Informal report Essay Example | Topics and Well Written Essays - 250 words

Informal report - Essay Example They have recorded a steady increase in revenue, gross profit, income used in operation and net income in the past four years. Currently they have standing revenue of $ 476,294 million; $ 118,225 million gross profit; $ 26,872 million operating income and; $16, 022 million net incomes (Wal-Mart). Wal-Mart has over forty senior officers led by Doug McMillon as the President and CEO Wal-Mart Stores, Inc. Its home office is found on 702Sw 8th street Bentonville, in the US. They employ over 2.2 million employees globally. Each time a new supercenter is erected, approximately 300 job opportunities are created. Most employees/ associates begin as hourly associates with between $ 50,000-170,000 as yearly income, but over time get promotion to jobs with more responsibility and higher pays (Wal-Mart). Wal-Mart is, therefore, undoubtedly the best fortune 500 company to consider in this search of a job opportunity. It is a big company that allows for diversity thus can accommodate one’s specialties in the job market along with a promising

Aassignment Assignment Example | Topics and Well Written Essays - 250 words

Aassignment - Assignment Example To make the community aware of the importance of cleaning to prevent mosquitoes, an overall community cleaning program may be organized with the local government. This program, titled as Clean My Own Space entails every household to go out on a designated day to clean up their space and have a community leader assess the cleanliness of their space. Successful households will receive a souvenir shirt (max of 2 for those with two representatives) to commend their efforts. The household with the best waste segregation and disposal practices will receive a special award from the mayor. This way, the inhabitants will be more aware of the importance of clean space to control the spread of mosquitoes. I was in a bookstore looking for â€Å"Dork Diaries† by Rachel Renee Russell, a book my niece wished for Christmas. The store assistant seemed to be very busy when I approached her. I tried to find the book myself but learned that it was on a shelf at a securely locked counter. I approached the woman for the second time to inquire editions of the book. She told me that there are two, one that comes in a set of 6 and another in 3. I preferred the second due to its price but before I bought it, I asked the assistant about the difference in the titles. The assistant seemed irritated and tried to dismiss me by saying that the books are just the same. I insisted that there must be a difference based on the obvious difference in the number of books. She just said that the 6-pack set is hard-bound while the other is soft-bound. I still insisted that she hand me over the books so I could see for myself. When she pretended not to notice me, I said, â€Å"Aren’t you the one in charge here? I hope you’d give me attention because you can’t expect anyone to do your job for you.† Upon hearing this, the woman turned to my direction and got me the

Branches of Philosophy Essay Example for Free

Branches of Philosophy Essay Metaphysics is a traditional branch of philosophy concerned with explaining the fundamental nature of being and the world, although the term is not easily defined. Traditionally, metaphysics attempts to answer two basic questions in the broadest possible terms: What is there? What is it like? A person who studies metaphysics is called a metaphysicist or a metaphysician. The metaphysician attempts to clarify the fundamental notions by which people understand the world, e. g. , existence, objects and their properties, space and time, cause and effect, and possibility. A central branch of metaphysics is ontology, the investigation into the basic categories of being and how they relate to each other. Another central branch of metaphysics is cosmology, the study of the totality of all phenomena within the universe. Prior to the modern history of science, scientific questions were addressed as a part of metaphysics known as natural philosophy. Originally, the term science (Latin scientia) simply meant knowledge. The scientific method, however, transformed natural philosophy into an empirical activity deriving from experiment unlike the rest of philosophy. By the end of the 18th century, it had begun to be called science to distinguish it from philosophy. Thereafter, metaphysics denoted philosophical enquiry of a non-empirical character into the nature of existence. [6] Some philosophers of science, such as the neo-positivists, say that natural science rejects the study of metaphysics, while other philosophers of science strongly disagree. areas of philosophy, and most other philosophical schools turn back to it for basic definition. In that respect, the term metaphysics is a broad one, encompassing the philosophical ideas of cosmology and ontology. Metaphysics or First Philosophy The term â€Å"metaphysics† comes from Greek, meaning â€Å"after the Physics†. Although the term metaphysics generally makes sense in the way that it partially refers to things outisde of and beyond the natural sciences, this is not the origin of the term (as opposted to, say, meta-ethics, which refers to the nature of ethics itself). Instead, the term was used by later editors of Aristotle. Aristotle had written several books on matter and physics, and followed those volumes with work on ontology, and other broad subjects. These editors referred to them as â€Å"the books that came after the books on physics† or â€Å"metaphysics†. Aristotle himself refers to metaphysics as â€Å"first philosophy†. This term was also used by some later philosophers, such as Descartes, whose primary work on the subject of metaphysics is called Meditations on First Philosophy. * Branches of Metaphysics The main branches of metaphysics are: Ontology Cosmology Epistemology Epistemology is the area of philosophy that is concerned with knowledge. The main concerns of epistemology are the definition of knowledge, the sources of knowledge (innate ideas, experience, etc. , the process of acquiring knowledge and the limits of knowledge. Epistemology considers that knowledge can be obtained through experience and/or reason. It is the branch of philosophy concerned with the nature and scope of knowledge and is also referred to as theory of knowledge. It questions what knowledge is and how it can be acquired, and the extent to which any given subject or entity can be known. Much of the debate in this field has focused on analyzing the nature of knowledge and how it relates to connected notions such as truth, belief, and justification. * Defining Knowledge A primary concern of epistemology is the very definition of knowledge itself. The traditional definition, since Plato, is that knowledge is justified true belief, but recent evaluations of the concept have shown supposed counterexamples to this definition. In order to fully explore the nature of knowledge and how we come to know things, the various conceptions of what knowledge is must first be understood. * Sources of Knowledge The sources of knowledge must also be considered. Perception, reason, memory, testimony, introspection and innate ideas are all supposed sources of knowledge. Are they equally reliable? * Scepticism There also seems to be reason to doubt each of these sources of knowledge. Could it be that all knowledge is fallible? If that is the case, do we really know anything? This is the central question to the problem of scepticism. Logic Logic has two meanings: first, it describes the use of valid reasoning where it is used in most intellectual activities, including philosophy and science, or, second, it describes the study of modes of reasoning (those which are valid, and those which are fallacious). It is primarily studied in he disciplines of philosophy, mathematics, semantics, and computer science. It examines general forms that arguments may take. In mathematics, it is the study of valid inferences within some formal language. Logic is also studied in argumentation theory. Logic was studied in several ancient civilizations, including India, China, Persia and Greece. In the West, logic was established as a formal discipline by Aristotle, who gav e it a fundamental place in philosophy. The study of logic was part of the classical trivium, which also included grammar and rhetoric. In the East, logic was developed by Buddhists and Jainists. Logic is often divided into three parts, inductive reasoning, abductive reasoning, and deductive reasoning. Aesthetics Aesthetics (also spelled ? sthetics) is a branch of philosophy dealing with the nature of art, beauty, and taste, with the creation and appreciation of beauty. It is more scientifically defined as the study of sensory or sensori-emotional values, sometimes called judgments of sentiment and taste. More broadly, scholars in the field define aesthetics as critical reflection on art, culture and nature. More specific aesthetic theory, often with practical implications, relating to a particular branch of the arts is divided into areas of aesthetics such as art theory, literary theory, film theory and music theory. â€Å"Beauty is in the eye of the beholder† There are two basic standings on the nature of beauty: objective and subjective judgement. Subjective judgement of beauty suggests that beauty is not t he same to everyone — that which aesthetically pleases the observer is beautiful (to the observer). Alternatively, those partial to the objective description of beauty try to measaure it. They suggest that certain properties of an object create an inherent beauty — such as symmetry and balance. Both Plato and Aristotle supported the objective judgement. Some, such as Immanuel Kant, took a middle path, holding that beauty is of a subjective nature, but there are qualities of beauty which have universal validity. * Classical and Modern Aesthetics The classical concepts behind aesthetics saw beauty in nature, and that art should mimic those qualities found in nature. Aristotles Poetics describes this idea, which he develops from Platos teachings. Modern aesthetic ideas, including those of Kant, stress the creative and symbolic side of art — that nature does not always have to guide art for it to be beautiful. Ethics Ethics, also known as moral philosophy, is a branch of philosophy that involves systematizing, defending and recommending concepts of right and wrong conduct. The term comes from the Greek word ethos, which means character. Ethics is a complement to Aesthetics in the philosophy field of Axiology. In philosophy, ethics studies the moral behavior in humans and how one should act. Ethics may be divided into four major areas of study: Meta-ethics, about the theoretical meaning and reference of moral propositions and how their truth values (if any) may be determined; Normative ethics, about the practical means of determining a moral course of action; Applied ethics, about how moral outcomes can be achieved in specific situations; Descriptive ethics, also known as comparative ethics, is the study of peoples beliefs about morality; Ethics seeks to resolve questions dealing with human morality—concepts such as good and evil, right and wrong, virtue and vice, justice and crime. Political philosophy Political philosophy is the study of such topics as politics, liberty, justice, property, rights, law, and the enforcement of a legal code by authority: what they are, why (or even if) they are needed, what, if anything, makes a government legitimate, what rights and freedoms it should protect and why, what form it should take and why, what the law is, and what duties citizens owe to a legitimate government, if any, and when it may be legitimately overthrown, if ever. In a vernacular sense, the term political philosophy often refers to a general view, or specific ethic, political belief or attitude, about politics that does not necessarily belong to the technical discipline of philosophy. In short, political philosophy is the activity, as with all philosophy, whereby the conceptual apparatus behind such concepts as aforementioned are analyzed, in their history, intent, evolution and the like. Social philosophy Social philosophy is the philosophical study of questions about social behavior (typically, of humans). Social philosophy addresses a wide range of subjects, from individual meanings to legitimacy of laws, from the social contract to criteria for revolution, from the functions of everyday actions to the effects of science on culture, from changes in human demographics to the collective order of a wasps nest.

Concepts of Gender and Mathematics

Concepts of Gender and Mathematics Introduction In 1896 Charles Darwin wrote â€Å"The chief distinction in the intellectual powers of the two sexes is shewn by the mans attaining to a higher eminence, in whatever he takes up, than can women†¦Ã¢â‚¬ ¦.if men are capable of a decided pre-eminence over women in many subjects the average mental power of a man must be above that of women.† (Darwin see Walkerdine, 1989, p. 1) After many years of social change we would expect these views on women to have changed. Indeed, it is not common to hear that, mentally, men are better than women, as women have proved themselves to be just as capable. Take Carol Vorderman for example, in my opinion the most famous female mathematician that I know. She is so good at mental arithmetic that she co-hosted Countdown for 26 years (Vorderman, WWW). However, maths is still perceived as a male dominated subject and it is no wonder that women believe they are inferior to men at mathematics. Even though this myth is meant to be a statistical statement, many women interpret it to mean they cannot do mathematics, having a distressing effect on individuals (Gray, 1996, p. 27). Walkerdine states that â€Å"Women, after all, are clearly irrational, illogical and too close to their emotions to be good at mathematics. Or so the story goes.† (Walkerdine, 1989, p. 1) If certain people actually take on this opinion; that girls are ‘lacking in mathematical ability (Walkerdine, 1989), how are girls supposed to have the confidence to believe they can do mathematics, when â€Å"girls report less confidence in their mathematical ability even when the girls achieve at the same level of boys†? (Fennema see Orlich et al, 2007, p. 52). It is suggested in Burton (1990) that boys are getting more encouragement and praise in the classroom than girls, which builds a lack of confidence causing a negative effect on the girls ability to learn (Burton, 1990). In this essay I will try and address the biological reasoning behind why girls cant do maths and relate this to the ways in which girls learn. The Biology There are two hemispheres to the brain, the left and right. These are specialised, to some extent, to perform different tasks. People usually have a preference to one or the other, although certain people are â€Å"whole brained† in their thinking, and therefore work just as well in either (Funderstanding, WWW). Abigail Norfleet James (2009) has researched into brain differences in boys and girls. She found that language functions and the memory of certain nouns are lateralized to the left hemisphere, whereas mathematical performance and memory of pictures and topography are lateralized to the right hemisphere. Not only did she find differences in the left and right brain, she also researched into certain parts of the brain which help us to learn mathematics using memory and emotions (Norfleet James, 2009). The hippocampus, located inside the medial temporal lobe, plays an important part in long term memory and spatial navigation (Hippocampus, WWW). The Amygdala, which is also found deep in the medial temporal lobe, performs a primary role in the processing of memory and emotional reactions (Amygdala, WWW). The research showed that as the hippocampus and the left side of the brain develops faster in girls, they excel in language, verbalising and working through situations logically. The righ t side of the brain and the Amygdala develops faster in boys, so their mathematical calculations and performance are prominent in their learning (Norfleet James, 2009). â€Å"To oversimplify a complex issue, the left hemisphere in most humans is primarily concerned with language based behaviour and with the cognitive skills we might crudely characterize as analytical or logical. It has become apparent recently that the right hemisphere is far superior to the left in most visual and spatial abilities† (Davies and Hersh, 1995, p. 346) If we look at certain traits from the opposite sides of the brain, we can see that the left brain is notorious for being analytical and sequential, rational and thinking objectively where as the right side is identified with spatial intelligence, thinking randomly and using an intuitive approach to situations (Funderstanding, WWW). Research suggests that the male brain holds an advantage with making quick decisions from lists where as the female brain works inductively and needs much more information to make that same decision (Gurian et al, 2001). It can be said therefore, that women are more inclined to think in a left brained way and men, a right brained way. As a result of this boys tend to have significantly better spatial skills and find visualizing abstract objects easier. When it comes to learning maths we need to use the whole brain; the left and right hemispheres and the frontal lobe (Gurian et al, 2001, p. 51). Primary and Secondary Schools tend to have more female than male teachers (Statistics, WWW). In my opinion, female teachers are more likely to teach using the traits found in the left side of the brain as this is what they naturally excel at. This could possibly be seen as the preferred way of teaching as the traits linked to the right side of the brain are usually connected with impulsive actions and general disruption in class (Gurian et al, 2001). In schools, students are taught to think in a successive way, where they build on previous knowledge. They are taught logical steps, which gives a method they then apply to a question to gain an answer. If, however, the student comes across a problem they have not faced before, they may lack the intuitive skills that would allow them to solve this particular, difficult problem. This method of teaching is sometimes seen as being biased towards the female way of learning, as it develops the skills which girls are already, naturally gifted with. However, to study maths to a higher level, rules and methods can only get you so far. The right hand side of the brain allows you to look at problems as a â€Å"whole† rather than in individual, single steps. As boys naturally develop this part of their brains, they are already able to think subjectively (to relate their problems to personal experiences or previous challenges they have faced), a skill girls have to learn. Thus, with the schooling system developing the boys left hemispheres, they are capable of answering much more difficult, unseen questions, which may require more than just the taught rules. Girls are generally left brained and are therefore disadvantaged, as they are educated to think in one way, their right hemisphere being overlooked. The right brained boys, however, are taught these left brained skills, and coupled with their natural way of thinking allows them to be â€Å" whole brained† and much more efficient at the more difficult maths problems. (Fennema Leder, 1990; Gurian et al, 2001; Norfleet James, 2009) If schools are focusing on a certain method which disadvantages either girls or boys in ways of their brain functions, are they also biased in the way they are teaching, with regards to how boys and girls learn? Learning Styles Along with having a stronger side of the brain, girls are also inclined to use their minds in a specific way. This is usually related to the way they think. Research has shown that there are two types of reasoning; abstract and concrete. Abstract is â€Å"not seeing or touching the thing and yet still being able to calculate it. For example, when mathematics is taught on a blackboard, boys often do better at it than girls.† (Gurian et al, 2001, p. 45). If information was to be taken from the blackboard and put onto, for instance, number lines, which are inevitably more concrete, girls tend to thrive. For girls to understand the more abstract parts of maths, for example geometry, they must bring these aspects to life. In Primary School learning, the idea of Logo (a computerised turtle which moves round the screen following directions) makes the abstract ideas of direction and angles become more concrete. In fact many IT programs used in the classroom have been designed to give a concrete illustration of an abstract idea (Skrimshaw, 1993). Furthermore, people have a predisposition to relate to a particular learning strategy. It has been suggested that girls tend to conform to the serialist, or analytic, model of thinking (Clark and Millard, 1998). These are â€Å"one step at a time learners† (Scott-Hodgetts, 1986, p. 68) who work through problems methodically, leading to instrumental understanding. In an article on the different types of understanding, Skemp (1976) described instrumental as ‘rules without reasons. What he did not realise was, â€Å"that for many the possession of such a rule and the ability to use it, is what they mean by ‘understanding† (Skemp, 1976, p. 2). Aside from serialistic understanding we have the holistic, or intuitive, model of thinking. Scott-Hodgetts claimed that holists like to take â€Å"an exploratory way, working first towards an understanding of an overall framework† (Scott-Hodgetts, 1986, p. 68). The approach that holists take of looking at the whole framework and then filling in the gaps is a way of relational understanding, not only knowing which method works, but why. So although it may take longer for a pupil to become a relational learner, as there is more content, it is never the less, easier, for the holist thinker to then adapt this method and apply it to unknown problems (Skemp, 1976). This is seen as the preferable method to learning as it allows students to link together different concepts of mathematics. Research shows that boys coincide with this manner of thinking (Clark and Millard, 1998). A lucky few tend to be able to switch between both the holist and the serialist approach. These students are called versatile learners. In higher level mathematics it becomes very important to be able to switch your view point, from looking at a problem analytically to globally, in order to see the problem as a whole. â€Å" pupils are expected to do more than simply reproduce items of knowledge, as they have been taught. They must, for example, also be able to restructure bodies of knowledge in ways appropriate to different problems a difficult task for the serialists because of their inclination to learn sequentially, without necessarily forming an overall picture of the relationships involved. whilst holists are busy speculating about relationships, and discovering the connections between initially disjoint areas of mathematics, it may not even occur to serialists to begin to look for such links.† (Scott-Hodgetts, 1986, p. 73) If you are capable therefore of using both of these techniques then surely you gain great advantage over your fellow workers? There are a few issues regarding these learning strategies. In Primary schools, students should have â€Å"the freedom to develop their ideas using their preferred learning strategies, however, teachers do sometimes impose their own strategies upon pupils† (Scott-Hodgetts, 1986, p. 70). I believe at such a young age, it is easier for the teacher to teach rules and for the pupil to learn these, even if they have no understanding of them. Take long multiplication for example. I was taught a step by step procedure which gave me an answer. At this age I had very little idea about why we added a zero at the end of the second line of computation, or why we ‘carried a one; I was just told that is how it is done. This method of learning, remembering and applying, confirms to serialists that this approach is best and leads to success. Even in Secondary school it is known that â€Å"teacher exposition tends to be serialistic in style† (Scott-Hodgetts, 1986, p. 70), Scott-Hodgetts (1986) claims that children who are predisposed to a serialist approach are less likely to become versatile learners than those who think more holistically, purely because of the way that they have been taught (Scott-Hodgetts, 1986). However, it has been discovered that if serialists are exposed to a holistic style of teaching they are just as capable of gaining the same understanding, at the time, as the holists. Although, Pask and Scott, claim that in the long term, such teaching has a â€Å"genuine effect on reducing efficiency†(Pask and Scott see Scott-Hodgetts, 1986, p.72). This inconsistency of teaching styles could explain why certain pupils are capable of working well in class, but then not performing well in mathematics examinations. (Scott-Hodgetts, 1986) At the same time that serialists are convincing themselves that learning and remembering their method is the way to gain the top grades, holistic learners will be shown the effectiveness of a different strategy. They have then begun to be a versatile learner before they reach secondary education. Conclusion After looking at the brain and the mind in relation to learning mathematics, I feel that it is not that girls cannot do maths, on the contrary girls have many skills that would make them adept at the subject, it is more that girls are not taught the right techniques, which would broaden their minds when it comes to tackling harder mathematical problems. I believe that if girls were taught in a holistic way they would, like the boys, learn how to look at problems as a whole and become more proficient at their mathematics. However, as Pask and Scott (see Scott-Hodgetts, 1986) pointed out, mixing learning techniques can become a disadvantage in the long run to the serialistic learners. But if Holists are able to learn from a serialistic point of view, why cant serialist learn from a holistic point of view? Surely this would increase the number of versatile learners? Drawing on my own experiences as a woman, if I look at the skills I have developed to reach my current level in mathematics, I know that I have needed to be analytical in most of the problems I have encountered, as well as being able to observe the problem in full. Surprisingly, being able to think randomly as well as logically can sometimes help to solve the most difficult problems. Evidence shows that even though boys are more naturally intuitive and seem to have many of the skills needed in progressing in mathematics, girls are analytical and sequential which are evidently needed for mathematics. The natural abilities that most girls seem to inherit are the key components when first learning maths. It is only the boys ability to understand this new way of learning, which automatically makes them versatile learners, that gives them the edge over girls. Being able to look at problems analytically and form an algorithm to obtain an answer is vital to any problem solving subject, and therefore it is easy to see why girls can enjoy, and can be good at mathematics. We can see from the following statistics that boys excel when the maths becomes more complicated. In Teresa Smarts article on Gender and Maths in England and Wales she explains that even though there are fewer boys than girls taking GCSE mathematics, more boys continue maths on to A-Level. Only 35% of pupils taking A-Level in 1992 were girls, which shows that the percentage of girls studying mathematics decreases as the level of mathematics increases (Smart, T. 1996). This reiterates that girls can do maths; they are just not taught the necessary skills which are needed to continue the subject to A-Level or even university. However, in researching this topic I found that it is not only our brain or the way we learn which causes us to think we, as girls, are not capable at maths, but also society and the perception they have on girls and mathematics. Until recently girls have very much been considered for different jobs than boys. Careers advice to girls in the fifth form in the 1980s was based on â€Å"retail and clerical types of employment† (Burton, 1986). If girls were adamant that they wanted to study what was considered to be a more male subject, they were expected to achieve higher grades or in some cases, not considered for the jobs at all. In fact, one fifth form girl, in which the section of Burtons book is written, was told by her interviewer that he discouraged women from taking opportunities which would better their career (taking day-release) as they â€Å"tend to leave and have babies† (Burton, 1986). In todays job market women are considered equal to men, however, I feel, it will take a few years before we see equal numbers of women and men in male dominated occupations. It is also important to point out that the content of this essay relates to the general assumption of boys and girls. I know myself, that after extensive research I would consider myself to be a holistic thinker, contrary to what the research suggests I should be as a girl. Does this mean that those female students who study university mathematics and indeed go further, think in a more male way, or are they just fortunate enough to have become versatile learners despite what they have been taught at school? The statement; Girls cant do Maths: Myth or Fact, could be argued to be both myth and fact. We have seen that girls are less likely to be better at maths biologically but if our teaching system was different would we gain different results?

The Life and Work of Chaim Potok :: essays research papers

The Life and Work of Chaim Potok Chaim Potok lives a very full life he has served his country, peoples, and religion very well and with great impact. First, to be discussed is his life birth through the present. He was born at a very early age on February 17, 1929, in New York, New York to Benjamin and Mollie Potok. The first university he went to was Yeshiva University where he graduated in 1950 with a B.A., summa cum laude, in English Literature. He also went to the Jewish Theological Seminary of America where he left with an M.H.L. and a rabbinic ordination in 1954. Finally, he graduated the University of Pennsylvania with a doctorate in philosophy in 1965. Mr. Potok is married now since June 8, 1958, to Adena Sara Mosevitzsky. They have 3 children Rena, Chaim worked for the better of his people and religion with both his occupations and his writings. He worked as an instructor at the University of Judaism 1957 to 1959. He was on the faculty of the Teachers Institute, Jewish Theological Seminary from 1964 to 1965. He was also editor-in-chief of the Jewish Publication Society of America 1965 to 1974. He is currently the chairman of the Publication Committee at The Jewish Publications Society. Chaim Potok also served his people and religion through all of his writings which are all in some way related to or involve Judaism. Now, to go in-depth into his writings. First, his novels. The first novel Potok wrote was The Chosen, which won him the Edward Lewis Wallant award, in 1969, here is a quotation about that book: "So why did Potok's book make such a heavy impression on me?... he takes a meager story, told in plain words, about two Jewish boys who are radically unlike me and turns it into something so universal I couldn't help getting pulled in by it. " -Lea Davis The next novel he wrote was the sequel to The Chosen, The Promise, in 1969, which also won him an award, The Athenaeum Prize. After that, he wrote My Name is Asher Lev in 1972. His next novel In the Beginning was written in 1975. Then he wrote The Book of Lights in 1981. In 1985 he wrote Davita's Harp. In 1990 he wrote The Gift of Asher Lev which won him The National Jewish Book Award for Fiction. Which brings us to his most recent novel I Am the Clay from 1992. Chaim Potok also wrote a couple of children's books The Tree of Here and The Sky of Now in 1993 and 1995 respectively. The Life and Work of Chaim Potok :: essays research papers The Life and Work of Chaim Potok Chaim Potok lives a very full life he has served his country, peoples, and religion very well and with great impact. First, to be discussed is his life birth through the present. He was born at a very early age on February 17, 1929, in New York, New York to Benjamin and Mollie Potok. The first university he went to was Yeshiva University where he graduated in 1950 with a B.A., summa cum laude, in English Literature. He also went to the Jewish Theological Seminary of America where he left with an M.H.L. and a rabbinic ordination in 1954. Finally, he graduated the University of Pennsylvania with a doctorate in philosophy in 1965. Mr. Potok is married now since June 8, 1958, to Adena Sara Mosevitzsky. They have 3 children Rena, Chaim worked for the better of his people and religion with both his occupations and his writings. He worked as an instructor at the University of Judaism 1957 to 1959. He was on the faculty of the Teachers Institute, Jewish Theological Seminary from 1964 to 1965. He was also editor-in-chief of the Jewish Publication Society of America 1965 to 1974. He is currently the chairman of the Publication Committee at The Jewish Publications Society. Chaim Potok also served his people and religion through all of his writings which are all in some way related to or involve Judaism. Now, to go in-depth into his writings. First, his novels. The first novel Potok wrote was The Chosen, which won him the Edward Lewis Wallant award, in 1969, here is a quotation about that book: "So why did Potok's book make such a heavy impression on me?... he takes a meager story, told in plain words, about two Jewish boys who are radically unlike me and turns it into something so universal I couldn't help getting pulled in by it. " -Lea Davis The next novel he wrote was the sequel to The Chosen, The Promise, in 1969, which also won him an award, The Athenaeum Prize. After that, he wrote My Name is Asher Lev in 1972. His next novel In the Beginning was written in 1975. Then he wrote The Book of Lights in 1981. In 1985 he wrote Davita's Harp. In 1990 he wrote The Gift of Asher Lev which won him The National Jewish Book Award for Fiction. Which brings us to his most recent novel I Am the Clay from 1992. Chaim Potok also wrote a couple of children's books The Tree of Here and The Sky of Now in 1993 and 1995 respectively.

Essay --

You all know the Chocolate Company: Hershey's; but where did it all begin? As with Walt Disney, it started with a dream. A dream that a certain person could rule the candy market. This certain person is Milton Snavely Hershey. Milton Hershey founded Hershey’s Chocolate Company in 1900. Did you know that his first product wasn't chocolate? No, he created and sold many other confections; his greatest being caramel. His highest achievement of all was creating the world's largest candy manufacturing company today. Milton S. Hershey learned most of his work from Joe Royer, the owner of an Ice Cream Parlor and Garden. Joe Royer taught Milton for four years until he quit. Milton didn't quit because he didn't like the apprenticeship. No, he quit to start his own confectionary business. Milton S. Hershey gave this world a company that changed the way we see chocolate today. Milton Snavely Hershey was born on September 13th, 1857. Hershey didn’t start off with candy right away. Young Milton was sometimes very clumsy and made mistakes. Sam Ernst, a person who started Milton off with an appren...

Advantage Of Computer

Advantages:1. They allow people across the globe to communicate with each other, no matter at what time, via the use of email. 2. They allow people to look up information directly, instead of the use of searching through books. 3. Back-up copies of work can be made easily, without having to re-write everything. 4. People can work from home, and spend more time with their families because of this. 5. People with disabilities whom can't write, can get software that allows them to speak and it types it on the screen.Disadvantages:1. People somtimes spend all their time secluded in theirs rooms on the computer. 2. Peadophiles on chat rooms 3. Easier to copy peoples homework as you can sometimes find the sources online. 4. Illegal downloading can ruin businesses 5. Details such as bank records, can be hacked into, and thus your personal information is no longer as safe as it used to be. Advantages of Computers1. It can store large amount of facts, instructions, and information. 2. It can process data with accuracy at a very high speed (reaching up to 50 million operations per second). 3. IT can repeat operations in exactly the same way over long period of time. 4. It can check the accuracy of its work. 5. It is capable of executing instructions on its own after the data and program have been fed into its memory. 6. It can perform logical operations. 7. It can communicate with the operator.Disadvantages of Computers1. A computer can only perform operations programmed or instructed by a person. 2. It cannot correct wrong instructions by itself. 3. Its capability to perform logical operations depends on the choice