Protestant Reformation Essays (648 words) - Anti-Catholicism

Protestant Reformation 3A2 Florian Boyce Euro pd. 6 November 2000 Protestant Reformation The Protestant Reformation was period of revolt. It was an uprising of the Roman Catholic Church. Though it has been proven that the main reason of rebellion was the grievances many people had of the church. However, there were ulterior motives, and underlying causes to the start of the Reformation. Religion was always ?used? as a driving force for many of the ideas for reform in the 16th century. However, with other revolutions in history, one main the main causes happened to be monetary. Reformers and rulers alike thought it was a disgrace to see that the Reformation was based so heavily on money. There was a sort of economic depression in the 15th and 16th centuries. Many people were forced to borrow money through loans. One was the Dominican Friar who borrowed money from the Fruggers of Germany. To pay off the loan, he started to sell indulgences. Indulgences became widely popular. It was even exaggerated to the point where it was ridiculed (Document I). On the other hand, the German princes disagreed. As a whole, they stated that the money they donated to the church to help the people, where ?somehow? used to make the pastors richer (Document D). The German Princes saw it as a shame that the pastors pretended to be followers, only to elevate their financial status. Politics also played a role in the development of the Protestant Reformation. At the head of the Roman Catholic Church, stood the pope. The pope was supposed to be a divine figure. He was supposed to stand at the head, and be as pure as any man can be. At that time, it was almost never the case. The Pope had absolute authority when it came to making laws, and practices that were to be followed in the church. However, he wasn't the emperor of the religion. The Pope didn't make up the religion, and thus should not have absolute power, or so Martin Luther believed (Document G). It was like the Pope was abusing their power, or at least lost their way as religious officials. In fact it was perceived that the Pope, and other officials were ?fake' Christians: those of which who did nothing for the religion (Document E). In some cases, it went as far as the Pope mistreating his subjects. The Pope had the power (or used power in his favor) to change laws to his liking. The Pope would literary do anything to avoid be convicted of heresy, even if that meant going against the laws of Christ (Bible) (Document B). The last of the major causes was social. Even though the Pope abused his power, nevertheless he wasn't the only one. Even common people abuse their rights as a society. Many had thought that the populace of the 15th and 16th centuries distorted the laws themselves to suit their needs (Document F). In a way the people was taking advantage of God, and that is one of the most deadly sins a human can commit. While that was going on, people like Martin Luther, would try to find someway to defend the Church and their actions, ending up finding more fault in them (Document A). As Martin Luther found so many things wrong with the Church, he decided to break away, thus starting Lutherism. Lutherism led into the most dynamic part of the Reformation. Though the fa?ade of the Reformation was religion, it was very different. Social, Political, and Economic reasons also contributed to the Reformation; because of that the Reformation wasn't just a restructuring of the church. That period of time housed a political, social and economic restructuring as well. On the other hand, many people at that time, especially the common people, really had no idea of the other motivating forces that led into the Reformation. European History Essays

the U.S Civil war essays

the U.S Civil war essays "War is a hellish way to settle a disagreement" The American Civil War (1861 - 1865) was one of the most violent times in the History of the United States. Many books have been written on all aspects of the Civil War. Civil War is the conflict between the Northern states (the Union) and the Southern states that seceded from the Union and formed the Confederacy. It is generally known in the South as the War between the States and is also called the War of the Rebellion (the official Union designation), the War of Secession, and the War for Southern Independence. , although much criticized as inexact, is most widely accepted. The name Civil War is misleading because the war was not a class struggle, but a sectional combat having its roots in political, economic, social, and psychological elements so complex that historians still do not agree on its basic causes. It has been characterized, in the words of William H. Seward, as the irrepressible conflict. In another judgment the Civil War was viewed as criminally stupid, an unnecessary bloodletting brought on by arrogant extremists and blundering politicians. Both views accept the fact that in 1861 there existed a situation that, rightly or wrongly, had come to be regarded as insoluble by peaceful means. In the days of the American Revolution and of the adoption of the Constitution, differences between North and South were dwarfed by their common interest in establishing a new nation. But sectionalism steadily grew stronger. During the 19th century the South remained almost completely agricultural, with an economy and a social order largely founded on slavery and the plantation system. These mutually dependent institutions produced the staples, especially cotton, from which the South derived its wealth. The North had its own great agricultural resources, was always more advanced commercially, and was also expanding industrially. Hostility between the two s...

How and why the royal inscriptions in Persia was used and continued to Essay

How and why the royal inscriptions in Persia was used and continued to be used by achaemenids - Essay Example Writing on paper in that era and place was unknown and the Kings inscribed their story on huge rocks and structures (Livius, 1997). This paper examinees a few os such inscriptions to understand why these inscriptions were made and why the Achaemenid kings continued to use them. Specifically the paper would examine the inscriptions of King Darius I, his son Xerxes and Cyrus II the Great. Till King Darius I came to power, the Achaemenid kings were not regarded very seriously and were restricted to small fringe areas. However, King Darius I who ruled from 522 to 486 BC turned the pastoral Achaemenids to be a force to reckon with. The King achieved a number of victories, encouraged trade to grow and the kingdom became wealthy and rich. To announce his achievements to the world and to ensure that his achievements would remain forever, he had his story of victories carve in stone on tall cliffs and towers, where no one could tamper with them. However, unfortunately no one could climb to the heights and read then since the craftsmen removed all access ledges and walkways. Therefore, the inscriptions were created so that the Achaemenid could leave evidence of their achievements for all posterity. Other kings also were equally vain glorious and also wanted to leave evidence of their achievement for posterity and thus the tradition continued. Paper and Papyrus was not easily available in the Achaemenid kingdom and hence the Kings had to use stone as the media for writing (Livius, 1997). King Darius I came to power after killing king Gaumà ¢ta in 522 BC. He also entered into a deadly civil war that he won and he fought many wars and conquered more and more lands. At the time of his death in 486 BC, the Achaemenid kingdom extended till India and Thrace in Greece. After the victories, King Darius I decided to set up the Behistun inscriptions. Behistun was a village in Iran and has many ancient monuments. The village was situated

Should Abortion be Legal Essay Example | Topics and Well Written Essays - 1250 words

Should Abortion be Legal - Essay Example Ousting a soul out of a living being is an act of brutality. Humans are the most civilized form of creatures to exist on earth and such a high status demands them to act responsibly with all the other organisms that we, humans, share this planet with. This entails respecting of the rights of people and animals alike and giving others preference over ourselves (Titus and Ross, 1999). The fulfillment of these conditions leads to a state known as humanity. If humanity demands wellbeing of entire world and not only human wellbeing then the question that arises here is, how humanity can allow abortions. Abortion refers to the killing or premature human fetus, to prevent its birth and commencement into the world. Abortion deprives a helpless and innocent soul from entering into the world, thus restricting it from its right to live. Irrespective of the circumstances, no soul shall be allowed to kill the other as per the basics of humanity, and considering this, abortion must not be legalize d. Why abortions must not be legalized? Imagine a baby, joyful, playful and cheerful in your arms. You start playing with the baby and all of a sudden you tell the baby that you are going to slaughter him for no fault of his own. Just imagine if the baby were to interpret your intentions and understand what you were saying, how would the baby have reacted then? The baby, the cheerful baby, would have begged you for his life. He would have broken down into tears and would have started screaming of your terrifying intentions. But no matter what, if you don’t need the baby, then you just don’t need it. This entire aesthetic dramatization is just a creative account of the definition of abortion. When a male and a female human participate in a successful sexual intercourse, a seed is planted into the ovaries of the female member resulting in the orientation of life of a human to be, the fetus. The example of a fetus is tantamount to that of a flower seed, sown into the grou nd for nurturing and development into a seedling, a plant and finally the flower. Ravaging the seed before it becomes a flower is equivalent to smashing the flower itself, when it has fully grown and developed. Abortion, as explained, is the killing of one life for no reason. Killing of humans is only permissible, logically and legally, under limited circumstances, including self-defense, war or may be in case of euthanasia. But killing of humans, that are premature in their body features, have no fault of their own, which can’t even defend themselves and are entirely dependent upon the mercy of others, is a major crime, a sin and a demented act of cowardice and butchery (Titus and Ross, 1999). On several instances screams out of excruciating pain and suffering have been heard from the aborted children as repeatedly reported by the housemaids and nurses in abortion houses, labor rooms and hospitals. Aborted children usually are conscious while they are led to death and they p erspire in disdain and discomfort striving to gain help from somewhere, somehow. The cold blooded murderers witness the scene and leave the place, without any regrets or sympathies whatsoever. Such cases have been on the verge of increase and an ever increasing number of people commit this crime, today, without any second thoughts whatsoever. Such acts have resulted in a transformation in human attitude towards

What fueled the bitter history with regard to India and Pakistan with Essay

What fueled the bitter history with regard to India and Pakistan with relation to government and political beliefs - Essay Example This brief mention of just some of the issues between India and Pakistan is just a preview of the intense rivalry between the two countries. And we haven't even reached the pre-colonial era for discussion till now. The bitter past, present and future of Indo-Pak relations is a reality that can not be ignored. The sheer magnitude of the number of disputes between India and Pakistan can not be denied. But beyond this ignorance and denial, one can safely delve into the past and analyze why it happened in the first place. The aim is then not to question any event or wonder what would be the present situation if any past event such as the 1971 separation of East Pakistan had not taken place. The aim is to provide insight and examine the factors behind facts such as colonialism and the partition of the sub-continent and understand their role on the present and the future of India and Pakistan and, in turn, the entire world.The eventful history of India and Pakistan gives plenty of reason t o attribute to their bitter rivalry. The wars fought in 1965, 1971 and 1947 are a testament to this; so are the various bombings that each country's intelligence agencies have planned on each other's country (Crossette, 2008). Both countries have constantly bombarded each other over the line of control and escalation of forces at the border to mount pressure on each other has become a frequent course of action. Kashmir still remains disputed territory with no sign of resolution in the coming future. Even the control of environmental resources such as water and its use (Indus Water Treaty) have been a cause of concern and argument for each country. It is important for Pakistan because India controls the disputed territory from which flows the most vital asset to mans existence i.e. water. This brief mention of just some of the issues between India and Pakistan is just a preview of the intense rivalry between the two countries. And we haven't even reached the pre-colonial era for discussion till now. Based on research, the author of this paper believes that perhaps one of the most important contributors to the partition and in turn, the rivalry between India and Pakistan is the colonialism of the Hindus and Muslims (Alavi, 2002). That is not to say that the entire future of Indo-Pak relations is to be blamed on the East India Company or the British Empire; but, it is hard to deny that the British are responsible for sowing the seeds of rivalry from as far back as the start of operations by East India Company. The author contends then that there are various factors behind the bitter Indo-Pak rivalry but the most pivotal is the colonialism and subsequent, ill planned exit by the British Empire in 1947. The British occupation in the sub continent not only created differen ces between the various segments of Hindus and Muslims but also left several issues unsettled, such as the accession of provinces (e.g. Kashmir) to either country. It is also believed that the nature of Muslim party politics was such that they followed onto the post-partition period till today and that the bitter history has been etched into the political relations of both countries thereby making the process of reconciliation extremely difficult. This paper will therefore address several issues or differences created by the East India Company and the subsequent British Rule in considerable detail. The first of these issues was the change in official language from Persian to English; this change created drastic differences between the 19th century ashrafi (upper class) Muslims and Hindus who were in competition against each other for state jobs (Alavi, 2002). At this point, it is important to shed some light on the salariat, who are defined by Hamza Alavi (2002) as an auxiliary class that was not the biggest class but certainly the most articulate class in the pre-independence era. These salariat were professionals that were able to get through higher education because of their family's income status. They held important state positions as lawyers or doctors and in other fields as well. The 19th century salariat began to lose key positions in the state

Differences of Skills in Work and Skills in Social Settings

Differences of Skills in Work and Skills in Social Settings WHAT IS THE DIFFERENCE BETWEEN SKILL IN THE PERSON, SKILL IN THE JOB AND SKILL IN THE SOCIAL SETTING AND WHY IS THIS IMPORTANT. A quarter century ago skill was generally referred to as manual dexterity (tool usage or control) and to some understanding of underpinning bodies of theory and knowledge associated with the exercise of particular trades or occupations. Hence, there has been growing priority of softer social skills and personal attributes such as manner, deportment, appearance, dress sense, accent, ability to get on with people and self confidence (Payne, 1999; Grugulis et al, 2004). As one employee reports one recruit attitude (Calligham and Thompson, 2002:240). These attributes and attitudes are being referred to as skills (Payne, 1999 cited in Stephen Bach, 2007). One of the most difficult to describe and hard to define concept is skill (Warhurst, Grugulis and Keep, 2004), in a survey carried out by (Francis and Penn, 1994), they concluded that different occupational groups will categorize skill in different ways, which suggests that a persons conception of skill is largely based on his or her own experiences of employment. Therefore, this essay aims at defining the approaches of skills and also what these approaches are and why it is fundamental in analyzing skill. WHAT IS SKILL? Skill is defined as the expertise, ability or competence to undertake specific activities often acquired through formal instruction or work experience (Brown et al, 2001). The dictionary definition of skill reveals the complexity of the concept. At the core of all definitions is the idea of competence or proficiency-the ability to do something well. The word encompasses both mental and physical proficiency meaning skill implies understanding or knowledge, it also implies physical dexterity. In distinguishing between skill as mundane accomplishment and skill as virtuosity will help give theoretical insights into the mechanisms that underlie skilled activities, failure to distinguish between the two senses of the word can lead to conceptual confusion (Attewell, 1990). Attewells research indicates four distinct sociological notions of skill which yields different images of skill. Positivist Ethno-methodological Weberian Marxist Positivism This refers to those who treat skill as an attribute amenable to qualitative measurement and believe that this attribute has an objective character independent of the observer. With this assumption, at the outset positivists are faced with two issues: First, should skill be treated as a measureable attribute of persons or jobs/tasks (Spenner, 1983)? Second, should apparently diverse or qualitatively different skills be rendered commensurate and hence measurable? Is there a yardstick that underlies varied skills? (Attewell, 1990). Ethno-methodological This is completely at odds with the positivists assumptions about complexity, routine, and conscious analysis, it offers a view of human activity and hence, skills.ÂÂ   The core of this perspective is the idea that all human activity, even the most mundane, is quite complex. Things such as walking, crossing the road and carrying on a conversation that everyone does, are amazing accomplishments requiring a complex coordination of perception, movement, and decision, a myriad of choices, and a multitude of skills (Garfinkel, 1969). The Weberian School This school tries to understand the conditions under which occupations are socially demarked as skilled and the processes by which some jobs come to command higher standing than others. This school points that tasks complexity becomes important as it creates uncertainty as to whether and how the task can be accomplished. This then becomes the core around which practitioners build claims to skill, even when their knowledge and techniques are modest (Attewell, 1990). The Marxist School This school enters skill from three areas which are: in the labor theory of value, in debates concerning the labor aristocracy, and in the theory of alienation and technological change. However it would be misleading to suggest that classical Marxist has a well articulated theory of skill as such. Marx and Engels writings provide theoretical hints and some neo-Marxists have built upon these. Hence, many contemporary Marxists treat skill as a common sense category which does not require explication, while other neo-Marxists treatments of skill frequently shade into either positivist or social constructionist thinking (Attewell, 1990). APRROACHES TO THE ANALYSIS OF SKILL There are three approaches to the analysis of skill as shown in (Table 1). Skill in the person Skill in the job Skill in the setting Focus Principal Area of Concern Typical Method of Analysis Typically Adopted by: Person Individual attributes acquired through: Education Qualification Training Experience Questionnaire surveys Aptitude test / Experiments Economists Psychologists Job Task requirements Complexity Discretion Job analysis Job evaluation Occupational Psychologists Management theorists Industrial / Employment Relations theorists Setting Social relations Case studies of industries and occupations Ethnographic studies of workplaces Social historians Sociologist Table 1: Skill approaches (Source: Noon M. Blyton P., 2002) Skill in the person In this aspect, the skill centers on the quality possessed by the individual through knowledge, dexterity, judgment, linguistic ability which is accumulated as a result of education, training and experience (Noon and Bylton, 2002). Skill that focuses on the person often attempts to identify individual attributes and qualities and seek to measure these by the use of aptitude test under experimental conditions. Psychologists agree with this approach and view it as an independent variable (Vallas, 1990). Hence, questionnaires might be distributed to assess the individuals education, training and experience which could serve as a proxy for skill- a method mostly used by economists (Cockburn, 1983). Some commentators have argued that there is a need to broaden the definition of skill in the person by labeling certain personal characteristics as skills. Warhurst, Grugulis and Keep (2004) points that attitudes, character traits and predispositions are being described by employers as skills required and they lacking in the labor market. Lafer (2004) argues that a skill is a quality learned or developed by individuals that will secure them a living, however, many of the new skills such as punctuality, appearance, manner e.t.c. are not skills because alone, they cannot secure an individual a living wage although they might be prerequisite for getting a job in the first place and are also required in order to remain in employment. Lafer points that the consequence of broadening the definition of skill means the concept of skill in the person becomes increasingly meaningless. Skill in the person is very essential in the labor market, as Becker (1964) argues that in a market economy, an individuals human capital will determine his or her value as an employee. An individual can choose to increase their human capital through taking advantage of educational opportunities and training or they can as well choose to ignore these opportunities and as such lower their relative value in the labor market. This approach is typified of human capital theorist, they point that the responsibility for success in work lies with the individual and they raise the notion of meritocratic society, where individual effort is rewarded (Noon and Blyton, 2002). Skill in the job In this case, the focus is on assessing the skill required by the job rather than the skill possessed by the individual doing the job. Sociologist agrees with this approach and view skill as a dependent variable (Vallas, 1990). Attention is placed on the complexity of the tasks required to perform a job and the extent of discretion in the job which is of keen interest to individual/employment relation theorist. According to Noon and Blyton, (2002), the more complex the task required by the job, the more skilled the job is. There is however, need to measure the extent of complexity so as to arrive at a skill level. Hence, different jobs could be reflected in systems of status and remuneration which takes the form of job evaluation schemes. Discretion is of great importance in a job. Discretion involves choosing between alternatives required by an activity. The greater the number of decisions required by an activity, the greater the skill level. The more the employee is able to exercise his/her judgment, then the more skilled a task may be said to be. Therefore, examining the amount of rules employees are obliged to follow will serve as an assessment of the skill level: the more rules, the less scope for discretion and the lower their skill will be judged to be. Discretion is the key element of job skill. It grants workers the space to develop their expertise and to exercise judgment and features heavily in academic attempts to theorize skill (Grugulis, 2007). Feature of Skilled Work Identified as Important Most Likely to be Identified as Important by: Apprenticeship Older, male, manual workers (particularly those processing apprenticeship qualifications) Training Younger, female, public-sector service employees (particularly those processing higher level qualifications) Qualifications Women (particularly in retail distribution). Younger respondents people with lower level qualification High Abilities Men People with higher level qualification Experience No specific group Table 2: Based on Francis and Pen (1994). The survey comprised of nine hundred and eighty seven adults aged between 20 and 60, and was undertaken in Rochdale, U.K. in 1986. (Source: Noon M. And Blyton P., 2002) Education, apprenticeship, training and qualification all focus on developing and maintaining individual skill. Cockburn (1983) and Littler (1982) have argued that skill is also an aspect of jobs and work can be designed to make use of demand, develop and deploy skills just as it can also minimize the need for skill (Grugulis, 2007). When individual possess skill in the job it may enhance organizational benefits. It ensures consistency of product; work is been completed quickly and satisfactory. Workers with appropriate skill will know about the product they are producing and make decisions on how they might best work or judge the quality of their labor. It is important to note that as individuals gain knowledge of the organization they work in their level of skill increases by seeing the way their system operates, experience problems been solved successfully and learn which of their colleagues to approach with certain requests. Felstead et als (2000) analysis of survey data reveals that even when respondents have held the same job for five years there is still an increasing demand for skills suggesting that workers gain in skills and experience over time. In addition, skill in the individual and skill in the job are closely linked. Hence, skill is important to an employer because an employer cannot employ an individual that does not have the skill required in the job. Skill in the setting The definition of skill in the social setting is Cockburns 1983 third element. Individual status or group may protect skill, in same way as skill itself confers status. This means to an extent, skill, status and control are necessarily linked; expertise may require control over work and this brings with it higher status. Those aspects of social life that do not relate with skill but confer to status, impacts on the way skill is been perceived (Grugulis, 2007). Skills are socially and politically negotiated and it reflects the power and influence of diverse interest groups. As Sadler (1970:23) has observed, skill is to a considerable extent determined by social factors present in the work situation and in the occupational culture at large [and therefore includes] the evaluations placed on particular kinds of activity and on particular classes of individual and the actions of organized pressure groups directed at safeguarding the earnings and job security of particular trades and professions (Noon and Blyton, 2002). This then means skill in the social setting is important as it create room for protectionism; certain groups want to protect their skills in order to form a particular status. Social setting can be viewed from the notion of social closure which is one fundamental concept of sociology as defined by Weber (1947) and elaborated by Parkin (1979) and Kreckel (1980). Social Closure or Skilled Status The total process of occupational social closure is composed of three interacting sub-processes (see Fig.1). An ideological process: in this case individuals recognise a shared set of values, beliefs and reinforce these symbolically. A political process, whereby group members act collectively, combines their resources in pursuit of common goals. A material process, whereby members of the group seek to appropriate the tools and technology to the work process and control or influence the work organisation. CONCLUSION As a result of the different theoretical perspective of skill, there has been little consensus about the way skill should be assessed and, indeed different perspective tend to base their argument upon different concepts of skill (Attwell, 1990; Spenner, 1990; Vallas, 1990; Gallie, 1991). This has made the issue very controversial. However, the different meaning of skill centers on the three approaches above- skill in the person, skill in the job and skill in social setting. Hence, there are still unanswered questions about skill. What is the generally acceptable definition of skill? as work is changing continually, hence, demanding different abilities. Are people becoming deskilled or up skilled? REFERENCES Attwell, P. (1990). What is Skill?ÂÂ   Work and Occupations. Vol. 17, No. 4, pp 422-443. Brown, P; Green, A.ÂÂ   and Lauder, H. (2001). High Skills. Oxford University Press. Keep, E. (2005). Skills, training and the quest for the Holy Grail of influence and status in Bach, S. (ed) Managing Human Resources: Personnel Management in Transition 4th edition Oxford: Blackwell. Grugulis, I. (2007). Skills, Training and Human Resource Development. New York: Palgrave Macmillan. Noon, M. and Blyton, P. (2002). The Realities of Work. New York: Palgrave Macmillan. Vallas, S.P. (1990). The concept of skill: a critical review Work and Occupations Vol 17, No. 4, pp 379-398. Warhurst, C., Grugulis, I. And Keep, E. (2004). The Skills that Matter. New York: Palgrave Macmillan.

Height and Weight Data on High School Children Essay -- Data Handling

Missing Some Graphs Handling Data Coursework Introduction This is based on fictional data on a school called Mayfield high school. I will be comparing two variables I have chosen to compare the relationship between the height and weight of the pupils in the school. It will be involving the following year groups seven, eight and nine. The data that I have been given to me is a secondary source, which was provided to me by teacher which was from the internet. The data has provided me with each pupils name, age, year group, height, hair and eye color, and the distance from home to school, traveling method, number of brothers and sisters and KS2 results. The aim of this investigation is to find out a relationship between two variables, the two variables which I have chose to investigate are height and weight. Hypotheses To test my first hypothesis i.e. as pupils get older the boys and girls get heavier and taller. I will carry out a stratified sample of 60 boys and girls. The reason why I will do a sample is because it will show the different proportions of people in each year group and gender. Therefore my data will be representative of Mayfield High School. Once I have collected the data I will then organize the heights and weights of the girls and boys in a grouped frequency table. I will then use this table to find the mean, mode, median of the results of the heights and weights of these males and females. I will then construct a cumulative frequency graph to find and locate the median, lower quartile and upper quartile. This will then be used to draw a box plot for the heights and weights of male and females. This data will be used to help me to conclude my first hypothesis. To test hypothesis two i.e. girls in y... ... that overall my hypothesis is correct. This is shown in the graphs of the data showing the boys and girls in year eight, nine and eleven. However in the graphs showing year seven and ten proves that my hypothesis is wrong. Also my last graph shows an overall outlook of the whole population I had sampled and it shows a very positive correlation of the taller you are the heavier you are. To conclude my coursework I have learnt that all of my hypotheses are correct. My first hypothesis was the older you are the heavier you weigh. My second hypothesis was the girls in year seven are taller and heavier then boys in year seven. My last hypothesis is the taller you are the heavier you are. From investigating these I have learnt that the older you are the heavier you are, year seven girls are heavier and taller then boys and the taller you are the heavier you are.

Analysis of Albert Ellis’s Life Experiences and Psychological Philosophies Essay

At the age of 12 his parents divorced (DiGiuseppe 1989, Ellis 1992, , Sheehy 1997). These two life-altering events were, in part, what led him to begin focusing his mind on understanding people (DiGiuseppe 1989, Ellis 1992, , Sheehy 1997). In junior high Albert Ellis dreamed of becoming a great novelist (DiGiuseppe 1989, Ellis 1992, , Sheehy 1997) but by the time he reached college age, he decided it might be more practical to become an accountant instead. However, he planned to retire by the age of 30 so that he could then take up writing at his own leisure (DiGiuseppe 1989, Ellis 1992, , Sheehy 1997). Due in part to the Great Depression, his goals changed but he did go on to graduate college in 1934 with a degree in business (DiGiuseppe 1989, Ellis 1992, , Sheehy 1997). After graduation he and his brother became entrepreneurs and started their own business. They sold pants purchased from the garment district (DiGiuseppe 1989, Ellis 1992, , Sheehy 1997). In 1938 a gift and novelty firm employed him as their personal manager. Some of his controversial articles included The Influence of Heterosexual Cultures on the Attitudes of Homosexuals (1951) and Prostitution Re-assessed (1951) both of these articles were written for the International Journal of Sexology (DiGiuseppe 1989, Ellis 1992, , Ellis 2004). Albert Ellis’ writings were groundbreaking material that opened the door to the sexual revolution of the 1960s and the gay and lesbian rights movement in the 1970’s (Ellis 1992). These writings were controversial at that time and may have stigmatized or put a negative label on Albert Ellis. However, these writings as well as references from his friends was how he formed his client base (DiGiuseppe 1989, Ellis 1992, , Ellis 2004). Most of Albert Ellis’ early clients were individuals and couples suffering from sex, love and marital problems (DiGiuseppe 1989, Ellis 1992, , Ellis 2004). Albert Ellis also grew his private practice through publicity from his talks, workshops, radio, and television presentations which led to referrals from a number of psychologists with whom he had no personal relationship with (Ellis 1997). Besides maintaining a full-time private practice, Albert Ellis also found the time to become the first Chairman of the first Committee on Private Practice of the Division of Clinical Psychology of the American Psychological Association (Ellis 1997). During that time he conducted a study of the members of the American Psychological Association (Ellis 1997). This study showed that only 56% of the American Psychological Association members were engaged in some kind of paid private practice, and only 30% devoted 20 or more hours a week (Ellis 1997). Only a few individuals including Albert Ellis were in full-time private practices (Ellis 1997). Albert Ellis also worked with Reverend Ilsley Boone on a New York District Federal Court to legally sell nudist magazines (Ellis 1997)_. _ They lost the New York District Federal court case and immediately start working on a brief for the United States Supreme Court and alternately reversed and New York district Federal Court decision (Ellis 1997). This was a major victory for nudists across the country (Ellis 1997). Albert Ellis quickly became an â€Å"Idol† for many American nudists (Ellis 1997). Philosophical and Psychological Beliefs Albert Ellis experimented with various forms of psychotherapy keeping therapies that he believed work better than others and disregarded everything else. Albert Ellis began building his own therapeutic process and started questioning traditional Freudian psychoanalysis. In 1953 Albert Ellis started calling himself a â€Å"psychotherapist† instead of the traditional â€Å"psychoanalyst† label (DiGiuseppe 1989 , Ellis 1997, 2004). Albert Ellis thought that this change of title would separate him from the classical psychoanalytic practices (DiGiuseppe 1989 , Ellis 1997, 2004). Albert Ellis had a passion for reading early philosophy e. g. Epictetus and Spinoza (DiGiuseppe 1989 , Ellis 1992). Albert Ellis also read famous works from the leading psychologist of his time e. g. Alfred Adler and Karen Horney (DiGiuseppe 1989 , Ellis 1997, 2004). His study of philosophy and psychology also led him to become interested in understanding the philosophy of happiness. Albert Ellis came to the conclusion that if an individual’s basic needs were met, the individual would be happy. He found that basic needs were only part of the equation for personal happiness. Albert Ellis then focused on negative thoughts. Albert Ellis thought that if people had a rational philosophy of life they would rarely be emotionally disturbed (DiGiuseppe 1989 , Ellis 1997, 2004). Albert Ellis formulated a theory that psychological issues and emotional issues of the individual were causing the negative thoughts or what Albert Ellis called irrational beliefs (Ellis 1997, 2004). Rational Emotive Behavioral Therapy Basics Rational Emotive Behavioral Therapy (REBT) is a therapy in which individuals change their perceived believes about perceived negative events. Albert Ellis acquired several disabilities such as diabetes, tired eyes, deficient hearing, as well as other physical handicaps (Ellis 1997). Albert Ellis used Rational Emotive Behavioral Therapy (REBT) to overcome his negative perceptions of his disabilities. † If you really accept it, and stop whining about it, you can turn some of its lemons into quite tasty lemonade† (Ellis 1997). Albert Ellis used rational emotive behavioral therapy (REBT), on himself, in 1943 soon after he became a practicing psychologist (Ellis 1997, 2004). Rational Emotive Behavioral Therapy (REBT) is an important and useful therapy still used today. First, an individual must be aware of their irrational thoughts or explain to the individual that the way they perceive an event is irrational. Then, the individual must replace the irrational thought with rational thought. Finally the individual believes in â€Å"unconditional self acceptance (USA)† (Ellis 1997, 2004). Unconditional self acceptance (USA) is when an individual learns to accept and love their self for who they are rather than what they do. The unconditional self acceptance (USA) is reached when the low frustration tolerance (LFT) is raised and ultimately achieves high frustration tolerance (HFT) (Ellis 1997, 2004). The ABC’s of REBT Albert Ellis believed emotional problems that an individual suffers from are the link to a set of irrational beliefs held about themselves, others, and the world they live in. These rational beliefs perpetuate negative self talk in the individual’s consciousness. The negative self talk puts emphasis on â€Å"shoulds†, â€Å"oughts†, and â€Å"musts† of irrational thinking. Rational emotive behavioral therapy attempts to replace these irrational beliefs with new rational thoughts. The process of helping the client change their irrational believes is a two step process. The first step is setting up or choosing for themselves certain happiness producing values, purposes, goals, or ideals; and effective, flexible, scientific, logico-empirical [sic] ways to achieve these values and goals and upload boarding contradictory or self defeating result (Ellis 1997, 2004). Rational beliefs or irrational beliefs shape who we are how we act. Albert Ellis created an ABC model to help both the client and the therapist engage and treat unrealistic, immature, and absolutist modes of thinking into realistic, mature, logical, and a realistic approach to thinking (DiGiuseppe 1989 , Ellis 2004). The â€Å"A† in the ABC model refers to the â€Å"activating an event†. Activating events are events that trigger or cause our beliefs and perception. The Activating event could be a real situation that the individual had experience are could be inferred event were individual their own meeting contrary to what the situation was (DiGiuseppe 1989, Ellis 2004). In Either case the activating event is negative stimuli cause by an event or situation triggers any irrational belief (Ellis 2004). The â€Å"B† in the ABC model is beliefs that shape an individual emotions and behaviors (DiGiuseppe 1989 , Ellis 2004). In other word, an individual who experiences an activating event then forms a belief based upon that activating event affecting their decision-making about their consequences and/or reaction to other stimuli (Ellis 2004). These Beliefs can either be you’re rational or rational (Ellis 2004). The â€Å"C† in the ABC model stands for the consequences of the irrational beliefs (DiGiuseppe 1989 , Ellis 2004). There are emotional and behavioral consequences, either positive or negative, to a set of beliefs about the activating event (DiGiuseppe 1989 , Ellis 2004). Individuals that suffer from irrational beliefs about a given situation will likely suffer from unhealthy negative emotions (DiGiuseppe 1989 , Ellis 2004). Unhealthy negative emotions are extreme emotions that can manifest themselves in a variety of forms e. g. guilt, anxiety, andor depression (Ellis 2004). The extreme negative feelings are so intense that the individual afflicted with these emotions often cannot function normally (DiGiuseppe 1989 , Ellis 2004). Albert Ellis does not believe that one should live a life free of negative emotions (Ellis 2004). Albert Ellis believed that healthy negative emotions were emotions that were relatively â€Å"low in intensity† (Ellis 2004). Albert Ellis believed that the healthy negative emotions experienced in a mentally healthy individual can modify behavior for the betterment of the individuals’ life (DiGiuseppe 1989, Ellis 2004). Albert Ellis later added the (D), (E), and (F) to his ABC’s ofRational Emotive Behavioral Therapy (Ellis 2004). The â€Å"D† is disputing the irrational beliefs that the individual possesses about the activating event (Ellis 2004). The â€Å"E† or effect the person feels is only achieved when the individual or client successfully disputes the irrational belief and replaces the irrational belief with a rational belief (Ellis 2004). This will ultimately lead to a new effect in the persons behavior. The effect will then lead the individual to a healthier and happier way of feeling â€Å"F† (Ellis 2004). The application of the rational emotive behavioral therapy’s ABC model allows people to visualize how their reactions to events are formed (Ellis 2004). Once an individual visualizes how irrational beliefs are formed and changes their behavior negatively therapy will, more than likely, be successful. The 4 steps of applying the ABC model Rational emotive behavioral therapy is an approach that makes the client participates in an active role in the therapy process. There are four steps in applying the ABC model. As the client Progresses through the four steps will work through an individual’s irrational beliefs and use certain skills to combat any irrational beliefs that may arise after private counseling has ended (Ellis 2004). Step one is to reveal the individuals or clients irrational beliefs in their current mode of thinking (Ellis 2004). In many cases the individuals of clients have had these irrational beliefs for so long that they cannot distinguish their irrational beliefs from normal rational beliefs (Ellis 2004). Also when the individual or the client has family and friends reinforcing their irrational beliefs, even though the irrational beliefs may not fall into societal norms, only reinforces the idea that their irrational beliefs are rational or normal (Ellis 2004). The first step, basically, outlines the treatment plan and formulates a plan of action to dispute the irrational beliefs. Clients must be aware of their irrational and rational beliefs and distinguish the differences between the two different beliefs. In step two the client or individual expands their understanding of what is irrational and what is rational (Ellis 2004). This step is similar to step one, but step two the therapy is more in-depth and intense. In step two the client or individual must be made aware of their irrational beliefs and how the individuals’ irrational beliefs are perpetuating their own turmoil (Ellis 2004). If the client or individual continues to think unreasonable or irrational, they will repeat their irrational behavior and have continued unpleasant feeling that interrupt their normal way of life (Ellis 2004). In showing the individual or client the pattern of their irrational beliefs and the consequences their irrational beliefs impose on them is detrimental to the success of their treatment (Ellis 2004). Only when the client can distinguish the difference between rational beliefs and irrational beliefs, can realize that the negative problems they are having are in direct correlation with their irrational beliefs, and can see the pattern they follow when irrational beliefs are present (Ellis 2004). Step three begins once the previous objectives have been met. In step three the individual or client will learn how to stop illogical or irrational beliefs and change the irrational and negative pattern into a new logical and rational mode of thinking and behaving (Ellis 2004). This is achieved when the individual ceases the negative self talk and stop the irrational beliefs from affecting their mode of thinking (Ellis 2004). Many individuals have their irrational beliefs so embedded in their mode of behaving and their mode thinking that the individual may not even be aware that their irrational beliefs are irrational (Ellis 2004). The client with help from their therapist will attempt to identify the irrational beliefs from the rational beliefs (Ellis 2004). In the fourth and final step the client has identified their irrational beliefs (Ellis 2004). The client along with the help of the therapist, work to modify the clients negative way of thinking and identify and change the clients irrational beliefs into rational modes of thinking (Ellis 2004). The therapist works with the client until a new set of rational beliefs are fashioned (Ellis 2004). Once the irrational belief system is replaced by a more rational and logical belief system the client will notice negative feelings and negative behaviors change into a more positive feelings and positive behaviors (Ellis 2004). The rational emotive behavioral theapry techniques used by the therapist to dispute irrational beliefs can vary from client to client depending on the type of the client and modes of irrational thinking REBT Techniques Rational Emotive Behavioral Therapy is a multimodal form of therapy (Ellis 2004). Some of the different techniques used in Rational Emotive Behavioral Therapy include â€Å"Disputing the client’s irrational beliefs†, â€Å"changing the language of the client†, and emotive techniques like â€Å"role playing† and â€Å"rational emotive inventory† (Ellis 2004). These different techniques can be used to modify several types or irrational behaviors caused by irrational beliefs e. g. anxiety, depression, anger, and addictions (Ellis 2004). These techniques show the client how to refute their irrational beliefs in a precise and rapid method. Disputing the client’s irrational beliefs technique is a technique that makes the client challenge their beliefs and modes of thinking (Ellis 2004). In this technique the therapist presents a series of questions such as: Why do you assume this? or Why must it be this way? When the client answers these questions the client start to realize that the way they are thinking is irrational (Ellis 2004). The language of the client technique disputes â€Å"the shoulds† and â€Å"the oughts† in the client’s way of thinking (Ellis 2004). In most cases the language used by the client forms their irrational way of thinking (Ellis 2004). By changing â€Å"the shoulds† and â€Å"the oughts† into wishes, wants, and desires may change the client’s irrational beliefs (Ellis 2004). Example of Self-Application of REBT The techniques outlined by Albert Ellis shows how simplistic but meaningful Rational Emotive Behavioral Therapy (REBT) can be (Ellis 2004). Take for example when Albert Ellis gets impatient or angry about his various limitations (Ellis 2004). Albert Ellis says to himself: â€Å"Too damn bad! I really do not like taking all this time and effort to deal with my impairments and wish to hell that I didn’t have to do so. But alas, I do. It is hard doing so many things to keep myself in a relatively healthy condition, but it is much harder in the long run and much more painful and deadly, if I do not keep doing this. There is no reason whatsoever why I absolutely must have it easier than I do. Yes it is unfair for me to be more afflicted than many other people are. But, damn it, I should be just as afflicted as I am! Unfairness should exist in the world—to me, and to whomever else it does exist—because it does exist! Too bad that it does—but it does! † sic Albert Ellis lived a full and rich life filled with controversy and an outspoken attitude. Albert Ellis fought for gay and lesbian rights and the right to send uncensored or â€Å"obscene† mail through the Federal mail system. Albert Ellis was also one of the first individuals start their own private practice as a psychologist.

Free Essays on Analysis Of Rise Of The Virtual State

â€Å"Critical Analysis of The Rise of the Virtual State† The central idea in of Richard Rosecrance’s book entitled, The Rise of the Virtual State, is that power is shifting once again, this time to nations whose people are most adept at summoning global financial capital and turning it into conceptual insights for sale around the world. Rosecrance calls these new centers of power virtual states, because their wealth and influence depend on intangible flows of money and ideas. The new virtual state does not need a lot of exports to finance their imports and their foreign investments. However a trained workforce is imperative for these virtual state to generate research, software designs, entertainment, engineering concepts, advertising, marketing, styling, legal and financial innovations. In the second half of The Rise of the Virtual State, Rosecrance examines several nations and comments on how they relate to the virtual state concept. He also generalizes about the relationships and characteristics of what he calls a new system of international politics and economics. Rosecrance, in latter part of his book the Rise of the Virtual State considers three Asian nations to be examples of virtual states: Hong Kong, Singapore, and Taiwan. In varying ways, these have each focused their home economies on services and moved excess production capacity abroad. These three â€Å"Asian Tigers† encouraged direct foreign investment and diversified their production plants in places like China and Russia where labor costs less. Quoting Robert Rowthorne and Ramana Ramaswamy, he says that in doing so, they only represent a growing worldwide trend â€Å"†¦the natural consequence of the industrial dynamism in an already developed economy† (120) The relationship between Russia and Europe is complex. Russia has tended to dominate the continent militarily while Europe has tended to dominate economically. Closer association with Europe could moti... Free Essays on Analysis Of Rise Of The Virtual State Free Essays on Analysis Of Rise Of The Virtual State â€Å"Critical Analysis of The Rise of the Virtual State† The central idea in of Richard Rosecrance’s book entitled, The Rise of the Virtual State, is that power is shifting once again, this time to nations whose people are most adept at summoning global financial capital and turning it into conceptual insights for sale around the world. Rosecrance calls these new centers of power virtual states, because their wealth and influence depend on intangible flows of money and ideas. The new virtual state does not need a lot of exports to finance their imports and their foreign investments. However a trained workforce is imperative for these virtual state to generate research, software designs, entertainment, engineering concepts, advertising, marketing, styling, legal and financial innovations. In the second half of The Rise of the Virtual State, Rosecrance examines several nations and comments on how they relate to the virtual state concept. He also generalizes about the relationships and characteristics of what he calls a new system of international politics and economics. Rosecrance, in latter part of his book the Rise of the Virtual State considers three Asian nations to be examples of virtual states: Hong Kong, Singapore, and Taiwan. In varying ways, these have each focused their home economies on services and moved excess production capacity abroad. These three â€Å"Asian Tigers† encouraged direct foreign investment and diversified their production plants in places like China and Russia where labor costs less. Quoting Robert Rowthorne and Ramana Ramaswamy, he says that in doing so, they only represent a growing worldwide trend â€Å"†¦the natural consequence of the industrial dynamism in an already developed economy† (120) The relationship between Russia and Europe is complex. Russia has tended to dominate the continent militarily while Europe has tended to dominate economically. Closer association with Europe could moti...

Essay Example on The Oldest Surviving Books in the World

Essay Example on The Oldest Surviving Books in the World Books have been around a long time. They are ways to collect and present information, spread ideas, and to entertain. Despite printers appearing rather recently in our history, books have been made as early as 600 BC. The oldest surviving books are: the Etruscan Gold Book, the Pyrgi Gold Tablets, the Nag Hammadi Library, the St. Cuthbert Gospel, and the Book of Kells. Etruscan Gold Book The oldest surviving book is the Etruscan Gold Book. According to Wigan Lane Books, â€Å"Thought to be the oldest multi-page book in the world, dating to about 660 BC, the Etruscan Gold Book was discovered 70 years ago whilst digging a canal off the Strouma river in Bulgaria. The book is made from 6 sheets of 24 carat gold, bound together with rings. The plates are written in Etruscan characters, and also depicted is a horse, horseman, a Siren, a lyre, and soldiers† (â€Å"10 Of the Oldest Known Surviving Books in the World†). However, with the Etruscan language being obsolete, the exact meaning of its contents cannot be fully deciphered. Pyrgi Gold Tablets The second-oldest surviving book is the Pyrgi Gold Tablets. As stated by AncientPages.com, â€Å"Dating back to 500 B.C., the Pyrgi gold tablets were discovered in 1964 in an excavation of a sanctuary in ancient Pyrgi, the port of the southern Etruscan town of Caere in Italy. What makes the tablets so special is that they are bilingual. Two of the tablets are inscribed in the Etruscan language, [and] the third in Phoenician and are today regarded as the oldest historical source of pre-Roman Italy among the known inscriptions† (â€Å"Pyrgi Gold Tablets: A Rare Ancient Bilingual Treasure†). It provides a dedication to the god Ishtar by King Thefarie Velianas. Nag Hammadi Library Moving on to the third-oldest surviving book, we have the Nag Hammadi Library, which is rather a collection of tomes. According to Wigan Lane Books,†13 leather bound papyrus codices were discovered in 1945 buried inside a sealed jar, by a local man in the town of Nag Hammadi in Upper Egypt. The books, containing Gnostic texts, are dated from around the first half of the 4th century AD. Written in the Coptic language, the codices are thought to have been copied from Greek† (â€Å"10 Of the Oldest Known Surviving Books in the World†). As of now, you can see these books in Cairo, Egypt in the Coptic Museum. The St. Cuthbert Gospel Next we travel to Britain for the fourth-oldest surviving book, known as the St. Cuthbert’s Gospel. As detailed by the British Library, â€Å"A manuscript copy of the Gospel of St John, the St Cuthbert Gospel was produced in the North East of England in the late 7th century and was placed in St Cuthbert’s coffin on Lindisfarne, apparently in 698. The Gospel was found in the saint’s coffin at Durham Cathedral in 1104† (â€Å"British Library Acquires the St Cuthbert Gospel the Earliest Intact European Book†). Surprisingly, it is in excellent condition and very neatly written. Book of Kells Lastly, the fifth-oldest surviving book is the Book of Kells. According to Wigan Lane Books, â€Å"The Book of Kells is kept in the Trinity College Library in Dublin, Ireland, and is thought to have been created by Celtic monks around 800 AD. The book is an incredibly ornate illuminated manuscript Gospel book, written in Latin, containing the four Gospels of the New Testament† (â€Å"10 Of the Oldest Known Surviving Books in the World†). It is considered as Ireland’s finest national treasure. Though many ancient books are now only referred to and are not around anymore, there are some volumes that have survived that are older than Jesus Christ. The oldest available book is Etruscan Gold Book, written around 600 BC. Many of these incredible ancient books are ornate and are religious in nature. Other books that are famed for their age are the Pyrgi Gold Tablets, the Nag Hammadi Library, the St. Cuthbert Gospel, and the Book of Kells. â€Å"10 Of the Oldest Known Surviving Books in the World.† Wigan Lane Books, 21 Apr. 2019, wiganlanebooks.co.uk/blog/interesting/10-of-the-oldest-known-surviving-books-in-the-world/. â€Å"British Library Acquires the St Cuthbert Gospel the Earliest Intact European Book.† The British Library, The British Library, 1 Jan. 1AD, www.bl.uk/press-releases/2012/april/british-library-acquires-the-st-cuthbert-gospelthe-earliest-intact-european-book. â€Å"Pyrgi Gold Tablets: A Rare Ancient Bilingual Treasure.† Ancient Pages, 23 Nov. 2018, www.ancientpages.com/2018/11/23/pyrgi-gold-tablets-a-rare-ancient-bilingual-treasure/.

Motivation and Gender Differences in Gym Activity Essay

Motivation and Gender Differences in Gym Activity - Essay Example Attending the gym and maintaining health and physical vigor has now emerged as a serious matter that needs solemn discussion. It is common knowledge that many are attracted to gym activities and they give greater concern to it and they consider it equal to any other activities or part of their daily routine. Regardless of age or gender, one can see people attending the gym, motivated by different reasons. While some attend gym activities for maintaining physical health/fitness, some others attend it for competence. Some people attend gym activities for performance or for getting noticed in social spheres. The study is based on the role of motivation for exercise in the gym and also the preference of activities on the gender differences in the gym. In the modern world, people are suffering from various health problems leading to many diseases; so nowadays people take initiative to prevent health problems themselves. There are many benefits to people who are engaging in physical activi ties, including relief from heart disease, diabetics, obesity, cancer, and such other diseases. Majority of the people realize the need for exercise from their own experiences and also by observing from others, but yet some others will not do any exercises until they get external motivation. Some physical activities like jogging, walking, and so on help people to relax their mind as well as help to meet new people and build new relationships. Incentives play an important role in motivating people for doing exercises. Nowadays people consider the gym as an important aid to build and maintain a good body. In the past, the gym was considered as a place only for men but now women also take part in gym activities. Women concentrate on activities like yoga, cycling, and dancing whereas the males focus on the shaping and building of their body. This study includes the two types of hypothesis; firstly, the majority of males engage in anaerobic activities whereas the females concentrate on a erobic activities and secondly, the motives of the participants are based on personal interest.

Engineering Management - Assignment EM1 Research Paper

Engineering Management - Assignment EM1 - Research Paper Example A low ratio in comparison with industry averages indicates an inefficient use of business assets. The Return on Assets Ratio is calculated as follows: Return on Assets = Net Profit Before tax / Total Assets = 1M / (1.2M + 0.7M -0.5M) = 1M / 1.4M = 0.714 Return on Investment (ROI) Ratio Return on Investment Ratio is the ratio of percentage of return on funds invested by the owners. The ROI is perhaps the most important ratio of all. The ROI should be high enough for an investor to invest in risk taking business proposition. The ROI is calculated as follows: Return on Investment = Net Profit before Tax / Net worth. (Word Count = 497) 1. (b) Do you think the above structure is satisfactory How would you change the structure and why would you change it To find answer to the above question first we have to look at what is an Organisation Structure I will just quote one, which I feel gives the essence of organization structure. 'The structure of an organization [is] the sum total of the ways in which it divides its labor into distinct tasks and then achieves co-ordination among them' (Mintzberg, 1989).' In analyzing the organization structure of Tees Valley Doors (TVD), I find that the organization structure is lacking some vital points. 1. This is a top-heavy organization structure. The total no. of employees are 70. For which there are 3 whole time Directors, 6 managers. 2. The allocation of jobs to the Directors are also not proper e.g. the Distribution Manger is having 4 assistants under him and the Warehouse manager is having 5 operators under him. I feel the posts of Managers here are superficial. It should be the job...It is calculated before income tax because tax rates and tax liabilities vary from company to company for a wide variety of reasons, making comparisons after taxes much more difficult. The Net Profit Margin Ratio is calculated as follows: This ratio reveals how well inventory is being managed. It is important because the more times inventory can be turned in a given operating cycle, the greater the profit. It is stated that inventory turn over is three times a year. This measures how efficiently profits are being generated from the assets employed in the business when compared with the ratios of firms in a similar business. A low ratio in comparison with industry averages indicates an inefficient use of business assets. The Return on Assets Ratio is calculated as follows: Return on Investment Ratio is the ratio of percentage of return on funds invested by the owners. The ROI is perhaps the most important ratio of all. The ROI should be high enough for an investor to invest in risk taking business proposition. The ROI is calculated as follows: 2. The allocation of jobs to the Directors are also not proper e.g. the Distribution Manger is having 4 assistants under him and the Warehouse manager is having 5 operators under him. I feel the posts of Managers here are superficial. It should be the job of supervisors to handle operators and assistants.