Life Is a Smorgasbord

Summary The narrator of this article avoided making early decisions in life because of his fear of failure. The decisions that he had made were not very fulfilling. He claims his life is like an enormous menu that does not offer a sampler plate. He says he cannot make an order of fear, saying that his stomach might be filled and never get a chance of tasting other things on the menu. He therefore prefers side orders that are never satisfying.Advertising We will write a custom essay sample on Life Is a Smorgasbord specifically for you for only $16.05 $11/page Learn More However, the narrator affirms that he has learned the trick, which is to make assured choices that are varied but sufficient to fulfill his desires in life. He points that there is no adequate time in one’s life to experience even a fraction of all the incidences on the Earth, hence the need to make decisions on time. According to him, there is a need to make few choices on the menu that he can really enjoy and commit to so that when he passes on, he will have lived a fulfilled life. Essay Just like a hotel menu that has different delicacies listed, some expensive and some quite affordable, life offers things that we may or may not afford. However, the kind of life one leads largely depends on the decisions one makes. Some live unfulfilled lives because they make mistakes in their decisions or they live a life that is not theirs. It is important for an individual to live his or her life. We are the sole makers or breakers of our lives. Therefore, when we are making decisions pertaining to our life, sobriety is a virtue of great essence. This is because one wrong decision made may have long term undesirable effects on one’s life and worst still could cost one his or her life. Any decision we make shapes our life because we consciously or unconsciously follow it. For instance, a frustrated jobless father who cannot cater for his family may decide to seek solace in alcoholism. Such a decision could frustrate him even more because the person may not have logically analyzed the negative and positive aspects associated with that choice. In order to make a precise decision of what is important in one’s life is an explicit process that has various steps to be followed. First and foremost, we must realize the power that decisions wield in our lives. One decision made elicits a chain of actions. When one decides to drink a bottle of beer, the decision may lead to the person taking another and before one realizes he or she has become an alcoholic. Therefore the first decision will always be critical and determines the expected outcomes in a person’s life. The next step is setting your priorities right. We should start from the most basic needs all the way to basic wants. For instance, when one is faced with a dilemma of either pursuing a master’s degree or buying a car, such a tight spot calls for rational decision makin g. Based on facts, one should be able to decide what is more important. If the focus is on building a career for oneself, the best option should be furthering education.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Another important step involves timely decision making. Many a time we consume too many resources before making a conclusive decision simply because we are uncertain and fear what may happen afterwards. We therefore end up in a rigorous exercise of evaluating pros and cons, cautious planning and extensive consultation. This course of action consumes a lot of time and in the end we may never make the decision or it maybe too late. One should learn to follow the gut instinct when making a decision. This will most likely make one to have confidence in the decision making process compared to a person who dwells all day planning to make a decision. Moreover, one should learn from his/her pa st experience. It is worth noting that sometimes mistakes are inevitable when making a decision however, instead of cursing oneself it is important to learn from the mistake. So that in future you can make proper and sound decisions free of mistakes. Also in determining what is important in our menu of life, one should have a flexible approach. For example, if one decides to acquire a house for the family, it is good to decide which option is the best. One may decide to either engage construction workers to build it or buy a ready one by mortgage. More important is that one should be objective when making a decision. For example, in choosing a career to pursue one should decide what course to undertake in college, based on one’s ability and aspirations. One ought to avoid extrinsic influences that may derail him or her from achieving one’s ambitions in life. These influences include pressure from parents to pursue a course that one does not desire. The choice one makes should be influenced by one’s decision. It would be irrational to make a choice without deciding what you want. For instance, people end up losing lots of money through impulse buying simply because they never planned on what they wanted to buy. Some people also end up in miserable relationships or marriages due to the fact that they never took time to choose their life partners. In addition, it is advisable to make some savings for a rainy day. Life is not always smooth; it has ups and downs. Bottom line is, if one is to live a fulfilled life, critical and timely decision making should influence the choices that one makes in life. It is also important to make certain choices that one is capable of fulfilling rather many choices that one cannot commit to. The prime factor is to always follow your instincts and listening to your heart when making key decisions in life. This essay on Life Is a Smorgasbord was written and submitted by user Ezekiel V. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Feudalism - Worldwide Political and Social System

Feudalism - Worldwide Political and Social System Feudalism is defined by different scholars in different ways, but in general, the term refers to a sharply hierarchical relationship between different levels of landowning classes. Key Takeaways: Feudalism Feudalism is a form of political organization with three distinct social classes: king, nobles, and peasants.In a feudal society, status is based on land ownership.In Europe, the practice of feudalism ended after the Black Plague decimated the population. A feudal society has three distinct social classes: a king, a noble class (which could include nobles, priests, and princes) and a peasant class. Historically, the king owned all the available land, and he portioned out that land to his nobles for their use. The nobles, in turn, rented out their land to peasants. The peasants paid the nobles in produce and military service; the nobles, in turn, paid the king. Everyone was, at least nominally, in thrall to the king, and the peasants labor paid for everything. A Worldwide Phenomenon The social and legal system called feudalism arose in Europe during the Middle Ages, but it has been identified in many other societies and times including the imperial governments of Rome and Japan. American founding father Thomas Jefferson was convinced that the new United States was practicing a form of feudalism in the 18th century. He argued that indentured servants and slavery were both forms of yeoman farming, in that access to land was provided by the aristocracy and paid for by the tenant in a variety of ways. Throughout history and today, feudalism arises in places where there is an absence of organized government and the presence of violence. Under those circumstances, a contractual relationship is formed between ruler and ruled: the ruler provides access to the required land, and the rest of the people provide support to the ruler. The entire system allows the creation of a military force that protects everyone from violence within and without. In England, feudalism was formalized into a legal system, written into the laws of the country, and codifying a tripartite relationship between political allegiance, military service, and property ownership. Roots English feudalism is thought to have arisen in the 11th century CE under William the Conquerer, when he had the common law altered after the Norman Conquest in 1066. William took possession of all of England and then parcelled it out among his leading supporters as tenancies (fiefs) to be held in return for services to the king. Those supporters granted access to their land to their own tenants who paid for that access by a percentage of the crops they produced and by their own military service. The king and nobles provided aid, relief, wardship and marriage and inheritance rights for the peasant classes. That situation could arise because Normanized common law had already established a secular and ecclesiastical aristocracy, an aristocracy that relied heavily on the royal prerogative to function. A Harsh Reality The upshot of the takeover of the land by the Norman aristocracy was that peasant families who had for generations owned small farmsteads became renters, indentured servants who owed the landlords their allegiance, their military service and part of their crops. Arguably, the balance of power did allow for long-term technological progress in agricultural development  and kept some order in an otherwise chaotic period. Just before the rise of the black plague in the 14th century, feudalism was firmly established and working across Europe. This was a near-universality of family-farm tenure by conditionally hereditary leases under noble, ecclesiastical or princely lordships who collected cash and in-kind payments from their subject villages. The king essentially delegated the collection of his needs- military, political and economic- to the nobles. By that time, the kings justice- or rather, his ability to administer that justice- was largely theoretical. The lords dispensed the law with little or no kingly oversight, and as a class supported each others hegemony. Peasants lived and died under the control of the noble classes. The Deadly End Plague Victims Blessed by a Priest (14th Century Illuminated Manuscript). http://scholarworks.wmich.edu/medieval_globe/1/. Quibik An ideal-typical medieval village was comprised of farms of about 25–50 acres (10–20 hectares) of arable land managed as open-field mixed farming and pasturage. But, in reality, the European landscape was a patchwork of small, medium, and large peasant holdings, which changed hands with the fortunes of the families. That situation became untenable with the arrival of the Black Death. The late-medieval plague created catastrophic population collapse among rulers and ruled alike. An estimated number of between 30–50 percent of all Europeans died between 1347 and 1351. Eventually, the surviving peasants in most of Europe achieved new access to larger land parcels  and gained enough power to shed the legal shackles of medieval servility. Sources Clinkman, Daniel E. The Jeffersonian Moment: Feudalism and Reform in Virginia, 1754–1786. University of Edinburg, 2013. Print.Hagen, William W. European Yeomanries: A Non-Immiseration Model of Agrarian Social History, 1350–1800. Agricultural History Review 59.2 (2011): 259–65. Print.Hicks, Michael A. Bastard Feudalism. Taylor and Francis, 1995. Print.Pagnotti, John, and William B. Russell. Exploring Medieval European Society with Chess: An Engaging Activity for the World History Classroom. The History Teacher 46.1 (2012): 29–43. Print.Preston, Cheryl B., and Eli McCann. Llewellyn Slept Here: A Short History of Sticky Contracts and Feudalism. Oregon Law Review 91 (2013): 129–75. Print.Salmenkari, Taru. Using Feudalism for Political Studia Orientalia 112 (2012): 127–46. Print.Criticsm and for Promoting Systemic Change in China.

The Summary of African Queen Movie Applying Thomas Fosters Terms Review

The Summary of African Queen Applying Thomas Fosters Terms - Movie Review Example Charlie’s coarse behavior is intolerable, though the Sayers tolerate it in a rather stiff manner. Charlies’ behavior is considered to be a little too rough and that edges around their proper Christian and British sensibilities. My Allnut’s heavy drinking habit is regard as problematic by the Sayers (Huston and John, p. 234). Charlie warns them about the oncoming World War I which broke out between Britain and Germany. The Sayers opt to continue staying in East Africa, only to witness the Sudanese Soldiers (In East Africa) led by the Germans touch their mission village and flee the villagers. The Germans believes that this is the only way to control the natives and train them to offer military services. Due to the raiding on the village and burning of the village houses, Reverend Sayer experienced a serious shock and delirious with fever after watching what the Germans did and later passed away. Mr. Allnut returns shortly after the raid. He is informed that the Reverend has passed on and they then bury him. Mr. Allnut soon helps Sister Sayer escape from the ravaged Germans by boarding the African Queen. The ravaged missionary compound is left bare, and no person is left in the compound. Along the way, Mr. Allnut mentions to Sister Sayer how the German have a gunboat (Queen Luise) which monitors and contro l a large water body downriver where they effectively block themselves from any British attack.

International Business paper Essay Example | Topics and Well Written Essays - 2250 words

International Business paper - Essay Example Australian newspapers have similarly been blazing on about the changes in the economic policy and big business. The Age reported on February 25th about the Australian clothing company Pacific Brands moving its manufacturing facilities to China (Draper 2009). This has been in line with moves by a range of such businesses in the country deciding to place their facilities in Asia. Brands espoused by the company have been seen to be quintessentially Australian with a large following. This decision has been seen with a reflection of how many other local manufacturers in the food industry and others have slowly been taken over by foreign based companies. However, The Age reports that Pacific Brands, which retains Australian ownership, stresses that it remains very much Australian. Despite its manufacturing facilities now located in Asia and the subsequent layoff of workers in the country, the company's top management is quick to point out that the idea generation and organization will always remain Australian and thus it will not lose its focus towards the country (Draper 2009). In another article, The Canberra Times comments on the possible measures being contemplated by the Government to limit free trade by ranking up tariffs and subsidies (Barnett 2009). This is seen as a possible deterrent to the adverse effects of the international financial crisis and that it would help local businesses to stand up. Globalization is seen by some circles to be blamed for the recession that is leading to layoffs and a drop in production. It is believed that such restrictive measures can be used, despite remaining WTO legal to help the Australian economy. However it is argued that it could potentially be devastating since the country now has a big population and in recent years has been witnessing floods in rural areas and bush fires along with other troubles. It requires the elements of free trade to be present so that cheap imports can be brought in to meet local needs as the local economy may not be as self sufficient as is predicted (Barnett 2009). Question 1 Both these articles can be said to fall into the study of international business. The article by The Age speaks of the move by one Australian company that is typical of the trend being adopted by companies worldwide to find cheaper labor costs and costs of manufacturing to get higher profit margins. This shows the emergence of the global economy that we are witnessing today and the worldwide marketplace such that it is viable for businesses to shift their facilities to different parts of the world as comparative advantage shifts (Hirst 2002). It further has implications for local employment and that in the area to which the company shifts where the company will have to adapt to the local culture and practices in the case of its workforce there. It may further have to deal with exchange rate changes, a possible reliance on hedging techniques and be involved in the foreign exchange market which further links the company with others around the world. The other one by The Canberra Times talks about the Australian government's response to a global financial crisis and the ensuing recession. This is relevant to international bus

Formation of Modern Israel Essay Example | Topics and Well Written Essays - 500 words

Formation of Modern Israel - Essay Example The evident political institution about Israel started in 1917, which entailed searching appropriate home meant for Jews. After WWI, Israel’s political base started to take form slowly. This was after Great Britain obtained power from the League of Nations to rule Palestine (Shindler 11). This recognized British decree in the deployed region coupled with instituting of the national residence for Jews. Britain was not to rule the whole of Palestine, but instead the command they had assumed enabled them to split the area in two. They ruled one section that belonged to Jews and let off the other, hence starting the art of ascertaining the current Jewish state. United Nations devised a plan meant for the division of Palestine state into three states, which triggered fierce disagreements among the states’ populace (Shindler 54). Division occurred in 1947, which saw the Palestine being into three regions. These encompassed Jewish country, an Arab country and Jerusalem that was under UN administration. The partition according to the Jews was an excellent idea, but the action vehemently encountered rejection from an Arab’s nations. This triggered civil war, which is evident to date where populations from both sides have died due to guerrilla invasions. In May 1948, Israel confirmed its autonomy, which made them be the envy of other bordering states, which staged fierce invasions meant for utter obliteration. These countries encompassed Jordan, Lebanon, Syria, Egypt plus Iraq, where the war took one year prior a ceasefire staged (Shindler 124). Ceasefire amid Israel and its neighbors meant drawing of the green line that defined demarcations coupled with where each one’s authority assumed control. Jordan assumed power over West; Jerusalem took the East while Egypt took the current Gaza strip (Shindler 307). The then demarcations did not resolve all the wrangles, which the states held against the other, since to date they are still evident.

UK Higher Education: A Shift to the Alternative Providers

UK Higher Education: A Shift to the Alternative Providers For more than two hundred years now (1800s 2015), educational landscape has been constantly changing and continues to change into the future. Private institutions such as London School of Management Education (LSME) are riding with the wave of change to meet the demands of technological economy in the UK, Europe and the rest of the world. Higher education has evolved considerably in the United Kingdom since the 1800. The enactment of Further and Higher Education act 1992 gave way to the Fair access and Widening Participation (Office for Fair access (OFFA) of the disadvantaged groups to participate in higher education which was the privilege of few. It all began in the 19th century with a Royal (university) Charter which removed the divide between the universities, the polytechnics and the Scottish central Institutions. The reform in the 1960s bridged the gap between the ancient universities and redbrick universities. The reforms over the years have been to meet the growing demand for education and to meet the demands of ever changing technological economy. Private education such as LSME has been at every corner of educational reform. In the United Kingdom, education is valued highly and this began in the city of Oxford in 1096, followed by the establishment of Cambridge University in 1209. All parts of the United Kingdom experienced growth in educational demand. By 15th century, there was rise in the establishment of higher education in Scotland with the establishment of St. Andrews, Glasgow University, Aberdeen University, and the Edinburgh University, established by the Royal Charter in 1583. The emergence of Redbrick universities (the amalgamation of medical, science and engineering colleges in England), especially in the late 19th and 20th century saw the establishments and merger of institutions in almost all cities of England and Wales. 1956 saw the emergence of colleges of advanced technology in different cities of the United Kingdom. The advancement of education to meet the growing demands for technological economy enabled to government of United Kingdom to award university status to most of the city colleges in 1966. Some of these universities include Aston, Brunel and surrey, to mention but a few. These higher educational developments continued expansion till 1992, though with little consideration to ever-growing divide of equality in the UK. The widening gap, inequality and the income disparity of the British people resulted to the underprivileged to miss out on higher education. To meet the demands as mentioned above, the Further and Higher Education Act 1992 wa s pass by the act of parliament. This Act provided room for the Office of Fair Access (OFFA) to accommodate the underprivileged peoples of United Kingdom. According to the British Council Institute, by the enactment of Further and Higher Education Act 1992, thirty five (35) former polytechnics and further and higher institutions gained university status. From 2001 to 2013, thirty one (31) universities were created. There were one hundred and sixty six (166) institutions in the UK with Degree Awarding Powers. By 2011, there was an expansion of institutions both community and private. It is estimated by the British Council Institute that by 2011, there was establishment of one thousand six hundred (1,600) institutions, including two hundred and fifty (250) other further education colleges and the alternative (private) providers of higher education. In this expansion, London School of Management Education (LSME) is one of them. The alternative providers, known as private colleges offered opportunities for peoples of disadvantaged background to gain access into higher education. The increasing number of private colleges was not enough to c reate opportunities for the underprivileged groups due to the high cost of education in the. The 2010 reform of higher education system by the government offered the opportunity for students of alternative (private) Higher Education providers to gain access to the student loan through the Student Loans Company. This reform provided an opportunity for the underprivileged peoples of England and Wales to access tuition fee through student loan of up six thousand ( £6,000) pounds per year. Colleges such as London School of Management Education embarked on providing Higher National Diploma (HND) through Pearson BTEC. Higher National Diploma is a work-related vocational higher education qualification that enables holders to be employable at the job market. The design and delivery of HND is focused on the skills required by UK employers to meet all the skill shortages in the economy of the United Kingdom. The Further and Higher Education Act 1992 and the 2010 Higher Education Reform enabled 3.2% increase in full time higher education by the underprivileged, the underrepresented and the youth. By 2012-13 academic year, there was a decrease of part time education by 10.8%. Between 2010-11 and 2013-14, there was a 27% increase in UK and EU domiciled undergraduate entrants. It is noteworthy that during this period there was a decrease of 55% of demand for university education. It is important to know that there was an explosion of demand for higher education through the alternative providers such as London School of Management Education (LSME). Between the quoted period as above, there was an increase of 259% demand for higher education with the alternative providers such as LSME. This is as a result of removing the barriers to education for the benefits of the underprivileged and the good working practice of the private colleges, who centred the design and delivery of higher education on their students. Most of these students have been out of school for many years and cannot cope with the university style of education which is not person-centred. The private colleges, like what is obtainable at London School of Management Education focused the design and delivery of their programme with students involvement. The college understands the need of their students, knowing fully well that student-provider relationship is vital. It provides a conducive environment for learning. Learning is not all about reading books and presenting lecture slides to students, it includes mental development and empathy. At London School of Management Education, there is partnership with employers to enable students engagement for work experience. It is important to note that most of the underprivileged were black and ethnic minority groups. It is estimated by the UK National Student Survey that from 2007 to 2013 academic year, there was an increase demand for higher education of 74% (13,792) Blacks, 34% (11,584) Asians, 54% (7,860) mixed and other ethnic background, and 18% (50,000) white. This increase of student number which was enabled by the Further and Higher Education Act 1992, and the 2010 Higher education Reform offered opportunities for alternative providers of higher education to compete for students in the education industry. London School of Management Education chose to offer HND in Business and Health and Social Care through Pearson BTEC. As demand for teachers grow, and also to offer opportunities to the disadvantaged groups, LSME offers Diploma in Education and Teaching (DET). This educational reform offered opportunities for ethnic minorities to be employable in education industry. The NSS report shows that students are happy. London School of Management Education works hard in meeting all the quality assurance framework as set by Quality Assurance Agency (QAA) and the stringent scrutiny of Higher Education Funding Council for England (HEFCE). To meet the complaint system, London School of Management Education complies with all the rules and regulations of The Office of the Independent Adjudicator (OIA) to ensure that students complaints are investigated and resolved to their satisfaction. This is to ensure that students receive value for money of their investment in education. LSME also complies with the authorities of Higher Education Statistics Agency (HESA) to supply details of students who have graduated from their college after one year. London School of Management Education is a fast growing college that thrives on student satisfaction. It is subsc ribed to the rules and regulations of Competition and Market Authority (CMA). The new Fit for Purpose Regulatory Framework for the Higher Education Sector 2012 protects students interest, promotes diversity and choice, and supports high quality provision. There is huge opportunity in the education industry for alternative providers such as London School of Management Education to share in the  £30billion industry. It was revealed by the British Council Institute that universities and colleges received the sum of  £29.1 billion in the 2012-13 academic year. The reform in education is focused on partnership with employers to tailor courses to meet the growing sophistication of the technological world and the demand for quality. This enables the universities and colleges to form partnership with the Professional and Statutory Regulation Bodies (PSRBs) to share ideas and experiences, and to discuss areas of mutual interest with QAA for sharing good practice for the development of UK s economy and professionalism. For the development of good practice and quality delivery of higher education, London School of Management Education complies with all the requirements of the governing bodies in education industry. This approach has earned it recognition with the industry which led to the good turnouts of dignitaries from all walks of life for their Convocation Ceremony on the 6th of October 2016.

Impact of Family, Gender, and Education on Wuthering Heights :: Charlotte Bronte, Informative

Impact of Family, Gender, and Education on Wuthering Heights  Ã‚   Education of the 18th and 19th century connects closely to the gender association of this period. Men from wealthy families were the only persons provided the opportunity to be educated at the university level. Just as many men use golf to prove their status and superiority today, these gentlemen pursued cricket and rugby.   Another similarity with society today involves the importance of personal connections to further your education possibilities and business opportunities. Social standing was extremely important during this time. "Manners, money, birth, occupation and leisure time were crucial indicators of social standing, determining not only one's place in society but one's freedom to act, speak, learn, and earn" (Longman p. 1886).   Some interesting factors that determined this status, which I personally would love to see more of today, are loyalty, duty and public service. Instead of the elite being chosen by birth, ability and learning became the criteria for administration of society. Frances Cobbe described the boarding school that she attended as a young girl. The tuition cost was 25 times what Charlotte Bronte earned in 1841 (Longman p.1888). Cobbe describes the importance of women from well to do families at this time to be beautiful, and occupied with knitting and gossiping. Intelligence and accomplishments were not pursuits allowed to women. Charlotte Bronte described one of the few occupations permitted women at this time in her book Jane Eyre. As stated previously the income received for such grueling work was one twenty fifth the tuition of Cobbe's tuition for boarding school.