The Super Rice Challenge Essay Example For Students

The Super Rice Challenge Essay Rice is the fundamental nourishment for around 33% to one-portion of the universes populace. A develop rice plant is generally two to six feet tall. At the outset, one shoot shows up. It is trailed by one, two, or more branches creating. There are at any rate five or six empty joints for each tail, and a leaf for each joint. The leaf of the rice plant is for quite some time, pointed, level, and firm. The most elevated join of the rice plant is known as the panicle. The rice grains create from the panicles. (Jodon, 300) Rice is arranged in the grass family Gramineae. Its class is Oryza and species O. sativa. It is usually developed for food in Asia. A few assortments of rice incorporate red rice, glutinous rice, and wild rice. (Jodon, 303) The bit inside the grain contains the vast majority of the nutrients and minerals (298). The bit contains thiamine, niacin, and riboflavin (299). Rice has numerous adversaries that demolish a greater part of the rice crops. The hatchlings of moth, stem borers, live in the stems of the rice plants. We will compose a custom paper on The Super Rice Challenge explicitly for you for just $16.38 $13.9/page Request now A few creepy crawlies suck the plant squeezes or bite the leaves. Winged creatures, for example, bobolink, Java sparrow, or paddybird, would eat the seeds or grains. Sickness causing elements, for example, growths, roundworms, infections, and microscopic organisms additionally crush the rice plants. Impact malady is brought about by growths which causes the panicles containing the grains to break. (Jodon, 300) There are different sorts of rice developed everywhere throughout the world. A lion's share of rice developed is developed rice. At the point when rice is developed with water remaining on the fields, it is called swamp, wet, or inundated rice. Rice plants developed in specific pieces of Asia, South America, and Africa are called upland, slope, or dry rice since they are raised on raised grounds that can't be overwhelmed, however with ample precipitation. Wild rice is developed along lake shores of Canada and the Great Lakes. It is typically eaten by individuals in India. Scented rice is the most costly on the grounds that is has long grains and tastes like popcorn when cooked. Glutinous rice is waxy rice devoured by Asians. It is cooked to a clingy glue and is utilized for cakes and sugary treats. (Jodon, 299) Rice was thought to have begun in southeast Asia when Alexander the Great attacked India in 326 B. C(Jodon, 303). Further exploration uncovered that rice was developed around or at the Yangtze River in China, around 4000 to 11,500 years prior. One paleontologist, Toyama, reviewed information on 125 examples of rice grains, plant remains, husks, and different variables from various locales along the length of the Yangtze River. He announced that the most established examples. . . are bunched along the center Yangtze in Hubei and Hunan territories. Tests from the upper and lower segments of the Yangtze River were seen as more youthful, around 4,000 to 10,000 years of age. This example. . .proposes that rice development started in the center Yangtze and spread from that point. Archeologists see over a time of exhuming of the Yangtze River and close by locales to affirm that the Yangtze River is the place rice was first developed. (Normille, 309) The Greeks educated of rice when Alexander the Great attacked India around 326 B. C. Spain was acquainted with rice when it was vanquished by the Moors during the 700s A. D. Spain at that point acquainted rice with Italy, around the 1400s. The Spanish likewise acquainted rice with the West Indies and South America, around the 1600s. Rice was acquainted with the United States when a Madagascar transport docked in the Charleston, South Carolina harbor. The boat chief gave the senator a sack of seed rice. It was then developed in states south of the Ohio River and east of Mississippi. .uec6eb210d0d67f1f5425c79460b6ee0d , .uec6eb210d0d67f1f5425c79460b6ee0d .postImageUrl , .uec6eb210d0d67f1f5425c79460b6ee0d .focused content territory { min-stature: 80px; position: relative; } .uec6eb210d0d67f1f5425c79460b6ee0d , .uec6eb210d0d67f1f5425c79460b6ee0d:hover , .uec6eb210d0d67f1f5425c79460b6ee0d:visited , .uec6eb210d0d67f1f5425c79460b6ee0d:active { border:0!important; } .uec6eb210d0d67f1f5425c79460b6ee0d .clearfix:after { content: ; show: table; clear: both; } .uec6eb210d0d67f1f5425c79460b6ee0d { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; murkiness: 1; progress: mistiness 250ms; webkit-progress: obscurity 250ms; foundation shading: #95A5A6; } .uec6eb210d0d67f1f5425c79460b6ee0d:active , .uec6eb210d0d67f1f5425c79460b6ee0d:hover { darkness: 1; change: haziness 250ms; webkit-change: obscurity 250ms; foundation shading: #2C3E50; } .uec6eb210d0d67f1f5425c79460b6ee0d .focused content region { width: 100%; position: rela tive; } .uec6eb210d0d67f1f5425c79460b6ee0d .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; text-beautification: underline; } .uec6eb210d0d67f1f5425c79460b6ee0d .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .uec6eb210d0d67f1f5425c79460b6ee0d .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; outskirt range: 3px; box-shadow: none; text dimension: 14px; textual style weight: intense; line-tallness: 26px; moz-outskirt sweep: 3px; text-adjust: focus; text-enrichment: none; text-shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: total; right: 0; top: 0; } .uec6eb210d0d67f1f5425c79460b6ee0d:hover .ctaButton { foundation shading: #34495E!important; } .uec6eb210d0d67f1f542 5c79460b6ee0d .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .uec6eb210d0d67f1f5425c79460b6ee0d-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .uec6eb210d0d67f1f5425c79460b6ee0d:after { content: ; show: square; clear: both; } READ: Domestic Violence Essay Paper (Jodon, 303) Rice is normally developed in marsh fields separated by soil dividers (Jodon, 300) A greater part of the rice crops are developed with water remaining on the fields (Jodon, 299). On level land, these paddies and soil dividers are worked in wavy or straight lines. On slope like land, they follow the slants and structure paddies that ascent like advances. The soil dividers are utilized to hold in water for the fields. (300) Development of the rice plant requires controlling the water flexibly .

Strategic Management market segmentation Essay Example | Topics and Well Written Essays - 1500 words

Vital Management advertise division - Essay Example 4. Enlist the important individuals by reasonably talking with them and afterward choosing them. They should be prepared on the inquiries and the point of the inquiries. At that point the volunteers should be conveyed to the field to gather the pertinent information from the arranged examples. I do some exploration for Enterprise Portfolio Management Office in AAA of Northern California. What this office does is Project Portfolio Management (PPM) - another order in associations, the one that joins procedure detailing with the methodology execution through choosing, organizing, upgrading and controlling venture portfolio (the arrangement of all undertakings in an association). PPM is utilized the most in IT the executives (since IT was consistently the pioneer in venture the board), yet now PPM is utilized to deal with any arrangement of activities. 3. Activities are made, finished, adjusted and properly anticipated to guarantee more clear and firmer picture. Just those activities and undertakings that buy in to this view should be brought under the extent of this activity. 6. A 10,000 foot perspective on the general activity is seeable. ... PPM is utilized the most in IT the board (since IT was consistently the pioneer in venture the executives), yet now PPM is utilized to deal with any arrangement of undertakings. It would be ideal if you concentrate a portion of the articles on PPM: 1. http://www.projectperfect.com.au/downloads/info_PPM.pdf 2. http://www.grantthornton.com/downloads/APM_whitepaper_100814.pdf 3. http://www.welcom.com/content.cfmpage=530 1. What issues would you consider when choosing ventures to execute your methodology The accompanying issues should be thought of while actualizing the Project Portfolio Management Strategy in the organization. 1. Activities ought to be lined up with activities and the business goals of the organization. Activities become the tasks and rise above yearly spending fringes. 2. While choosing the activities we have to take a gander at which of them would require a closer watch, a superior view, asset sharing and fitting utilization of every accessible asset. 3. Activities are made, finished, adjusted and fittingly anticipated to guarantee more clear and firmer picture. Just those activities and ventures that buy in to this view should be brought under the extent of this activity. Those ventures where we may get a kick out of the chance to receive the accompanying benefits, we have to execute the new technique. 1. Quicker and straightforward change the executives 2. Faster outcomes since we have a nearby watch on the advancement of the activities. 3. Minor tasks will stay minor and not become a significant issue that should be handled on the double. 4. Activity destinations are straightforward and targets are accomplished there as opposed to have the venture direct the goals. 5. Portfolios can be continually modified to upgrade gains 6. An elevated perspective on the general activity is seeable. This will set up joins across ventures and

Sleep is for the Strong

Sleep is for the Strong This post is for the MIT students about to embark on finals week. Maybe you still have seventeen lectures to review and the exam is tomorrow morning and youre feeling overwhelmed. Maybe that problem isnt making sense no matter how many times you re-read it and youre really stressed out. Maybe youre planning on pulling an all-nighter tonight and to power through the final in the morning before crashing (I dont know anyone that does that). I cant really tell you how to best learn everything tonight because I dont know you or how you best study. But I can tell you that nearly everyone on campus is feeling the same way, even if they act tough and say they arent. Aside from those few classifiable geniuses, most of us are struggling just as much you are. And, as much as I love MIT, there are way too many people trying to one up each other with how few hours they slept or how many hours they studied. I want to see more transparency here. Know that your friends are struggling too and its okay for you to struggle as well. Head to gym after your first final and de-stress. Avoid the junky finals food and eat well. Take care of yourself. It may seem counterintuitive to take a break from studying, especially when theres so much material you havent covered yet and the exam is tomorrow morning. But go for a quick jog. Call up a friend or a family member and talk for a half hour. Watch an inspirational video. Taking a real, genuine, honest, break can recharge you and when you come back youd probably be able to study more efficiently than before. Perhaps just my voice isnt enough to get the message across. So I have here the voices of 45 other MITers from all walks of life. These quotes are brought to you by Sahar H. 17, founder of the Sleep is for the Strong  Documentary Campaign. She and her team have interviewed 45 MIT students and alumni, collecting their stories and hardships as well as their hopes for how we can improve student life on campus. Lets all think about these quotes as we go through finals week. “It’s okay to understand that everyone has their personal struggles, no matter how happy some people look. So, always hugging them, always reminding them how wonderful they are is also very important.”  -Aisha Wang “My PSET or exam was always on the back of my mind, and that really prevented me from really enjoying my free time.”  -Alissa Borshchencko “Emotions come first, relationships come first, friends family come first, your health comes first.”  -Alissa Borshchencko “[Let’s change] this whole attitude of one-upping each other, playing the game of ‘how many hours did you sleep last night?’ ‘I slept less’ and somehow that’s good. No, that’s terrible.”  -Alissa Borshchencko “I had to convince myself that… at some point, my health [and mental health] is essentially a lot more important than whatever grade I get.”  -Anahita Maghami “I’ve been told that I need to be more compassionate with myself.”  -Anthony McHugh “The idea of wasting time is a construction in my mind that’s probably not helping me in a positive way. There is taking advantage of your opportunities at MIT and there is knowing that the social and taking care of myself are also opportunities that I have! I’m learning that when I go and spend time with my friends, when I take a chance to relax, those are still things that are really beneficial to me. ”  -Anthony McHugh “Associating your self-worth with each little task can be incredibly damaging to your mental and emotional health.”  -Anthony McHugh “What’s dangerous is losing that perspective of my value as a person. That’s something that I wish that I could go back and tell myself and really help myself out in those moments. That’s something that I really want to work hard to make sure is not a part of my life going forward.“  -Anthony McHugh “I’ve taken up on the philosophy that as long as I’m satisfied with myself that I’ve learned the material well enough, I don’t really care what my grades will be.”  -Antonio Moreno “Let’s get rid of the stigma that you need to toughen up and deal with whatever problems you have on your own”  -Antonio Moreno “When I don’t get enough sleep, I’m useless.”  -Ashley Smith “If in the back of your mind you’re always stressed out and you always have to be working, even if you take a break, it’s not a real break; because a part of you is stressed out and guilt-tripping you for taking that break. That was definitely a very major problem that I experienced at MIT. Whenever I would take a break, there was a part of me that said this is valuable time that I should spend working, and that just really decreased the quality of the break. It meant that I couldn’t actually properly relax. The fact that I couldn’t take a proper break meant that when I did work, it was less efficient.”  -Avanti Shrikumar “I think people should stop glorifying unhealthy amounts of work.”  -Avanti Shrikumar “I’ve made sure not to set unrealistic expectations for myself. I’ve been trying to make my goal to understand the material, and even if I do okay on tests and don’t get an A, I’m still fine with it.”  -Azaria Zornberg “Don’t EXPECT to do well easily. If you are EXPECTING to do well in every single class that you are taking, you are not going to have a good time.”  -Azaria Zornberg “It’s easy to look at someone else and see all the good things. But, you never see all the things that they are hiding.”  -Anonymous “To the students who are sweating it to much, don’t sweat it! Just because you don’t have a 5.0 leaving MIT, doesn’t mean you’re going to get nowhere.”-Brian Alejandro “I feel like often people push themselves to the point that they never sleep. It’s hard to be productive in a sleep-deprived state. But, then you keep sleep-depriving yourself even more because you are not productive.”  -Carolina Kaelin “Although we are MIT students, we should never forget that there is a world that exists out there too. And sometimes when you’re too absorbed with work at MIT, you kind of get into the MIT bubble too much, and you stop to realize that there is a world out there, and there is so many more things that exists out there in the world that are not within MIT. I feel like it’s important to know that those things are out there, and it’s a really beautiful world we’re living in. And you should try not to get too trapped in the bubble, so that you can really appreciate the whole world around you.  -Carolina Kaelin “We just got to stop comparing each other. Be it the number of hours we didn’t sleep last night or the grades we got. We just got to stop caring about that. It doesn’t do any good. No one ever benefits from that.”  -Chacha Durazo “I’ve made it a point to get 8 hours of sleep every day. It doesn’t always happen. But, now it’s at the top of my priority list.”  -Coyin Oh “It’s important to remember that you are a person beyond academics. The academics are an important part of your time here, but that’s not all you are. You are so much more than your grades.”  -Dagin Faulkner “Life is not about your GPA.”  -Daniel Wang “There are times that you realize that you are not being productive because you need a break. Even though there is more stuff that you still have to do, you are better off just taking a break at that moment! And doing something for yourself, rather than keep working!”  -Fernando Yordan “Not everyone who is successful went to MIT and got a 5.0 GPA… right?”  -Jelimo Baswan “The truth is that you travel and go out and realize that MIT is just one place, with only 10,000 people in it. It is certainly not the center of the universe.” Joey Rafidi “Over time I realized that some things are just more important than performing well in school. -Joey Rafidi “Whatever happens today is not the most important thing in your life. If it doesn’t go well, there is probably a million other things that would go better!” -Joey Rafidi “You start to think that you are really dumb at MIT, and then you go out into the real world, and you realize that you are actually still smart.” -Karen Hart “Friends are basically what has kept me going.” -Natalia Guerrero “When people ask me what do you like most about MIT… [I say] the people.” -Natalia Guerrero “If you find joy in what you do in your academics and what you are learning, do it for the joy rather than the grade.” -Nico Gomez “Everyone is different. You can’t compare yourself to other people, because everyone has had those different experiences. You can’t do that to other people. You can’t compare people based on numbers and grades.” -Nico Gomez “We’re here because we have something to bring to this place. And it’s usually not like ‘Oh, I can take tests really well.’ There is something else there. There is something else everyone has wanted to do.” -Staly Chin “I love you guys, and we’re all human beings.” -Anonymous Lastly, I want to leave you with a few excerpts from my friend Fred D. 17 from his blog post, Embracing The Hustle Being Thankful for MIT. I want to thank MIT for giving me the chance to study at a truly world-class research institution. I want to thank MIT for helping me refine my work ethic when it comes to getting mountains of work done in short periods of time. I want to thank MIT for exposing me for so many people from walks of life and backgrounds different than my own Most of all, I want to thank MIT for being hard. Yes, MIT isn’t perfect, and you can definitely make the case that MIT can be hard just for the sake of being hard, but deep down, I fully believe that MIT being an incredibly difficult school is a necessary part of the character of this campus. The reality is that for most of us who are majoring in an engineering discipline, we will be working on systems that will involve human lives. So lets all reflect on what were thankful for and not neglect our health for the grade. The best thing we can do for ourselves is relax and take a few good breaks. Take care.

The Management Of The Macroeconomy - 1594 Words

Does it matter if the management of the macroeconomy is driven by political as well as economic considerations?/ careful thought The management of the macroeconomy is crucial for a countries stable economic growth. In this essay we will evaluate the effects of following economic as well as political considerations and determine whether a particular drive is beneficial or detrimental to a countries macroeconomy. Initially when referring to the macroeconomy we focuses on the aggregate changes in the economy such as unemployment, growth rate, gross domestic product and inflation. As a result of economist John Maynard Keynes work in the 1930s, governments are able to control the total amount of demand in the economy /Aggregate Demand (AD =†¦show more content†¦In reducing unemployment rates policymakers are able to cut government spending on benefit tax and generate greater government expenditure through means of income tax, which can then be put back into the economy to stimulate growth. For example greater expenditure can be used settle the outstanding trade deficit or used on public goods such as healthcare to create a more productive workforce, which will in itself benefit the economy through a greater number of units being produced- Keynesian multiplier effect. Clearly we are able to see the many benefits of reducing unemployment for an economy, which will not only benefit consu mers as they posses greater income, but businesses also through greater sales margins. Inevitable greater income levels for the government will result in greater income levels for consumers and business also, leading to an increase in injection into the economy and thus aid to stimulate economic growth. As we can establish whether the consideration to reduce unemployment originate from a political or economic foundation it will lead to the positive management of the macroeconomy. However, how policymakers intend to reduce unemployment is key to the success of managing the macroeconomy. If policymakers interests are to stimulate economic growth they will intend to use long term monetary, fiscal and supply-side policies to create steady

Cause and Effect - Free Essay Example

Sample details Pages: 2 Words: 639 Downloads: 10 Date added: 2019/10/10 Did you like this example? Introduction In our daily lives, we normally come across many activities that requires us to take actions either immediate or delayed in nature. When we are faced with any critical event and we are alone, we definitely know that it is our responsibility to act on them failure to which the outcomes will blame on us. However, when we are in a group and a critical event needs our actions, we may be faced with a dilemma on who is supposed to act on the matter, which may have either a positive or negative impact on our lives. Don’t waste time! Our writers will create an original "Cause and Effect" essay for you Create order This paper aims to discuss the â€Å"responsibility-diluting effect† that occur when several people witness a critical event. First of all, it is normal that people in a group tend to assume that their partners is more responsible for actions that occur when together. This assumption drives them to believing that they play a little role in matters that may pose danger to others, imagining that a counter will take care of the matter. When faced with a critical event therefore, each of them turns to their neighbor in hope that he will solve the issue. For example, in the event of a child running across the road with a car approaching, a group of people able to catch the child may look for one another which leaves the child to run because of failure to act. A continued assumption that others will take care of the event may however result to an individual developing a dependence personality disorder which leads to them acting always in expectation of others. The other major cause of people acting in this manner if the fact that there always appears to be a fear of failure when an individual decides to act and do not make it as expected. People might be willing to help in the case of a particular critical event, but the fact they may be embarrassed keeps them off from the activity. For example, in case of an emergency, a person may fail to call the police even if he has the opportunity to do so citing that they may fail to turn up which can lead to group embarrassment. The major effect of this is that individuals may have fear to an extent of leaving that which is critical to them and fearing to be ashamed in front of their groups. Consequently, ignorance among people may play a major role for the cause of responsibility-diluting effect during a critical event. As a fact, people might have tendency of believing that what an event leads to is normally felt across groups. A person in a group may feel that the resultant effects is felt across the whole group and thereby fail to take action to deter the bad results from happening. For example, a person might feel that getting lead of garbage from the compound should be for the whole society and may feel that the effects that it brings will be felt across the group. This in turn may result to the Peron been affected individually and not as a group. Conclusion In conclusion, it is clear to say that people do not strain much when they are in a group in case of a critical event. When faced with a critical event, normally we tend to look for our partner’s response, we may also decide to delay the action in fear of embarrassment, or we may ignore and leave it for others to do. These acts however should be stopped as their impacts are always negative and everyone should start feeling responsible for various actions that occur on their face. Making yourself responsible even on the face of others can have tremendous impacts which may appear good for the others who the critical event was to be directed to.

The Two Books, Coined by the Theologians Free Essays

The Two Books Module 3 The Two Books, Coined By The Theologians Gloria J. Farmer HTH-505-0101: Systematic Theology I Instructor: Professor Peter Conlin March 19, 2013 The Two Books – Page 1 God’s objective for self-revelation is that mankind comes to know Him better. From the beginning of creation, God’s plan â€Å"was to create a people among whom he could dwell and with whom he could be in relationship† (Hill Walton, 2009, p. We will write a custom essay sample on The Two Books, Coined by the Theologians or any similar topic only for you Order Now 23). Mankind has no excuse for not knowing God and establishing a relationship with Him because â€Å"everyone naturally has a general idea that there is a God† (McGrath, 2011, p. 5), based upon His eternal power and divine nature. His glory is declared in the heavens, the work of His hands is proclaimed in the skies, (Psalm 19; Romans 1:20) and â€Å"the order, intricacy, and wonder of creation speak to the existence of a powerful and glorious Creator† (Got Questions, 2013). Moreover, â€Å"people everywhere possess general knowledge of the existence of God as the Creator of heaven and earth, and they understand His righteousness, and that He administers punishment to the wicked, etc. However, â€Å"people do not have a clue of God’s plans concerning mankind, the benefits of His blessings, our deliverances from sin and death, and the plan of salvation—which denotes true knowledge of God (McGrath, 2011). The Two Books that God reveals Himself to humanity include, â€Å"General Revelation and Special Revelation. â€Å"General revelation refers to the general truths that can be known about God through nature. Special revelation refers to the more specific truths that can be known about God through the supernatural† (Got Questions, 2013). General Revelation was not the catalyst that was designed to teach us our obligation towards God and our proper relationship to him as our creator. It was not designed to guide us in morality even if the fall of man had not occurred in the Garden of Eden† (Preacherwin’s, 2008). It is through General Revelation that God’s revelation of Himself as God, and the righteous judge is seen. Also, th rough General Revelation man is seen as a sinner standing under The Two Books – Page 2 God’s divine judgment. The clear message of general revelation and what is derived from it–natural theology (e. g. , Romans 1 and 2), encounters the problem of fallen man perverting its clear message. Nature, human history, and human nature (internally—via conscience) denote the three primary categories of general revelation (Apologetics, 2013). â€Å"God manifested or revealed Himself through Special Revelation in three major categories that include: miraculous events, divine speech, and visible manifestations. Special Revelation is redemptive or salvific in nature and is communicated in both words (e. . , Scripture) and acts or actions. It must be revealed/initiated by God alone. Christ and the Scriptures respectively are the supreme examples of Special Revelation† (Apologetics, 2013). Having said this, The Two Books, coined by the Theologians, present an intertwining role of Special Revelation (Scripture) and General Revelation in the theological task of discovering God. As we explo re General Revelation in the area of Science and the Bible, we must note that there is some information that General Revelation tell us and does not tell us. According to VandenBerg, (2010), there are two beliefs among the Christian community concerning scientific knowledge and the Bible. For example, â€Å"there are Christians who reject the knowledge in the areas of evolution, cosmology, and insist that the biblical accounts of creation and cosmology must be read in a woodenly literal fashion. They assert that it is not necessary to harmonize the Bible and science because, for the most part, the scientific academy is wrong. Furthermore, some Christians insist that what the Bible says about the origins of the universe does not, in fact, cannot, contradict what science has discovered. Contrasting those in the first group, those in this group tend to affirm the discoveries of science while seeking to harmonize them in some way with the biblical text. The Reformed tradition, tends to fall into line with the The Two Books – Page 3 latter group† (p. 16). However, â€Å"Because God is the author of both books—the physical world and the Bible—so the argument goes, there can be no disagreement between them. The basic premise for science and the Bible is that God has provided two sources of knowledge for human persons: nature and the Bible (VandenBerg, 2010). Scientists contend that the problem with General Revelation is not that data is interpreted incorrectly with regard to any particular scientific subject that is being studied, but the problem is that the author of the data is distorted (VandenBerg, 2010). A critical analysis of General Revelation calls into question what is being revealed. At first glance, â€Å"there is common understanding of what God is revealing about himself. However, the theological jury is still out deliberating a revelatory verdict† (Howard, D. , 2010). One point is agreed upon concerning General Revelation by those who embrace this Doctrine of Revelation is that knowledge about God is revealed concerning His existence and character (Howard, D. , 2010). â€Å"Agreement also exists that the knowledge revealed consists of particular attributes of God or a â€Å"broad outline of what He is like. The attributes of God that are considered to be revealed are those described in passages such as Psalm 19:1-6, Romans 1:18-32, and Acts 14:17. Psalm 19:1-8, according to Demarest, indicates that God â€Å"as Elohim—the eternal, omnipotent, wise, and good Creator and Sustainer of all that is—revealed via general revelation† (Howard, D. 2010). â€Å"Knowledge obtained from general revelation is not considered salvific in nature , because it lacks salvation knowledge. Knowledge disclosed in general is only about God as The Two Books – Page 4 Creator and other â€Å"general† divine attributes, not God as Redeemer and other salvific knowledge. There is no knowledge of redemption or the Redeemer given in general knowledge, because the precise purpose of general revelation is to declare â€Å"the glory of the Creator and give general guidance to the creature,† not to reveal Jesus Christ. Furthermore, humans do not obtain salvific knowledge from general revelation, they have true and accurate knowledge of God’s existence, his attributes, and moral law (Howard, D. , 2010). The task of discovering God is incomplete without Special Revelation (Scripture). The intertwining role of Special Revelation (Scripture) and General Revelation reveal â€Å"two different media that in different ways point to the same messenger—the divine Creator and Revealer. To the degree that the content of the message is the same—â€Å"God’s invisible qualities his eternal power and divine nature† (Romans 1:20)—the truth that both books speak the same language and point to the same God must be stressed. At the same time, the truth that natural theology has no saving capacity, that to know our sin and salvation we need the additional special revelation given in Scripture, must never be overlooked. The two Books are not in the first place about the Bible and science but about God and his relation to us as Creator and Redeemer in Jesus Christ† (Bolt, J. , 2011). Special Revelation can be categorized in the following way. â€Å"Theophany (God makes Himself known to the prophet while the prophet is awake and aware of such taking place; Visions (God makes Himself known (not physically) to the prophet who is awake and aware of what is taking place; Dreams (God makes Himself known to a prophet who is asleep); In His Son—Jesus Christ (Jesus is the ultimate manifestation of God given not just to the prophets, but The Two Books – Page 5 o all people. Jesus is also the perfect image of the invisible God and the object of all Special Revelation. All of Scripture, not just the Gospels, points to Jesus)† (Preacherwin, 2008). Without the Two Books, (General Revelation and Special Revelation), mankind would be deprived of the â€Å"intimate manifestation of Godâ₠¬â„¢s special Revelation to his people, revealing Christ and uniting in Christ all of these separate forms of Special Revelation. Scripture reveals Christ in his fullness for God’s people and thus, the completed canon of Scripture is given to us as the capstone upon which our faith is held together† (Preacherwin, 2008). References Apologetics. (2013). Explain general and special revelation using examples. Retrieved March 19, 2013 from http://www. apologeticsinfo. org/outlines/ Got Questions. (2013). What is general revelation and special revelation? Retrieved March 19, 2013 from http://www. gotquestions. org/general-special-revelation. tml Hill, A. E. Walton, J. H. (2009). A Survey Of The Old Testament. Grand Rapids, Michigan. Zondervan. Howard, D. (2010). A critical analysis of general revelation. Criswell Theological Review, 8(1), 53-75 Preacherwin’s. (2008). Forms of Special Revelation. Retrieved March 19, 2013 from http://preacherwin. wordpress. com/2008/04/21/forms-of-special-revelation/ VandenBerg, M. L. (2010). What General Revelation Does (and Does Not) Tell Us. Perspectives On Scie nce Christian Faith, 62 (1), 16-24 How to cite The Two Books, Coined by the Theologians, Papers

Mentoring Service

Questions: 1. Many organisations provide a professional mentoring service to their new graduates or employees. This can take the form of personal mentoring, where a senior employee mentors a new or junior member of staff. How do you think that you could benefit from having mentor during the initial years of your professional employment?2. Provide details of 2 activities that you are going to undertake as part of your professional career planning. These might include attending ACS events, subscribing to professional publications, gaining accreditation in specific technical areas, or any others that you would like to undertake. For each activity, describe how you believe that this will progress your professional career. Answers: 1. An essential step in a persons career is to establish a successful mentor relationship. It is beneficial for both the mentor and the mentee. It helps to identify, define and articulate common ideals and goals. Different mentors have different mentoring style. The mentee benefits from the mentor by gaining experience. Experience gained from the mentor helps to give the career an updraft. A good experienced mentor helps the mentee secure a job at a reputed company for a bigger role of responsibility. The mentor can help to understand the research of the student. A mentor can teach how to balance work and research or personal life, and deliver good productivity. A mentor provides words of wisdom. Negotiations in life are an important lesson that the mentor can teach his or her students (Woods and Preciado 2016). 2. Activities after completing master degree can help improving the chances of getting good job prospect. Technical skills can make a prospective student highly desirable for a company hiring employees. Computer training with a focus on programming language like C/ C++ programming, JAVA etc., makes a candidates resume attractive to the recruiters. Technical skills can help students gain an edge over others when applying for a job. Publications- A research by a student, which is considered for publication in good journals, shows the capability for extensive and productive research to the employers. Publications in the journals as well as working in a journal office as an Editor, writer or proofreaders helps to gain professional experience. These experiences can help to secure a better job with greater responsibility (Ali 2016). References Ali, S.A., 2016. Critical Thinking in the Information Age: Helping Students Find and Evaluate Scientific Information. Teaching Innovation Projects, 6(1), p.3. Woods, C.S. and Preciado, M., 2016. StudentMentor Relationships and Students' College Attitudes. Journal of Education for Students Placed at Risk (JESPAR), 21(2), pp.90-103.