Malters Development in The Chosen Essays - The Chosen, The Promise

Malter's Development in The Chosen Essays - The Chosen, The Promise Malter's Development in The Chosen Reuven Malter's Development in The Chosen by Chaim Potok Malter's Development in The Chosen One of the most emotional scenes from Chaim Potoks The Chosen is when Reuven goes with Danny Saunders to talk to his father. Danny has a great mind and wants to use it to study psychology, not become a Hasidic tzaddik. The two go into Reb Saunders study to explain to him what is going to happen, and before Danny can bring it up, his father does. Reb Saunders explains to the two friends that he already known that Reuven is going to go for his smicha and Danny, who is in line to become the next tzaddik of his people, will not. This relates to the motif of Individuality and the theme of Dannys choice of going with the family dynasty or to what his heart leads him. The most developing character from the novel is Reuven Malter. One of the ways that he developes in the novel is in hus understanding of friendship. His friendship with Dfanny Saunders is encouraged by his father, but he is wary of it at first because Danny is a Hasid, and regards regular Orthodox Jews as apikorsim because of the teachings of his father. Reuven goes from not being able to have a civil conversation with Danny to becoming his best friend with whom he spens all of his free time, studies Talmud and goes to college. Reuven truly grows because he leans, as his father says, what it is to be a friend. Another way that Reuven grows is that he learns to appreciate different people and their ideas. He starts out hating Hasidim because its the pious thing to do, even though his father (who I see as the Atticus Finch of this novel) keeps telling him that its okay to disagree with ideas, but hating a person because of them is intolerable. Through his friendship with Danny, studies with Reb Saunders, brief crush on Dannys sister (who was never given a name), and time spent in the Hasidic community, he learns that Hasids are people too with their own ideas and beliefs that are as valuable as his. He learns why they think, act, speak, and dress the way that they do and comes to grips with the fact that he doesnt have a monopoly on virtue. A third way in which Reuven grows, though the book doesnt really talk about it a great deal, is in his appreciation of life, or chaim in Hebrew. He almost loses his vision, his father nearly works himself to death, six million Jews are butchered in Europe, and Dannys brothers poor health threatens Dannys choice to not become a tzaddik. When his eye is out of order he cant read, and indeed does remark that its very difficult to live without reading, especially with a voracious appetite for learning such as his. His father almost dies twice and he talks about how difficult it is to live all alone in silence (which is a metaphor alluding to Dannys everyday life) for the month while his father is in the hospital. He sees Reb Saunders and his father feeling the suffering of the six million dead, Saunders by crying and being silent, David Malter by working for the creation of a Jewish state and being a leader in the movement, in addition to teaching at a yeshiva and adult education classes. And of course Danny is very worried by his brothers illness (hemophillia?) because if he dies it will be even harded for Danny to turn down his tzaddikship. By the end of the book, Reuven Malter is a very changed character. Potok is an expert with using allusion and metaphor. Very subtly throughout the book he uses this for the purposes of renforcing his points, foreshadowing, and to make the book a better read when youve read it previously and know the outcome. One example of this, one that I missed the first time I read the book in 7th grade is the paragraph at the end of chapter nine where Reuven is sitting on his porch and sees a fly trapped in a spiders web with the arachnid builder approaching. He blows on the fly, first softly, and then more harshly, and the fly is free and safe from the danger of the spider. This is a metaphor to Danny being trapped in the filmy, almost invisible strands of the web (165) that is a metaphor for the Hasidic clan that

Strategy at Different Levels of a Business Essay

Strategy at Different Levels of a Business - Essay Example It defines the tactics that will assist the company to realize its objectives. The business strategy also defines the number of resources that an organization requires and it is going to manage in order to achieve its goals. This business plan dictates the steps to be followed and the responsible persons for each step. Â  Business strategy is more than visioning, forecasting, and planning. Implementation is what matters most and this should be done carefully to ensure that there is a match between the internal capabilities of the organization and its external environment. The strategies should influence the position of the organization at any time. It should enable the stakeholders to understand the better ways of realizing the desired objectives. Application of the business strategy is very paramount as it bounds business operations together. Â  Corporate Strategy- business should meet the expectations of the diverse stakeholders; customers, employees, and the owners. This level of strategy deals with the objectives and the purpose of the business in satisfying the stakeholders. At this level, the owners or the investors are very influential as they act to guide the decision makers to achieving the stated goals. Â  Business Unit Strategy- Fair competition is a factor that cannot be neglected by the organization. It is imperative that the organization is in a position to compete successfully in the economy. This strategy is governed by the demands of the market hence the organization is obliged to ensure that the right products of the right quality are supplied in the market to enable it to compete with others competitively. At this level, the products should meet customers needs enabling the organization to outwit the competitors.

Western Civilization Essay Example | Topics and Well Written Essays - 500 words - 5

Western Civilization - Essay Example The Lutherans, according to Alles & Ellwood (pp.270), believe that salvation of the human race comes from the grace of God. The same applies in the case of Calvinism, whose basics are of the belief that God’s grace is the final, and that He chooses who save unconditionally. Catholicism is also of the belief that through God’s grace, human beings are spared from destruction (Kielbasa & Singer-Towns,  pp.7). The three religions also hold the view that there is life after death. More so, the believers of the word are bound to have an eternal life that is rewarding. In this context, therefore, these religions advocate for building a lasting rapport between the followers of the religion and God. On the contrary, Lutheranism does not advocate for total reliance on the church. Though Lutheranism has churches and ministers of the word, this religion is of the opinion that the church need not be there for the individuals to develop a relationship with God. Both Calvinism and Catholicism believe in the church and the need to have total discipline whilst in the house of the Lord. Catholics, for instance require their members to attend mass on the Lord’s Day to celebrate the resurrection of Christ (Kielbasa & Singer-Towns,  pp.8). Lutheranism believes that it is only God who can save. Lutherans have the permit to pray to God directly, without confessions to a person. Catholics believe that the pope has some form of powers on the lives of the individuals. Through these persons- the pope and saints- the followers hold the view that God will pardon their sins. They also believe in confession of sins and praying on behalf of ‘pure’ persons (Kielbasa & Singer-Towns,  pp.8). The same would apply in the case of Calvinism, which believes that specific persons have been called to save the others from sin. From a critical view of the beliefs of the religion, the differences are more than the similarities. The concept of

Copyright And Ethics Research Paper Example | Topics and Well Written Essays - 2750 words

Copyright And Ethics - Research Paper Example The concept of whether copyrighting is unethical is a relatively new controversy. There are no religious references regarding this. Religious texts only state that use of another person’s property without his permission is illegal. It does not specifically state about the ownership of intellectual property. The only arguments regarding the ethics of copyright are either moral or social in nature. Those who support IP copyrights are of the opinion that any creation whether real or electronic should be protected legally. Most countries also take this stand including the United States. According to Warwick, the issue of the ethics of copyright is no longer an issue. The current stand is granting rights to the creator/owners will result in a balance of rights between them and the end users. The copyright period protects the rights of the creator/owner. When the duration ends and the work enters the public domain, then the rights of the users come into force. This view is expressed in another article as well. The author states that copyright (and IP) laws in the United States are based on utilitarian concepts whereby everyone or the maximum number of people benefits. A copyrighted material has two distinct parameters, the creator/owner and the user. Due to its uniqueness, it can be read, used or seen by a number of people at the same time. In the case of software, there is practically no limit to the number of users, unlike a film or book. Taking the utilitarian approach, both the creator/owner and the user should benefit.

Analysis of the Movie Do the Right Thing by Spike Lee :: Do the Right Thing Spike Lee Racism Essays

Analysis of the Movie Do the Right Thing by Spike Lee The movie, Do the Right Thing, by Spike Lee is a hard hitting drama that deals with violence and racism in today's society. This film is set in a primarily black neighborhood in close to the present time. Right in the center of this neighborhood stands a pizza parlor that is owned and operated by one of the most important characters in the movie, Sal. In the beginning of the movie, Sal is shown arriving to work with his two sons Pino and Vito. This gives an appeal to Sal as a family man. Right from the start Sal is portrayed as a hard working, kind, and devoted individual. Just the fact that he owns his own business in these rough and tough times shows that he is a smart, efficient, and dedicated man. Later in the movie we learn that Sal did in fact build his pizzeria by himself from the ground up, brick by brick, board by board which was no little task indeed. The fact that Sal gets to share his creation and hard work with his sons makes it all the more special to him. After Sal has finished his pre-opening preparations Sal's Pizzeria is open for the day. Shortly after this, the main character of the movie, Mookie, comes strolling into the restaurant. Mookie works as the delivery man for Sal in this movie. Mookie literally delivers pizza, yes, but he also acts as a mediator between the two races. Sal relies on Mookie not only to get the pizzas delivered, but to also keep his fellow black folks happy with Sal so they will come and patronize his restaurant. I think that this shows a very interesting side of Sal. It for the most part pawns him off as a racist. On the one hand he can put on a happy face and greet all the black people as they shell their hard earned money out to him for his pizza, while on the other hand he turns into a bigot, hating most black people and talking behind their back while they are not around. Now I say most black people because Sal seems to have this father-son bond going on between him and Mookie where Sal is the white father and Mookie the black son who in the end finally rebels like all siblings do at some time in their life. Also Sal seems to have some kind of affection or love for Mookie's sister, Jade. When she enters the pizza parlor Sal insists, if not begs to

Pupils at Elementary School and Their Behavior Essay

Elementary school was formerly the name given to publicly funded schools in Great Britain[citation needed] which provided a basic standard of education for working class children aged from five to 14, the school leaving age at the time. They were also known as industrial schools. Elementary schools were set up to enable working class children to receive manual training and elementary instruction. They provided a restricted curriculum with the emphasis on reading, writingand arithmetic (the three Rs). The schools operated on a ‘monitorial’ system, whereby one teacher supervised a large class with the assistance of a team of monitors, who were quite often older pupils. Elementary school teachers were paid by results. Their pupils were expected to achieve precise standards in reading, writing and arithmetic such as reading a short paragraph in a newspaper, writing from dictation, and working out sums and fractions.[2] Before 1944 around 80 percent of the school population attended elementary schools through to the age of 14. The remainder transferred either to secondary school or junior technical school at age 11. The school system was changed with the introduction of the Education Act 1944. Education was restructured into three progressive stages which were known as primary education,secondary education and further education.[3] In the UK, schools providing primary education are now known as primary schools. They generally cater for children aged from four to eleven (Reception to Year Six or in Northern Ireland and Scotland P1 to P7). Primary schools are often subdivided into infant schools for children from four to seven and junior schools for ages seven to 11. In the (diminishing) minority of areas where there is a â€Å"three-tier† system, children go to lower school or â€Å"first school† until about 9, then middle school until about 13, then upper school; in these places, the term â€Å"primary school† is not usually used. United States Main article: Education in the United States Elementary school in Kentucky, 1946 In the United States, authority to regulate education resides constitutionally with the individual states. The direct authority of the U.S. Congress and the federal U.S. Department of Education is essentially limited to regulation and enforcement of federal constitutional rights. Great indirect authority is exercised through federal funding of national programs and block grants; but there is no obligation upon any state to accept these funds, and the U.S. government otherwise may propose but not enforce national goals, objectives and standards, which generally lie beyond its jurisdiction. Nevertheless, education has had a relatively consistent evolution throughout the United States. All states have historically made a distinction between two genres of K-12 education and three genres of K-12 school. The genres of education are primary and secondary; and the genres of school are elementary school, middle or junior high school, and high school (historically, â€Å"senior† high school to distinguish it from the junior school). Primary education (or â€Å"primary school† meaning â€Å"primary education†) still tends to focus on basic academic learning and socialization skills, introducing children to the broad range of knowledge, skill and behavioral adjustment they need to succeed in life – and, particularly, in secondary school. Secondary education or secondary school has always focused on preparing adolescents for higher education or/and for careers in industries, trades or professions that do not require an academic degree. The elementary school has always been the main point of delivery for primary education; and the (senior) high school has always been the focal point ofsecondary education. Originally, elementary school was synonymous with primary e ducation, taking children from kindergarten through grade 8; and secondary school was entirely coextensive with the high school grades 9 – 12. This system was the norm in America until the years following World War I, because most children in most parts of what was then the mostly rural United States could go no further than Grade 8. Even when the high schools were available, they were often not accessible. As the population grew and became increasingly urban and suburban instead of rural, the one-room schoolhouse gave way to the multi-room schoolhouse, which became multiple schools. This produced the third genre of school – the junior high school – which was designed to provide transitional preparation from primary school to secondary school, thus serving as a bridge between the elementary school and the high school. Elementary schools typically operated grades Kindergarten through 6; the junior high school, often housed in the same building as the senior high school, then covered grades 7 through 9; and the senior high school operated grades 10 through 12. At the same time, grade 9 marked the beginning of high school for the purpose of GPA calculation. It was typical during this period for state departments of education to certify (in California, â€Å"credential†) teachers to work in either primary or secondary education. A Primary School Certificate qualified the holder to teach any subject in grades K through 8, and his/her major and minor subjects in grade 9. A Secondary School Certificate qualified the holder to teach any subject in grades 7 and 8, and his/her major and minor subjects in grades 9 through 12. Certain subjects, such as music, art, physical, and special education were or could be conferred as K through 12 Teaching Certificates. By the late 1960s, the lines of transition between primary and secondary education began to blur, and the junior high school started to get replaced by the middle school. This change typically saw reassignment of grade 9 to the (senior) high school, with grade 6 reassigned to the middle school with grades 7 and 8. Subsequent decades in many states have also seen the realignment of teacher certification, with grade 6 frequently now included on the secondary teaching certificate. Thus, whereas 20th-century American education began with the elementary school finishing at grade 8, the 21st century begins with the American elementary school finishing at grade 5 in many jurisdictions. Nevertheless, the older systems do persist in many jurisdictions. While they are in the minority today, there are still school districts which, instead of adopting the â€Å"middle school†, still distinguish between junior and senior high schools. Thus, high schools can be either 9-12, which is most common, or 10-12.

Canada Lacks A Real National Identity Essay - 1134 Words

Canada Lacks A Real National Identity nbsp;nbsp;nbsp;nbsp;nbsp;I believe that Canada lacks a real national identity. Canadians tend to identify with community and region rather than the nation. Because Canada has such a great cultural diversity the Canadian identity is shaped by our values and attitudes as they have emerged from our history and geography. Bilingualism and multiculturalism are very important to the Canadian identity. They both strengthen and challenge Canadian identity. Because Canada has so many cultural and regional groups, interaction between them influences one ¹s identity. Differing views of Canada by Canadians and other countries prove that Canada does not have a true national identity. Because of these factors†¦show more content†¦It is because of differences like this that Canada can not have it ¹s own identity. When different cultural groups each have their own way of getting things done because of the way they were brought up, it is almost impossible to have a true Canadian identity. Over time the traditions of the different groups will blend but until then, Canada can not have a real national identity. It can be argued that the differences in cultural values and traditions are an aspect of the Canadian identity, but I feel that a Canadian identity is one which everyone can relate to and see in their own life. To me, a Canadian identity needs to be shaped by different values, traditions and cultures that have emerged from history to create a truly Canadian identity. nbsp;nbsp;nbsp;nbsp;nbsp;Bilingualism and multiculturalism can be good for, but also challenge the Canadian identity. These policies challenge the Canadian identity because they allow people to keep their culture. I feel a true identity is one which everyone can relate to, when everyone keeps their culture it is harder to have a true Canadian identity. It would be much easier to have a national identity if our country was unilingual and unicultural, because there would be one common way of getting things done. On the other hand, with these policies others see us as a country that does not force others into a certain culture, they can keep their culture if they want.Show MoreRelatedThe Victims Of History By George Orwell1234 Words   |  5 PagesTricia Logan and Joan Scott as evidence to support my reasoning for the importance in critical historical studies. Tricia Logan’s essay; Memory, Erasure and National Myth, takes a look at Canadian history through a critical lens, focusing especially on the relationship between the Canadian government and the First Nations peoples of Canada. 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