then goes into strong organization and presentation. Each segment is clearly labeled with a sub-heading and the essay follows a roughly chronological structure. From introducing the brief overview of Anne Hutchinson’s life until she moved to America, the essay examines her

Personal and Professional Development Statement

And Professional Development - Personal Statement Example Before starting a new course or new assignment I always attempt to reflect upon both my personal as well as professional practice. I cherish the way I have managed to nurture my career. I haven't always been a teacher at the college; I was originally employed as a gardener to maintain the college's numerous football pitches, trees and flower beds. My resume did reveal, however, several years teaching experience in Japan and an extensive background in engineering. It occurred to the administration one fine day that I could perhaps nurture the human mind better than plants. We need to revisit our prior experiences and knowledge to illustrate that we have already taken the first difficult step towards evolution. 'Maximizing an experience' is, therefore, a progressive and reflective task that can be used to action plan further development. I wish to augment upon my personal and professional development by pursuing an honours degree. I believe that the learning processes and the learning skills needed to obtain the degree are more important than the degree itself. I therefore aim to achieve more through the process of acquiring knowledge. Subsequently, the learnt skills can be transferred to both personal and professional contexts. The desire now to achieve attainment at a higher... Though I do not believe that intelligence is linked with qualifications, yet I am certain that the presence of degrees allows constructing ideas and verifying them in a professional and responsible manner. My yearning to be a teacher asks me to be qualified as well; subsequently, when I am qualified, I expect to feel a sense of intellectual enlightenment as well. This would help me develop knowledge, and perhaps spread the light through educating my pupils. Reflection here appears also to have a special learning value in that acquired learning, when the reflected upon issue will generate deeper learning vis--vis the relevance to the learner. To further my ability to teach, I will thus need to further develop my ability to reflect critically in a range of situations. Equally important, the course will continue to provide me with a selection of teaching and learning tools that can be used not only in a classroom environment but also in my personal life. Vital Areas When reflecting upon assignments that have given me confidence and a sense of worth, there are two projects which I have enjoyed more than others. These were the independent studies module, and the organisational module. These developed a level of insight and knowledge within me, which I had not experienced otherwise. Another reflective challenge was the completion of an audit. I found that this form of self-evaluation relies upon self-perception or self-awareness and a comparison of self with others. The audit has identified three perceived areas and skills within me, which need further development, namely: (a) Note Taking (b) Reflecting on my experience (c) Organizing time and myself I have realized that these three are not my

Writing inventory (Areas of strength and weakness) Essay

Writing inventory (Areas of strength and weakness) - Essay Example Broad content seems to be relatively self-explanatory as it looks at how well the finished document accomplishes its intent. Organization and presentation seems also self-explanatory as it refers to the way in which the information is presented. Surface areas refers to the basic elements of writing such as grammar, spelling and punctuation. To make this clearer, I will analyze a piece of my own writing regarding broad content, organization and presentation and surface areas to discover those areas in which I am strong and where I can improve. In terms of broad content, I feel my paper on Anne Hutchinson is very strong. It never truly states its purpose, but the introduction makes it clear that the paper is about to present evidence as to why Anne Hutchinson was a woman ahead of her time as the title claims. The paper gives a brief biography of the woman and points out those areas in which she behaved differently from the way women of her time were expected to behave. The paper is clearly addressed to students of history and, as such, offers important information about what was expected of women in this time that a student of the modern age wouldn’t necessarily know. Numerous credible sources are used to illustrate what life was like for women in the Puritan colonies as well as to support the various ways in which Hutchinson struggled against these constraints. Overall, the paper seems very strong in its broad content. In terms of organization and presentation, I have to again say that I feel the paper is very strong. It starts with an introduction that could perhaps be better organized or more focused, but then goes into strong organization and presentation. Each segment is clearly labeled with a sub-heading and the essay follows a roughly chronological structure. From introducing the brief overview of Anne Hutchinson’s life until she moved to America, the essay examines her

Global Communication and Propaganda Essay Example | Topics and Well Written Essays - 250 words

Global Communication and Propaganda - Essay Example A classical example is the use of the terms â€Å"collateral damage† during the Vietnam War. This approach was used as a way of distorting the fact that innocent people had been killed in the war zones or the notion that the warfare technology employed was unsophisticated (Vincent, 2006, p. 246). Image transfer refers to an attempt to tap positive public image portrayed by a concept or entity and share or transfer this publicity by associating with another product, group or program. The images or symbols are used with to create positive emotions surrounding the issue. The US employs this technique through advertising to transfer its cultural products across the globe through motion pictures, film, music, and fashion (Vincent, 2006, p. 247). Testimonial refers to the use of famous or familiar but unpopular individual to depict a product, group or program in a positive or negative manner. President George W. Bush used this technique on March 2012 accompanied by Bono, a U2 rock musician, in a speech delivered at the Inter-American Development Bank. This approach sought to garner support for his foreign policy and support (Vincent, 2006, p. 248). Plain folks are employed by communicators to convince their target audience that their ideas are valid or correct because they resonate with the views of other commonplace citizens. President Bush Jr., used the image of the image of the â€Å"Mission Accomplished† photo following the successful duty in Iraqi to depict the notion of a commander in chief that is fully in control (Vincent, 2006, p. 250). Card stacking employs selective presentation of facts, misrepresentation of information and a combination of confusing, logical and illogical statements with the intention of hiding the truth from the audience and discouraging informed decision-making. Hitler employed the â€Å"Big Lie† approach in attributing the defeat of Nazi Germany in the First World War by the Jews to the influence of the media (Vincent, 2006,

Physical Exercise and GPA Essay Example for Free

Physical Exercise and GPA Essay Physical education connotes many different things to people. To some it is a subject area which focuses on physical training. Conventionally, this has meant promoting activities which lead to anatomical and physiological development (Sansone, 2000). The notion of PT and calls to improve the physical condition of our nations youth in order to provide a strong base for the military have also been consistent with this idea (Ennis, 2001). Others have had a more expansive view of physical education and portrayed the area as education through the physical, rather than of the physical (Pringle, 2000). Such a notion suggests that involvement in a variety of sports and games provides participants not only with opportunities to develop physical prowess, but to learn important social values while developing desirable personal traits. A third major thrust that has affected the meaning attributed to the concept is associated with its recreational function (Ruth, 2006). The basis of this theme is that people perform optimally when they have periodic diversions from their normal work world, and that involvement in physical activity can provide necessary relief and renewal. Closely affiliated with this idea is that physical recreation provides a wholesome and constructive use of ones free time (Lee2002). Despite such grandiose themes, Duda (2001) has argued that within the larger context of higher education classes focusing on the acquisition of skilled movements and play are viewed as nonintellectual, nonacademic, nonessential, and nonartistic (p. 433). As a result of such perceptions he believes that physical education is relegated to a peripheral role in the academy, and its practitioners pay a price for its marginal status in their daily lives. Furthermore, Duda suggests that a large part of physical education failing to gain acceptance in higher education is a consequence of the static criteria used to assess academic value in general. According to his analysis value of a curricular offering is typically based on such things as the intellectual challenge of material, the extent to which subject matter is categorized as academic rather than motoric, the usefulness of learning various skills, and the cultural significance of an area of study. His recommendation for redressing physical educations plight is to convince those using such criteria to assess worth in broader, and less dualistic ways. Hence the types of challenges presented in physical skill acquisition situations might be understood as important stimuli for developing human capacities that complement those capacities acquired from more conventional intellectual pursuits. While the idea of rethinking criteria that should be used for judging academic value may be laudable, how this might come about is difficult to conceive. An alternative and, yet, much simpler approach for improving the viability of physical education classes in higher education is to improve the quality of student outcomes. In essence, it may be that the inclusion of physical education in higher education is not contested on philosophical grounds, but on operational ones. As Duda (2001) conveys performance classes are elective, not required. Skill instructors are rarely hired as tenure track faculty. Credit toward graduation may not be given for such classes, and grading is often pass/fail. Passing marks are virtually assured with a good attendance record (p. 437). If such a profile is accurate, it is difficult to understand how student achievement can be significant or the entire enterprise viewed as essential to the general curriculum. Indeed, such a profile connotes that the physical education curriculum is soft, and that whether or not students acquire certain information and/or master specific skills is ambiguous. Considering physical educations past philosophical themes and its current trends of providing opportunities for students to: (a) recreate, (b) build and maintain health through exercise, (c) learn how to compete and cooperate, and (d) develop specific sport skills and levels of fitness, instructors often have difficulty in identifying and utilizing meaningful grading criteria. This has been attributed to both philosophical (Midgley, 2001) and managerial (Pringle, 2000) concerns. Indeed, as observed by Church (2001) many physical educators compute grades based on student behaviours which are unrelated to performance or knowledge objectives, such as dress, participation, and discipline. Interestingly, Ennis (2001) found that in colleges and universities virtually all grading in physical education is left to the discretion of the instructor, including selection of criteria and instruments to be used to assess student achievement. They also reported a trend toward less testing of all types. Consequently, it is not surprising that with so many ideas about what is to be accomplished, and so little control over how this should be done, it is difficult, if not impossible to determine the value of physical activity courses in the general curriculum. Indeed, it is one thing to provide sound philosophical arguments for why a particular discipline belongs in the curriculum, and quite another to operationalize the philosophy so that its essence is actualized. Recent studies suggest the importance of objective assessment not only as a device to promote the legitimacy of physical education in an academic setting, but as a tool to promote learning. For example, Pringle (2000) showed that student achievement in table tennis classes reflected the focus of evaluation. Students graded totally on physical skills performed most skilfully at the end of a class performed most skilfully, while those graded on attendance and participation had lower performance scores but the highest attendance rates. As well, Lee (2002), demonstrated how the proper use of evaluation and grading tools promotes on task behaviour and superior skill development in volleyball. Chen (2001), using a riflery task, also demonstrated that grading based on task competence was superior to grading based merely on participation when skill development was examined. Hidi (2000) further argues that the appropriate use of grading can promote positive attitudes towards a course, develop a students sense of confidence, and lead to substantial achievement. The reason why a rift exists between using grading as an integral part of the learning process, and using it only to fulfil administrative requirements seemingly is a complex problem that involves philosophical, technical, and practical issues (Duda, 2001). Yet, in a time when accountability is expected, and when cost cutting is widespread, empirical evidence for the integrity of a program is imperative. What and how we grade conveys a great deal about who we are, what we do, what we can accomplish, how we are viewed by others outside of our field, and whether physical education is considered as essential to the mission of education. Hence, the purpose of the present investigation was to acquire empirical descriptive data about grading of physical education in higher education. In light of our fields history of divergent philosophical views, ambitious, and often ambiguous goals, and its defensive position in higher education (Duda, 2001), an examination of what and how we grade would seemingly shed light on where we are as a discipline. Furthermore, such an investigation might help identify important issues that need to be addressed and resolved if we are to gain the degree of acceptance the field has so desperately sought over the years. Method Instrument To acquire information about college physical education programs a questionnaire was developed which, in addition to requesting information about an institutions profile (e. g. , public-private, size, approximate percentage of students enrolled in physical education, etc. , asked a series of questions about its physical education activity program. These included: (a) whether students received academic credit which counted in a students GPA, (b) the number and duration of class meetings, (c) how important various factors such as skill development, effort, and attendance were in computing a grade, (d) whether the department had a policy on grading, (e) the approximate percentage breakdown of grades awarded (e. g. , As, Bs, Cs, etc. ), and (f) whether the issue of grading had been considered by the department in the past five years. Prior to mailing the survey, questions were pilot tested on a group of five senior collegiate faculty members in a department of exercise and sport studies. These individuals each had taught undergraduate and graduate theory courses as well as a variety of undergraduate physical activity classes at a number of colleges and universities. They were quite knowledgeable about different types of service programs (e. g. , credit, required, no credit non-required) and how they typically operated. Furthermore, they were apprised of the questionnaires intent, and were asked to provide feedback on the clarity of questions as well as the instruments overall format. Based on feedback from this group, questions were reworded, added and deleted. In addition, the sequence of questions was revised for the purpose of providing a more coherent structure. The final version of the survey contained eight questions, some of which had subparts. As well, pilot testing demonstrated that a respondent could complete the questionnaire in approximately ten minutes. Coding of Data As surveys were returned data were coded into an Excel Spreadsheet by two trained assistants, and then analyzed using Exels statistical functions. It is noteworthy to report that during the data reduction process it became evident, as conveyed by a number of respondents, that quantitative data which were requested from a number of questions did not exist Consequently, many respondents either did not answer such items or acknowledged that they merely volunteered their own perceived best guess, or a numerical range within which they believed the actual value requested would occur. Hence, a decision was made to code and analyze all data acknowledging that, for the most part, they only reflect respondents best estimates, rather than hard numbers. Furthermore, where a range was given, the midpoint was used in further analyses. In passing, the observation that certain types of data were not acquired or readily available may in itself be an important finding since a departments viability may depend on such information. Items falling into this category included such things as: (a) the number of students taking physical education classes in a semester, (b) the typical grade distribution (e. g. , % As, % Bs, etc. ), (c) the factors utilized to compute course grades, and (d) whether an institutional limit existed for the number of physical education courses that could be taken by a student for academic credit. Results Sample Within a thirty day period of mailing surveys 556 (44%) responses were received. Table 1 shows a break down of respondents by institution type and size. Because of financial limitations, further attempts to obtain data from nonrespondents were not attempted. Of the 556 respondents, 78 (14%) indicated that they did not have, or no longer had a physical education activity program. This was somewhat of a surprising finding, especially so because many conveyed that their institutions program had been recently eliminated. Whether a trend toward program elimination actually existed is of significant import to our profession and deserves immediate attention. Schools which indicated that they did not offer physical education classes were removed from further analysis, leaving 478 institutions in the database. Is Academic Credit Given for Physical Education Activity Courses? An important question posed by this investigator was whether institutions grant academic credit which counts in a students GPA for taking physical education activity courses. Presumably, this would indicate whether classes were viewed as a meaningful part of the institutions general curriculum. It was found that 335 (72. %) of respondents reported that academic credit which is computed in a students GPA was awarded for physical education activity courses. Table 2 reveals that Public State Universities and Colleges were somewhat more likely to award academic credit than Private Universities and Colleges. Furthermore, while a few institutions had a unique formula for computing the amount of credit earned in a class, nearly all institutions granted one credit per course. A follow-up question probed how much of such credit may be counted in a students total academic program. Although there seemed to be a great deal of uncertainty regarding the answer to this question, many respondents indicated that their institution had not set a limit or did not have a policy (only 65% of respondents who count physical education credit in the GPA responded). Those that were clear on this issue indicated that a limit did exist, and that the median value across institutions and within school categories was four credits. A subsequent question probed what the course time commitment was for earning credit. Across institutional types classes typically met for the length of a semester (14-15weeks), and for two contact hours a week. How are Grades Computed? A number of questions regarding how grades were computed followed. An initial issue was whether or not the department had a policy on grading. The idea here was to get a sense of whether faculty members agreed on how such things as skill, knowledge, and class participation should be weighed in determining a students performance. In regard to this question, 80% of respondents indicated that their departments did not have a formal grading policy. Nonetheless, many individuals conveyed that students were administered tests of skill and knowledge, but that course instructors ultimately determined assessment tools, how various components were weighed, and the course grade computed. Because most departments did not have a formal grading policy, the next set of questions should be interpreted as only giving a general sense of how grades are computed from a respondents general perceptions. This question probed whether grades were competency based (i. e. students are assessed on the absolute level of performance attained), or norm based (i. e. , students are graded in relation to other students in the class). Results showed that most respondents (60. 6%) thought that grading at their institution was competency based, although a fair number reported that they thought their grading system was more norm based (23. 3%). The remaining 16. 1% either were unsure or did not respond to this item. Another question related to this issue was wh ether the amount learned was considered to be as important as the level of performance attained. Interestingly, 72% of respondents believed that instructors at their institutions weighed the amount learned as being equivalent to the proficiency attained, while 21% did not see these of equal importance. The remaining 7% were missing or undecided. In light of the previous data indicating a bias toward competency based grading, the response to this question is surprising since the amount learned would only be of importance if it correlated highly with proficiency attained. This may or may not be the case, but needs further investigation. Another way of probing the importance of factors employed in computing a grade was to ask respondents about how important they believed a subset of factors were in arriving at a grade. They rated the factors of (a) effort, (b) attendance, (c) attitude, (d) amount learned and (e) level of performance on a five-point scale anchored by the terms very important(5). Overall, attendance (1. 3) and amount learned (1. 4) had the lowest median values (i. e. , highest perceived weighting). The level of performance attained (1. ), and effort expended (1. 8) followed closely, while attitude (2. 3) appeared lowest in importance. It should be noted that all of these criteria tended to fall between the very important and uncertain end of the continuum. With the exception of performance attainment, it is not clear why the other factors identified were viewed as important in grading, if grading is competency based. For that matter, these criteria would also be somewhat problematic for a norm referenc ed standard which focuses on relative competency attainments. Respondents were also asked to estimate the percentage distribution of grades in physical education at their institution. Overall, as were perceived to be the most prevalent grade and were awarded to 51% of students. Bs were the next most prevalent grade awarded to 31% of students with Cs following at 14%. Ds and Fs were infrequently given with a combined percentage of 7%. Has the Issue of Grading been Considered in the Past Five Years? A final question asked whether the issue of grading had been considered by a department in the past five years. Although 51% had not discussed this issue, 47% had done so. The questionnaire requested respondents who answered this question in the affirmative to comment on what issues were discussed by their departments. Clearly, the topic of whether to change from a letter grade system to a pass-fail system was the most widely discussed issue. Related to this was the subject of grade inflation and the idea that moving to a pass-fail system may reduce pressure from various constituencies (e. g. , administrators, faculty, regents) to reduce the number of high grades awarded. There were also numerous comments about criteria to be used in grading, consistency in grading across sections of a course, and among different courses. Several respondents also commented on the conflict between trying to encourage lifelong participation m activities and the negative connotations of having to grade based on an individuals proficiency. From the nature and number of comments collated, it was evident that departments have grappled with this issue, but remain in a quandary about an ideal solution.