Comparing Creation Myths of Ancient Egypt and The Christian Bible Essay

Comparing Creation Myths of Ancient Egypt and The Christian Bible Creation in Ancient Egyptian religion can be much different than the creation account taken from The Bible. Genesis has a set description of â€Å"The Beginning† while there are several different versions and variations in Egyptian mythology. The versions range from a â€Å"one god† myth (Ptah; see picture) to the more common creator out of Nun, which in itself has several derivations. The Ogdoad is a grouping of eight gods that existed before the creator and formed him. This version is taken from Middle Egypt at Hermopolis. The eight gods consisted of Amun, Huh, Kuk, and Nun and their counterparts (i.e. Nun and Naunet). They came together to create an egg that contains the creator (Baines, 1991). This is the point at which variations will occur. Inside the egg there could be gods (Re, Atum, or sometimes even Thoth) or a Blue Lotus. This Lotus would come forth from the egg and rise high into the darkness to a young god, Amen-Re. (The egg was surrounded by Nun which contained the Ogdoad. The Ogdoad consisted of four serpents and four frogs.)(Egyptian Creation Story, pg. 1) The child radiates light and banishes the darkness. He destroyed the silence with his Word and thus creation began. He then constructed a mound for which he could sit upon. (The Benben Stone, which was kept in Heliopolis, was said to have been the mound upon which the creator god, in this case Re, sat.(Redford)) In a different account the mound came forth from the waters of Nun bearing the egg and a falcon emerged. This falcon soared into the air and took its place as the sundisk (Redford). The falcon could also be represented by a winged insect such as a beetle or as a golden falcon. Another variat... ... is reality. If this type of thinking were to be followed one would come to realize that all the gods and goddesses did exist and so did the events told time and again in story. They were alive in the conscience of society. Creation did begin with Nun, yet it also began with God creating the heavens and the earth. Everything depends on time, place, and perception of reality. WORKS CITED Holy Bible. New International Version. Zondervan. Grand Rapids, Michigan. 1984. Genesis Chapter 1. John Baines, Leonard H. Lesko, David P. Silverman. Religion in Ancient Egypt. New York Cornell University Press 1991. Pages 92-100. Ancient Egyptian Religion. http://www.egypt-tehuti.com/religion.html. Pages 2 and 3 of 5. Egyptian Creation Story. http://members.aol.com/kheph777/mideast/mythos/egyptcrt.html. Page 1 of 3. Redford, Professor Donald. Oral Communication

Communication Plan Final Proposal Essay

Usepersuasive communication to convince the CEO to take your suggested approach to solve Best Game Productions’ dilemma. The CEO must perceive the project as something the company needs. Considerthe noise that will detract the CEO from fully receiving your message, and construct your communication to address or avoid that noise. Createtwo tools to measure the effectiveness of your consultant communications. In designing these tools, consider who the audience of the tools will be and how to generate the most honest and objective feedback possible. Discusshow you will use the tools that you created to measure your effectiveness in the organization. Who will you ask to complete the tools, and how will you present the tools to the audience? What methods will you use to avoid bias in the feedback process? How will you use the feedback you receive to evaluate and improve your effectiveness as a consultant? Consider why the company is pursuing a solution and why it is pursuing it now. Consider the company’s customers. Communicatethe solution that you have selected for Best Game Productions. Format your paper and presentation consistent with APA guidelines. Create a 20-slide Microsoft ® PowerPoint ® presentation, with speaker notes, for the decision makers at Best Game Productions. Address the following in your presentation:  · The project background  · The deliverables (what you are going to do for them) To get this material Click this link – https://bitly.com/1oJKWq6 When you get to college, it is a strange feeling. You have to go to class, which you are used to, but you have a lot more freedom than you may be used to. There are a lot of things to know about class, but there is much more to know about your life at college. Here are some tips to help you. Communications – General Communications Write a persuasive proposal submission of no more than 700 words to the CEO of Best Game Productions. Complete the following in your persuasive proposal submission: Describe the project in terms the CEO can understand. Consider the CEO’s perspective, needs, and style of communication. Usepersuasive communication to convince the CEO to take your suggested approach to solve Best Game Productions’ dilemma. The CEO must perceive the project as something the company needs. Considerthe noise that will detract the CEO from fully receiving your message, and construct your communication to address or avoid that noise. Createtwo tools to measure the effectiveness of your consultant communications. In designing these tools, consider who the audience of the tools will be and how to generate the most honest and objective feedback possible. Discusshow you will use the tools that you created to measure your effectiveness in the organization. Who will you ask to complete the tools, and how will you present the tools to the audience? What methods will you use to avoid bias in the feedback process? How will you use the feedback you receive to evaluate and improve your effectiveness as a consultant? Consider why the company is pursuing a solution and why it is pursuing it now. Consider the company’s customers. Communicatethe solution that you have selected for Best Game Productions. Format your paper and presentation consistent with APA guidelines. Create a 20-slide Microsoft ® PowerPoint ® presentation, with speaker notes, for the decision makers at Best Game Productions. Address the following in your presentation:  · The project background  · The deliverables (what you are going to do for them)  · The methodology (how you are going to accomplish it)  · The outcome (what you will achieve for them)

Why Athletes Use Steroids

One of the most heated controversies in athletics centers on the use of anabolic steroids. Behind the dispute is the evidence that steroids pose a health hazard. They are linked to the cardiovascular disease, liver disorders, and cancerous tumors. In addition, there is evidence that they cause personality aberrations. Still, an alarming number of athletes are willing to risk their health for the enhanced performance steroids provide-and it is not hard to understand why. First of all, many athletes are so blinded by the obvious benefits of steroid use that they fail to note their adverse effects. They are so focused on the increased strength, stamina, and size that result from steroid use, that athletes may overlook the abuse their bodies are sustaining-often until it is too late. That is, athletes who are delighting in turning in the best performance of their lives are not likely to think about future harmful effects. This is the same psychology that keeps the nicotine addict smoking three packs a day, until the X-ray shows lung cancer is so advance that nothing can be done. Some athletes rationalize steroid use another way. They claim that anabolic steroids pose no greater health hazard than participation in such contact sports such as football, boxing, and wrestling. However, these athletes fail to understand that in addition to harming the body, steroids also heighten the danger of contact sports by making the users larger and stronger, thereby increasing their momentum and impact. Some people think steroid use continues despite the life threatening effects because athletes are just â€Å"dumb jocks† who are not smart enough to appreciate the risks. I don't accept that explanation. Instead, I suspect that steroid use continues partly because most athletes are young, and young people never feel threatened. Part of being young is invulnerable. That is why young people drive too fast, drink too much, and take risks like bungee jumping. They just do not believe that anything can happen to them. The same psychology is at work with athletes. They are young people who feel they will live forever. In addition, athletes assume that because their bodies are so physically conditioned they can withstand more punishment than the average person, so they feel even less at risk by steroid use. Perhaps the biggest reason athletes use steroids can be explained by the spirit lies at the heart of all athletics: competition. One a handful of athletes enhances their performance artificially, and then others follow in order to stay competitive. Eventually, steroid users dominate a sport, and anyone who wants to compete at the highest level is forced to use steroids or lose out. This fact explains why unscrupulous coaches and trainers who want to win at any cost have contributed to the problem by offering steroids to their players and urging them to use them. Sadly, this practice has even filtered down to the high school level in some cases. Competition for the thrill of winning is only part of the explanation, however, Big-time athlete means big-time money. As the financial rewards rise in a given sport, so does the pressure to win at any cost. Huge salaries, big bonuses, beautiful cars, girls and incredibly lucrative commercial endorsements all temp athletes to enhance their performances any way they can. Despite drug testing before competitions and dissemination of information about the danger of anabolic steroids, athletes still use steroids because the pressures to do so are so compelling. The truth is that too many athletes think steroids only hurt the other person, or else they think using steroids is worth the risk.

Books And Reading Essay

Topical Vocabulary 1. Categorisation: Children’s and adult’s books; travel books and biography; romantic and historical novels; thrillers; detective stories; science fiction/fantasy; non-fiction; pulp fiction. absorbing; adult; amusing; controversial; dense; depressing; delightful; dirty; disturbing; dull; fascinating; gripping; moralistic; obscene; outrageous; profound; whimsical; unputdownable. 2. Books and their parts: paperback and hardback; binding; cover; jacket; title; epigraph; preface; the contents list; fly leaf; bookplate; blurb; a beautifully printed book; a tome bound in leather; a book with dense print/ with loose pages. 3. Reading habits: to form a reading habit early in life; to read silently/incessantly/avidly/voratiously; to read curled up in chair; to read a child/oneself to sleep; to be lost/absorbed in a book; to devour books; to dip into/glance over/pore over/thumb through a book; to browse through newspapers and periodicals; to scan/ skim a magazine; an avid/alert/keen reader. 4. Library facilities: reading rooms and reference sections; the subject/author/title/on-line catalogue; the enquiry desk; computer assisted reference service; to borrow/renew/loan books; CDs and video tapes; rare books; to keep books that are overdue; books vulnerable to theft; to suspend one’s membership; to be banned from the library. I. Use the thematic vocabulary in answering the following questions: 1. Which books are you reading now? 2. Where is your favourite place to read? 3. Who is your favourite novelist? 4. Who is your favourite character? 5. Which contemporary author do you most admire? 6. Which is the first book you can recommend reading? 7. Which school text did you most enjoy? 8. What is your favourite children’s book? 9. Which book would you like to see filmed? 10. What is the most difficult book you have ever read? II. Work in groups. Find out about the last book each of your partners has read and make notes on these points: Author and title Type of book and what’s it about Reason for liking it Reason for recommending it to others III. Work in pairs. Choose the best alternative to complete these sentences: 1. Oliver Twist is a classic work of English †¦ . Literature non-fiction letters editions 2. The plot of the story was very exciting, but I didn’t find the †¦ . Persons people characters figurers 3. This book is a special edition for foreign readers, so there’s a(n) †¦ . Appendix glossary introduction preface table of contents 4. A novel is usually divided into several †¦ . Chapters units sections passages 5. If you need to find some information in a non-fiction book, look in the †¦ . Atlas blurb catalogue diary index review 6. Cambridge University Press is the †¦of the book you’re reading. Author editor printer publisher 7. A great novel has a good plot and a strong †¦ . Communication meaning message significance 8. The book was marvelously †¦ and it was a joy to read. Stylistic tedious well-written wonderful 9. Ernest Hemingway is one of my †¦ American writers. Best favourite ideal most popular 10. The thriller was so exciting that I couldn’t †¦ . Let it down look it up pick it up put it down 11. Even the †¦ characters in the book are really interesting. Less minor small tiny 12. I’d like to †¦ that book when you’ve read it. Borrow hire lend loan IV. In these sentences three alternatives are correct and two are wrong. Choose the best three alternatives for each: 1. The †¦ character in the book is called Oliver. Central main principal principle top 2. I enjoy her books because her style is so very †¦ . Dull entertaining readable tedious true-to-life 3. I found that the characters in the story were very †¦ . Amusing believable informative likeable thrilling 4. There were so many twists in the plot that I didn’t really think it was †¦ . Accurate authentic convincing realistic true-to-life 5. She doesn’t read any fiction because she prefers reading †¦ . Biographies short stories textbooks non-fiction science fiction 6. I can’t †¦ books like those – they just send me to sleep. Bear carry enjoy stand suffer V. Fill in the gaps in these sentences with suitable words: 1. You can borrow books from a †¦ or buy them from a †¦ . 2. A writer can also be called an †¦ . 3. I can’t afford to buy the book in hardback, so I’ll wait till it comes out in †¦ . 4. I can’t remember the †¦ of the book, but I know it had a yellow †¦ . 5. A book that tells somebody’s life story is called a †¦ . VI. Match each word in the column with the explanation: Ballad, biography, novel, drama, poem, fairy tale, poetry, story, rhyme, novelette a) a story in prose, long enough to fill in one or more volumes, about either imaginary or historical people; b) piece of creative writing in verse form, especially one expressing deep feeling or noble thought in beautiful language, composed with the desire to communicate an experience; c) simple song or poem, especially one that tells an old story; d) the art of a poet, poems; e) tale about fairies of imaginary origin; f) branch of literature dealing with the lives of persons; g) play for the theatre, radio or TV; h) verse for small children characterized by sameness of sound of the ending or two more words at the ends of lines of verse; i) short novel (story in prose); j) account of past or imaginary events. VII. Read the following extract and make with your groupmates the list of the books you would like to read while travelling: The Book- Bag Some people read for instruction, ad some for pleasure, but not a few read from habit. I belong to that company. Let us admit that reading is just a drug that we cannot get along without. Books are necessary to me and I never traveled far without enough reading matter. But when I am starting on a long journey the problem is really great. I have learnt my lesson. Once I fell ill in a small town in Java and had to stay in bed for three months. I came to the end of all the books I had brought with me and knowing no Dutch had to buy the schoolbooks from which intelligent Javanese, I suppose, got knowledge of French and German. So I read again after twenty-five years the plays of Goethe, the fables of La Fontaine and the tragedies of Racine. I have the greatest admiration for Racine, but I admit that to read his plays one after the other requires a certain effort in a person who is ill. Since then I have made a point of travelling with a large sack full of books for every possible occasion and every mood. There are books of all kinds. Volumes of verse, novels, philosophical works, critical studies (they say books about books are useless, but they certainly make very pleasant reading), biographies, history; there are books to read when you are ill and books to read when your brain want something to work at; there are books that you have always wanted to read but in the hurry of life at home have never found time to; there are books to read at sea; there are books for bad weather; there are books chosen solely for their length, which you take along when you have o travel light, and there are the books you can read when you can read nothing else. (from W. Somerset Maugham) VIII. See how many authors and titles you can match: For Whom the Bell Tolls Charlotte Bronte A Perfect Stranger Charles Dickens Airport Walter Scott Sister Carrie Dan Brown Tom Sawyer Daphne du Maurier Pride and Prejudice Arthur Hailey Martin Eden Danielle Steel Of Human Bondage Ernest Hemingway Alice in Wonderland Mark Twain Ivanhoe Lewis Carroll Rebecca Jack London David Copperfield Theodore Dreiser Jane Eyre Somerset Maugham The Da Vinci Code Iris Murdock Black Prince Jane Austen IX. Read the text and agree or disagree with the statements below: An English author once wrote: â€Å"Some books are to be tasted, others to be swallowed or digested. † This quotation tells us how to read books of different kinds. Most travel books are to be tasted; it’s enough to dip into them and read bits here and there. If you are fond of crime stories (A. Christie, G. Simenon and the rest of modern favourites) you will read them quickly, you’ll â€Å"swallow† them. And then there are books that you’ll read slowly and carefully. If a book’s on an important subject, and a subject you’re interested in, you’ll want to chew and digest it. And you’ll want to weigh what the author says and consider his ideas and arguments. 1) Reading English fiction with a dictionary is very dull. 2) If the book is very exciting, you â€Å"swallow† it. 3) Nobody reads reference books for relaxation. 4) Reading thick science fiction books is tiring. 5) Very intelligent people don’t read detective stories. 6) Non-fiction books can’t be inspirational. 7) Travel books give you a lot of useful information. 8) Unfortunately many young people are not in the habit of reading poetry. 9) Great book-lovers never lend their books. 10) Lots of people buy books for their bright and beautiful jackets. 11) Bookcases and bookshelves are the best kind of decoration for a living-room. 12) It’s of no use collecting book issues of magazines and newspapers. X. Read the following passage and say if you agree with the author: Some people think that as more and more people have their TV-sets in their homes, fewer and fewer people will buy books and newspapers. Why read an article in the newspaper, when the TV news can bring you the information in a few minutes and with pictures? Why read a novel, when a play o television can tell you the same story with colour picture and action? Why read the biographies of famous men and women, when an hour-long television programme can tell you all that you want to know? Television has not killed reading, however. Today, newspapers and magazines sell in very large numbers. And books of every kind are sold more than ever before. Books are still a cheap way to get information and entertainment. Although some books with hard covers are expensive, many books are published today as paperback books, which are reasonably cheap. A paperback novel, for example, is almost always cheaper than an evening at the cinema or theatre, and you can keep a book forever and read it many times. Books in the home are a wonderful source of knowledge and pleasure and some types of books should be in every home. Every home should have a good dictionary. Every home should have an atlas of the world, with large clear maps. It might be expensive, but a good encyclopedia is useful, too, because you can find information on any subject. In addition, it is useful to have on your bookshelves other non-fiction books such as history books, science textbooks, cookery books, books about medicine and health, etc. It is equally important to have some fiction on your shelves, too. Then you can relax with a good story, or from time to time you can take a book of poems off your shelves and read the thoughts and feelings of your favourite poets. XI. Choose the best answer according to the information in the passage: 1. Which is easier to get the news from? a) newspaper b) the television 2. Which is usually quicker? a) to read a biography of a famous person b) to watch a TV programme about a famous person 3. Which is usually cheaper? a) a paperback b) an evening at the cinema 4. Which is usually cheaper? a) a paperback b) a hardcover book 5. Which is it most important to have in your home? a) non-fiction books, such as dictionaries and encyclopedias b) fiction, such as novels, short stories and books of poems c) a mixture of both: good non-fiction and your favourite fiction XII. Discuss the following questions with your partners: 1. Were your parents worried that you watched too much TV when you were younger? 2. Did you find TV more interesting than anything else when you were at school? 3. Programmes on what subject do you like most of all? 4. Can you learn all you want on TV? 5. Do you think you get more information from books or TV? 6. Is it easier for you to memorize facts watching TV or reading books? 7. What do you like more to read books or to watch TV? XIII. Different people enjoy reading for different reasons. You will read five people saying why they like reading novels. Which of them says that novels a) are good for improving language skills? b) make them forget their problems? c) add some adventure to their life? d) teach them how to act in certain situations? e) increase their knowledge of other cultures? Reading Novels Ricky: Oh, I love novels, especially if they have a good plot. I started reading them when I was 12, encouraged by my parents who were hoping I’d be a writer myself. As it happened, reading so much at an early age had an effect on my studies, my compositions were always very good! And I still read at least one novel a week. My own life isn’t terribly exciting, apart from my work, which is very interesting, nothing much happens. In the novels I read there’s always a lot going on, lots of thrilling events, and I can share in the experiences and problems of the characters. Ella: Well, I used to read only short stories. That changed when I moved to a new city and found myself in a job I didn’t really enjoy. I would get back home at about 5p. m. , make some supper and sit down to read a novel for the rest of the evening. Many of them are pretty unbelievable stories, and not particularly well-written. It’s not as if you can imagine yourself in any of those situations, but the thing is they take my mind off whatever’s worrying me. I’ve had long conversations about this with friends who think I should read better quality staff, but I know what I’m doing. Sally: Why I like reading novels? I remember as an adolescent, I used to read novels just so as to see how my favourite characters solved their problems. I thought I could then apply that to my own problems! And I’m not ashamed to say that’s still the case, that’s what I’m looking for in the novels I read, and that’s my reason for reading them. I always choose novels that are in a clear style, because I find complicated language difficult. And also I like the stories to be about countries and cultures I know well, because then I can understand the characters better. Tom: I think reading novels is helping me a great deal in my studies, and although I haven’t got much spare time, I always make a point of reading a couple of hours in the evening. I’m in my last year at secondary school, and frankly, reading novels is an excellent way of learning how people live in other countries, how they communicate with each other, what problems they have. That’s why I prefer novels with characters who are true to life, not the ones who have impossible adventures. I’m very lucky because my best friend also likes reading and we can often discuss what we’ve both read. Alex: I like reading novels because they help me develop the ability to write myself. I used to have real problems in producing a good piece of writing. It wasn’t that I lacked ideas, no, my teachers always said my compositions were interesting. But I couldn’t get my tenses right. That’s where reading novels helped. I don’t think you can learn much about other things from novels, because the situations are usually so unrealistic. Some people say that’s OK, if your life’s boring, you need the excitement of fiction. Well, my life’s exciting enough, so that’s not my problem. 1. Do you like to read novels? Why? 2. Do you think that reading makes a person intelligent? XIV. Comment on the following: 1. A house looks gloomy and joyless without books. 2. If the book is worth reading it is worth buying. 3. Books and friends should be few and good.

Regulation of Commercial Banking Case Study Example | Topics and Well Written Essays - 2000 words

Regulation of Commercial Banking - Case Study Example The purpose of such banking regulations, the justification for having such regulations and the extent to which these regulations are implemented in banking customs across the world are studied in some detail. Bank regulations comprise of government regulations that sets out certain requirements and rules, restrictions and guidelines, that banks, of different countries are supposed to follow to maintain the integrity of the financial system. Bank Regulations in the US is not as closely knit as in other countries and the regulators could be Federal Reserve Board, or other state regulatory bodies. The banking regulations across the world are focused not just on safety and security but also on privacy of customers, disclosure issues, anti money laundering issues, anti terrorism issues, promotion of lending to lower income groups, and fraud prevention. Different cities tend to have their own financial regulation laws and these laws are in place to allow governments and banks to work closely in matters related to national security and financial needs. The Bank Secrecy Act or BSA requires financial institutions to assist government agencies to detect money laundering practices. Financial institutions tend to keep records of cash purchases and file reports of transactions above a certain amount. These institutions are required to report suspicious activities of money laundering, fraud, privacy intrusion and tax evasion as well as other criminal activities to the government and appropriate authorities. Financial institutions are also required to invest in communities and a file must be maintained on the support provided to communities. Financial institutions are required to disclose data about home purchases, home finance, home purchase and pre-approvals, home improvement, and refinance applications as well as multifamily dwellings in accordance with the Home Mortgage Disclosure act. Apart from this and the Community Reinvestment Act, there are Reserve Requirements for certain Institutions. The reserve requirements indicate the minimum reserve that banks must have so that this money as deposits could come to some use during severe recession. Barrios and Blanco (2003) analyses the extent to which banking firms set their rates of capital equity over assets and have developed two theoretical models that tend to demonstrate capital ratio for firms which are affected and not affected by capital regulation. Freixas and Santomero (2002) use the regulatory theory to analyze the theory of banking regulation and consider the justifications of financial intermediation to identify market failures that would make certain banking regulations necessary. The analysis of regulation tends to compare within the domains of banking and industrial organization and shows why banking regulations act as a safety net for banks and why and how it should be structured in a way that could make banking systems more efficient. In a study by Hendrickson and Nichols (2001) annual bank insured data were utilized from 1936 through 1989 to evaluate bank regulations and bank risks with cross country comparisons. A bank tends to operate in a

Identify and Discuss the Change of Activity and Costs Structure within Essay

Identify and Discuss the Change of Activity and Costs Structure within the Supply Chain ifLB Looked to a Third Party Logistics - Essay Example This paper examines critical issues related to Lauritzen Bulkers - LB, one of the leading dry bulk shipping firms in the world with its head quarters in Netherlands (Wolf, 2008). The paper first presents a brief literature review about SCM and then it discuses the change of activity and costs structure within the supply chain if LB looked to a third party logistics provider to supply their transport needs. The paper also examines the extent to which this would impact LB gaining ISO 14000 recognition. LB is a very large shipping company that owns a large number of carriers and it has taken up partnerships with other shipping firms and uses third party logistics. As per the annual report (LB, 2011), by 2011, LB controlled through its owned assets and with those of its network partners, 100 ships of different sizes such as Handymax, Handysize, Capesize and Panamax bulk carriers. Through its subsidiary Lauritzen Kosan, LB controlled a combined fleet of 44 semi-refrigerated ships. Gas car riers for Ethylene, fully pressurised gas carriers, and several smaller refrigerated gas carriers. The firm also controlled 2 numbers very large oil carriers, DP shuttle tankers, and 18 MR product tankers. 2. Literature Review An efficient supply chain can reduce costs, increase efficiency and help to retain customers. Organisations across the world have come to depend on supply chains to service their production lines, fill customer orders and retail shelves. Some important aspects of SCM are discussed in this chapter. 2.1. Nature of supply chains and networks A critical review of Hugos (2011), supply chain management is not merely about picking items from one point and dropping it to another. It is more about estimating demand correctly, understanding the lead-time for procurement and then placing the order for manufacturing. If the lead-time estimation is excessive, then inventory is more and lead to excessive costs while lesser lead-time means the risk of stock out. There is als o the economic order that indicates the minimum quantity required in a shipment. Shipping and logistics firms are integrated with the operations of large buyers so that efficiency is maintained, the quality of service is prompt and reliability of service is unfailing. 2.2. Cost structures in Supply Chains Supply chain analytics often focus on reducing cost structures of the supply chain. This is mainly done because in a procurement cycle, other than the basic product cost, the cost of the supply chain makes up a major component of the cost. The percentage of cost varies from 35% to 55% of the product costs. For perishable items such as dairy products, meat and poultry products, livestock, the costs are more than 67%. Much depends on the distance travelled, the nature of product, pressure for on time delivery, possibility of wastage and loss and other factors (Deloitte, 2012). A critical review of Xia (2003) shows that some of the cost structures in an organisation are inventory carr ying costs, production costs, inspection costs, logistics costs, transportation and handling costs, storage costs, onward forwarding costs and other costs due to delays in berthing, availability of shipping and so on. Some of the costs are borne by the organisation while some are borne by the

Older Adults in Society Assignment Example | Topics and Well Written Essays - 3000 words

Older Adults in Society - Assignment Example According to the study ageism â€Å"legitimates the use of chronological age to mark out classes of people who are systematically denied resources and opportunities that others enjoy, and who suffer the consequences of such denigration, ranging from well†meaning patronage to unambiguous vilification’. They further state that it may also give rise to various inherent negative beliefs concerning older people as well the whole process of ageing in general, beginning with well-intentioned benefaction to unequivocal disparagement.From this paper it is clear that  the concept of Ageism, contrary to popular beliefs is a far wider concept and encompasses wider range of issues as compared to mere discrimination on the basis of age. Such beliefs are created socially, which are then reinforced and assimilated within our societies, and are experienced in our social lives.  The term ageism is mostly used to describe the various prejudices and stereotypes which exist in our socie ties today, with regard to older people on the grounds of their age. It also describes the behaviour which is directed towards the older population either directly or indirectly.  The author has identified various types of age related discrimination. While differentiation on the basis of age is a consequence of deep rooted understanding and perception of individuals and mostly occurs as a result of a considerate acknowledgment of the age-related differences.   ... It also describes the behaviour which is directed towards the older population either directly or indirectly (Ray et al., 2006). The author has identified various types of age related discrimination. These include under representative i.e. passive or indirect form of discrimination; positive or protective discrimination which includes giving extra or special treatment to the said age group; and negative or overtly harmful discrimination, which is also known as direct discrimination. Direct discrimination occurs when any individual is given differential treatment on the basis of his/her age, while in case of indirect discrimination although care is provided it is offered in such a way that the older people cannot exploit the services offered for their ultimate benefit, and instead have to suffer due to disproportionate provisions of services (Roberts and Robinson, 2000). According to Adams et al (2006), indirect discrimination occurs when the medical practitioners or organizations res ponsible for providing health care services adopt ageist attitudes with respect to decision-making and service provision. The policies thus implemented in such a way have little or no regard to the needs and requirements of the older section of the population, as their health care needs are given lower priority than required. Thus, due to such an attitude of the health care providers, the aged people find themselves with very few alternatives to seek health care. Such type of ageism, although quite common and rampant, is difficult to challenge and address, especially given its discreet or covert nature. According to Hagestad and Uhlenberg (2005) ageist attitude is related to various factors