One of the Two Great Gods of the Earth

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One of the Two Great Gods of the Earth

"Demeter"

Demeter, the Goddess of the Corn, had only a daughter, Persephone, also known as Proserpine in Latin. A bitter event occurred that caused all of Demeter's gifts of the earth to become a frozen desert. Persephone wandered too far away from her companions and the Lord of the Underworld kidnapped her. He brought her to the underworld where she became his wife. When Demeter heard her daughter's cry she flew to find her but was too late. She wandered for nine days in search for Persephone until the Sun told her how the Lord of the Underworld kidnapped her.

Demeter disguised herself as a mortal and flew down to earth. There, four maidens met her and welcomed her to their home. The mother of the household, Metaneira, had a son named Demophoön. Demeter nursed the child and he grew like a young god. One night, however, Demeter found Demophoön laid in the fire. She was horrified and quickly pulled him out. Demeter then revealed to the women her true identity. She ordered the women to build a great temple for her. When this temple was completed, Demeter sat in it longing for her daughter. As she waited nothing grew and no seed sprung up from the earth. It seemed as though men would die of famine. Finally Zeus had to take the matter into his own hands.

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Zeus instructed Hermes to tell the Lord of the Underworld to release Persephone. The Lord of the Underworld obeyed Zeus' order, however, before Persephone left he made her eat a pomegranate seed which meant that she would have to return to him. Demeter saw her daughter and both were happy. The earth was once again filled with bright flowers and green leaves.

Unfortunately, this happiness would not last for long because Persephone must go back to the underworld. She was only allowed to stay for four months, but this short amount of time made Demeter unhappy. Therefore, for four months the earth would not bare any fruit because of Persephone's absence. When Persephone was with her mother everyone was happy and the earth bore fruit. And so, we have the changing of the seasons.

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School

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Researching the costs of launching

It is no question that the cost of sending a child to college or university can be astronomical. It is very important to renegotiate the material relationship once launching occurs. In most cases, parents are the financial aid when it comes to paying for the cost of post-secondary education. There are several things that must be considered when deciding how much money to put aside for this step in a childs life.

One major cost for post secondary education is obviously the cost of tuition. The amount of money required for tuition depends on two things the course being taken and where it is being taken. Tuition for college is considerably less than the tuition cost for university. Tuition for college is on the average of $500 a year, whereas the tuition for university is, on average, $5500 a year. Courses in college range anywhere from one to four years and at a cost of $500 a year we are looking at a cost between $500 to $10,000 just for the tuition. Most courses in university are four years in length but can extend as long as 7 years. At a cost of $5500 a year, sending a son or daughter to university can cost the parents anywhere between $,000 and $8,500 for the tuition alone. This can put a major dent in the bank accounts of the parents, but there are more costs to consider.

Another major cost for post-secondary education is the cost of books. Books are getting more expensive every year; the cost of books for a student taking computer engineering ranged from $100 to $170 a book.

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Post-secondary students have anywhere between 4 and 8 courses a semester. Considering that the books cost an average of $15 a book, the total cost of books can range from $540 to $1080 a semester. Given that there are two semesters in an academic year, the total cost for books each year ranges from $1080 to $160. This isnt the end of it, there are also course notes, lab manuals, and solution manuals that the student must purchase. These items usually dont cost very much. The most expensive item would be the solution manuals that can cost up to $50. These small items are nothing compared to the cost of housing.

If the student is going to a post-secondary institution located far from home then the cost of housing will be a very expensive part of sending a student to school. The cheapest form of housing is living on campus in residence. The cost of living on Res can range from $00 to $500 a month. Given that there are eight months in a regular post-secondary year, the total cost per year to live on residence is between $400 and $4000. If the student is living off-campus in an apartment the cost will be more expensive. In Ottawa, reasonable one-bedroom apartments range in price from $600 to $00. Apartment leases are usually for a period of one year so the total cost to live off-campus for one year can range from $700 to $10,800. Considering that a student is going to university for four years, the total cost for a place to live will be between $8,800 and $4,00. However, there are also the groceries and bills to consider. If living off campus, a student will need the internet, a phone with a good long distance plan, most likely will have a TV, and might also have to pay for hydro. A student can get basic cable, high-speed internet, a phone plan, and hydro for a total of $150 a month. The average cost of groceries a month for one student is $00. Adding this up, the cost for rent, bills, and food ranges from $,000 to $47,400 a year.

There are also extra expenses to consider such as transportation to and from home during the holidays, transportation to and from school (if living far from campus), lab coats, paper, pencils, laundry, a student card, etc.

Considering the cheapest scenario where a student goes to college for one year, taking 4 courses a semester and lives on residence the total cost would be $580. Considering the most expensive scenario where a student goes to university for 7 years, living off campus with 8 courses a semester, the total cost would be approximately $116,000. So when sending a son or daughter to a post-secondary institution, parents should be willing to put aside anywhere from $580 to $116,000. Parents with children who want to become doctors might want to buy some lottery tickets. There are, however, scholarships, bursaries, and student loans that will bring down these costs by a great deal. Also, most students take summer jobs to help pay for these expenses. In either case, it is very important to renegotiate the material relationship once launching occurs.

Please note that this sample paper on School is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on School, we are here to assist you. Your cheap custom college paper on School will be written from scratch, so you do not have to worry about its originality.

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Critical Thinking

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Critical Thinking for Indonesian Language

Keith L. Halsell

CSS/0

Lawrence Oliva

Write my Essay on Critical Thinking for me

September 15, 00

Critical Thinking for Indonesian Language

The use of language is the primary building block for communicating in any civilization. Language is a vital tool for almost every aspect of our lives; therefore, it is imperative that society continues to seek new techniques and ways to effectively teach Language. The author A. Alwashilah wrote an article titled Critical thinking crucial to global success. (00, may 0) The Jakarta Post. The author writes about the perception that the language curriculum of Indonesia is ineffective because of the methods of teaching the Indonesian language. The author identifies some possible reasons for the perceived problems with the countrys language program and some solutions that could fix what might be broken. The author suggests that before any fixes occur, the attitudes of the educators have to be correct first.

The proof that most of the Indonesian people feel that the language is a boring subject is not provided in the article, therefore one can not assume that the majority of the people think that the curriculum is boring. Instead, the assumption might be that all is fine with the current language program and furthermore it is the opinion of a few that the teaching process needs changing. It is also difficult to determine if the current system has implemented steps to incorporate programs aimed at promoting critical thinking in the language studies. Therefore more data is needed to determine if the Indonesian language is ok or in need of a change.

The author seems to be convinced that the current ways of teaching have produced a system that requires results that are barometers for success, which lacks excitement and optimism. He indicates that an updated curriculum can help utilize new ideas and procedures, which can produce critical thinking in the language; which-in-turn will create more excitement for the language.

The authors articulation of the language is good, however the use of some words complicated the meaning of certain sentences. For example, the use of repetitive to describe the method of learning provides a simpler picture than the chosen word of rote. Another example is using adroit to state, Skillful thinking would result from having many in teaching language.

The authors argument that the traditional ways and methods for teaching the subject are limited and furthermore the teaching produces a respective cycle for limited teaching and learning. The argument on the principal that to obtain the ultimate goal is to learn enough of the Indonesian language to achieve the desired test results, which limits the possibility for critical thinking. The limitations in language will cause limitations in other aspects of education because language is a vital tool in learning.

The fallacy in the article is it failure to produce and data on the opinions of the majority of the Indonesian population. It is not clear whether the population feels that the subject is boring or if the system needs an upgrade. The argument that the language is boring is the view of one person, which may not reflect the opinion of others. Furthermore, there is no way to ascertain the information to determine if the nation is ready to overhaul the entire language curriculum. In addition, the author has not provided data showing that methods for producing critical thinking in the Indonesian program are not current in place.

The rational and logic that a healthier curriculum is obtainable if procedures are implemented that promotes critical thinking is sound, because it does not place restrictions on what the final result should be. The concept of learning the Indonesian language through methods that are different from the traditional way can provide a better curriculum over the long run.

The author identified several issues that could be a problem for the subject of Indonesian in the schools and universities, however it is not clear on the more damaging issue. The successful solutions to these problems depend on identifying the proper area to address first, the method of teaching or the goal for learning. After determination is made on which issue presents the greater problem, the educators can proceed with finding the appropriate solutions.

References

Alwasilah, A Chaedar (00, may 0). Critical thinking crucial to global success

Retrieved September 15, 00, from EBSCOhost database

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Decision Making

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Assignment

"Analysis & Decision Making and Conceptualizing Decision Making Process"

Extended Course Cheltenham 00 Module MB 4

University of Gloucestershire

Dr. Kim Pembridge

Sumitted by

Gernoth Dobianer

Köhlerstr. 1

A 681 Meiningen

Words 16 (incl. Table of Content and References)

Table of Content

1EXECUTIVE SUMMARY

THE SET UP OF A SELF DIRECTED TEAM (SDT)

DECISIONS AND THEIR IMPACT ON THE GROUP4

4THE HOSTILE TAKEOVER5

5CONCLUSION6

6LITERATURE8

Abbreviation

CEOChief Executive Officer

SDTSelf Directed Team

Executive Summary

The following focuses on the group work and decision processes of group number three during the airline simulation. From the perception of the group members, group three has clearly won the game although the time was not enough to further verify the results. Group dynamics accelerated dramatically by the time the first group (number four) was acquired by a hostile takeover. Group three sought mutual understanding with the board members of the acquired group and it was anticipated that this group would overtake group number two in the next quarter. The assumption is that the reader is familiar with the details of the simulation.

The objective was to achieve a coherent group who could make decisions for the organization unencumbered by hierarchy.

The Set Up of a Self Directed Team (SDT)

After a short discussion the group decided not to install any hierarchical organisation and to decide on issues based on consensus. One of the reasons was to a preclude potential interpersonal conflict between two group members for group leadership. The group consisted of seven people, four of whom used to work together from earlier times. The other three joined in from an earlier MBA program. Nevertheless, the responsibilities were shared and strategy and tactics were discussed among team members. Appelbaum et al (1, p.60) states that "the very act of bringing people from different backgrounds together may be the reason why they fail to achieve their objectives". However, this was not so in this case.

At the onset, the group discussed the target outcome of this simulation and came quickly to the conclusion to reach a leading position in the shortest period of time. It was clear that not all groups could realize the desired growth rate without driving others out of business. Typically, this requires a certain set of actions. One of them was the idea of initiating a hostile take over of one of the groups. However, this approach did not get the full approval of the group. The idea was brought in by the author and led into conflict with another group member who believe otherwise. This proves Appelbaums' et al (1, p. 65) statement that " Aggressive behaviour could be related to insecurity in terms of the managers situation in the team". The disagreements over approaches and strategies worked in two ways firstly, the different views allowed group members to see the diverse options available to them and secondly, the different personalities allowed group members to see the kind of inter-personal relationship that would or would not work for the group to exist as an entity. The group worked efficiently and effectively on these conditions which are the same conditions in the real world .

Decisions and their Impact on the Group

Omar et al (17, p.151) defined that a decision is a conscious selection from a course of action of which there is more than one option. The work within the group was clearly defined and each one worked towards an optimum outcome. The overall target for the next quarter was discussed and decided democratically. So far, those steps never led the group to a point where a conflict could show up.

Vallaster et al (00, p.40) states that there is an increasing tendency in organisations to assign groups to solve strategic issues. Furthermore it is mentioned that most academic contribution in this field ignores the impact of individual and social perception processes in strategic decision making. The factors which affect the result of group decisions are

Øcognitive variables ( such as information, research)

Øaffective variables ( group identification )

Øcommunication-oriented variables ( style of interactions )

When the group was formed there was a wariness among the members and communication was limited. Some members were waiting for someone to be the trail blazer, while others did not want to move themselves from the centre or neutral position. . Reluctantly a discussion started and the target of the game was clear. The group wanted to win and followed the next question, how to achieve that. All participants explained their professional background and the team allocated responsibilities based on possible expertise from to respective backgrounds. From this point onwards, members worked on individual basis while focusing on the main strategic objective to be number one in the commuter airline market. Even in the absence of well defined hierarchical structure, each member of the group displayed willingness to listen to ideas on how to better achieve the objective. . This supports Vallaster's above statement in a way that once information flew on what everyone's former experience was and what he is capable of doing, a clear group identification with the common target to win was set and the ability of some team members to refrain from dominating the discussions had a heavy positive impact on the group performance.

Omar et al (17, p.156) states, that "the defence industry has been moving away from a hierarchical organization and authoritative style of management towards a more team-based and participative style"; furthermore, that " criterion for an effective, group decision-making method is that users are able to reach a decision easily and quickly".

The group made use of the large amount of data available to take a hard look and to make timely assessments, which enabled the group to be fully informed in making effective and prompt decisions. The availability of data likewise allowed individual members of the team to have a total grasp of the situation, of seeing the "big picture" even while working autonomously from the other members of the team.

The Hostile Takeover

The highlight of the simulation for various reasons was the takeover of group four. After careful consideration of the options on how to be number one, the group realized quickly that five players in the commuter airline market would be far too much and the teams would bewould be in an unproductive competition for market shares and fares. The information which all groups got after the first quarter has given a clear picture of what the other groups have attempted to achieve. The group assessed the strengths of the other teams as to who would be the strongest competitor and who would fit into the own strategy and target market. Group number four, as the strongest at the time fitted perfectly inperfectly in the portfolio and moves were made to acquire group four.

The psychological impact of the takeover was very interesting... The idea of a takeover was not expected by other members of the class as a legitimate course of action and must have upset some members of the class. However, the hostile takeover, as initiated and successfully achieved by the group, aside from its shock factor, cleared the deck away from the traditional and conservative postures towards more innovative, lateral thinking. The idea behind it was, what Morris (1, p. 7) elaborated on as the manoeuvre warfare, "a method of seeking a decision in a battle with the greatest economy of effort". The group was focused as Morris describes further "on the enemy and not on the battle ground and the speed of action and reaction , which always had to be faster than that of the enemy". It was known that group four was composed of highly professional team members who could have the ability to be strong (in terms of their ability to analyse any given situation) making them a formidable opponent in the future.

The real challenge was how to convince the team members of the acquired group in favour of acquisition. Group four reacted as anticipated. The efficiency and morale of the team members was zero after the takeover, but their CEO managed to get the team back to speed by convincing them of our idea.

Conclusion

The shift in the industry towards groups working on strategic issues as described in the literature correlates with the experience made in the airline simulation. However the experience made did not support the need for strong leadership. Surprisingly to the authors experience the group managed to take clear decisions without any hierarchical order and it did not support Appelbaum's statement that people from different backgrounds would fail to achieve the target.

Strong leadership always play an important role in decision making involving people of different backgrounds and persuasions. Inaction, confusion, lack of ideas, are the usual starting environment at any group-decision making session. Without leadership, the group will waste valuable time and effort to meander along on easy solutions and modest objectives. Good leadership will thus provide guidance and structure to the discussion. As most leaders are also good at assessing people, allocation of tasks usually goes to the right person (or a person who would be challenged by the new task) and do a good job out of it.

In the present business environment, traditional leaders, those who sit atop the hierarchy and lead without consulting others, are becoming out of date. New business leaders are the one who set the tone for new and bold vision. He leads because, as human nature so attests, someone has to, but would be leading if he has the right idea and the right mettle to see the project through successful completion; otherwise, he steps back and let the better man take the primary role.

Literature

Appelbaum, S.H., Abdallah, C., Shapiro, B.T. (1), "Team Performance Management", MCB University Press.

Morris, A.R. (1), "Manoeuvre Warfare-can the British Army cope?", British Army Review.

Omar, T.A., Kleiner,B.H. (17), "Effective Decision Making in the Defence Industry", Aircraft Engineering and Aerospace Technology, Volume 6, MCB University Press.

Vallaster, C., Koll, O. (00), "Participatory Group Observation a Tool to Analyse Strategic Decision Making", Qualitative Market Research An International Journal, Volume 5, MCB UP Limited.

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English

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He won't do it. Hr doesn't have the guts. He doesn't care about the cause…not enough to labelled a murderer, anyways. Plus, he has a very respected reputation. He wouldn't put his career and ultimately, his life on the line. It can't be worth it.

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I sat down. He commented on the length of my beard. I started talking about the mission my troops and I just returned from. "But we did alright, you know. We got the main ones. We brought some back dead, and we've got some others still alive. But pretty soon they'll all be dead." I knew he was against this. I wanted to provoke him as much as possible, get him to come as close as he dared. I wanted him to think about it.

I could see the gears in turning in his head. I could see sweat beads dripping down his face. His eyes were wide with fear. I loved it. I lived on fear.

He lathered up the soap and started to shave. He was so careful. So precise. It was obvious he too great pride in his work. As he moved he moved the razor down to my neck, he hesitated. He bought some time distracting me by sharpening the razor once more. As he dragged the razor down, he was shaking. I could feel it, but I pretended not to notice.

As he finished, the temptation drifted, and you could see the relief in his face. He had withheld. I paid the barber and got my things. AS I put them on, I let the barber know my suspicions, and left.

As I walked down the street, I wondered why he held back. Wouldn't have killing me been the right thing, the most successful thing for his cause? I decided that we were similar. I killed people who did what I believed was wrong, and he rebelled against what he thought was wrong, yet he showed me mercy. Why? How are we so similar, yet so different? What an odd world it is.

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