Bacteria :: essays research papers

Describe the structure and life processes of bacteria. Bacterial cells, like plant cells, are surrounded by a cell wall. However, bacterial cell walls are made up of polysaccharide chains linked to amino acids, while plant cell walls are made up of cellulose, which contains no amino acids. Many bacteria secrete a slimy capsule around the outside of the cell wall. The capsule provides additional protection for the cell. Many of the bacteria that cause diseases in animals are surrounded by a capsule. The capsule prevents the white blood cells and antibodies from destroying the invading bacterium. Inside the capsule and the cell wall is the cell membrane. In aerobic bacteria, the reactions of cellular respiration take place on fingerlike infoldings of the cell membrane. Ribosomes are scattered throughout the cytoplasm, and the DNA is generally found in the center of the cell. Many bacilli and spirilla have flagella, which are used for locomotion in water. A few types of bacteria that lack flagella move by gliding on a surface. However, the mechanism of this gliding motion is unknown. Most bacteria are aerobic, they require free oxygen to carry on cellular respiration. Some bacteria, called facultatibe anaerobes can live in either the presence or absence of free oxygen. They obtain energy either by aerobic respiration when oxygen is present or by fermentation when oxygen is absent. Still other bacteria cannot live in the presence of oxygen. These are called obligate anaerobes. Such bacteria obtain energy only fermentation. Through fermentation, different groups of bacteria produce a wide variety of organic compounds. Besides ethyl alcohol and lactic acid, bacterial fermentation can produce acetic acid, acetone, butyl alcohol, glycol, butyric acid, propionic acid, and methane, the main component of natural gas. Most bacteria are heterotrophic bacteria are either saprophytes or parasites. Saprophytes feed on the remains of dead plants and animals, and ordinarily do not cause disease. They release digestive enzymes onto t he organic matter. The enzymes breakdown the large food molecules into smaller molecules, which are absorbed by the bacterial cells. Parasites live on or in living organisms, and may cause disease. A few types of bacteria are Autotrophic, they can synthesize the organic nutrients they require from inorganic substances. Autotrophic bacteria are either photosynthetic or Chemosynthetic. The photosynthetic bacteria contain chlorophyll that are different from the plant chlorophyll. In bacterial photosynthesis, hydrogen is obtained by the splitting of compounds other than water.

How Wind Turbines Assist in Generating Alternative Energy :: Wind Power Energy

How Wind Turbines Assist in Generating Alternative Energy Abstract I have researched how turbines assist in generating alternative energy. I found my research primarily from the Internet from sources such as the U.S. Department of energy. I then noted what a wind turbine does to help generate energy, and why it is used as an alternative energy. I also found disadvantages to using fossil fuels, and why it is important to use alternative energy like wind. I then researched how the wind turbine worked and what each specific component of the turbine did. Before researching, I hypothesized that wind turbines did very little to help the Earth's crisis of burning fossil fuels, but after researching, I discovered that many farmers and ranchers are using wind turbines to help conserve energy, and they are doing so at a very low cost. Using wind turbines can benefit everyone, and since it is a clean renewable energy, it will not pollute the Earth's atmosphere. Introduction A turbine is a machine, containing a rotor that has blades. The turbines are powered by momentum, and the kinetic energy is converted to mechanical energy. A turbine works by using wind to make energy, which is opposite of a fan. There are two basic groups of turbines, the horizontal-axis variety, and the vertical-axis design. There are also many sizes of turbines ranging from 100 kilowatts to several megawatts. A turbine is constructed of many parts, including an anemometer, two or three blades, a brake, a controller, a gear box, a generator, a high-speed shaft, a low-speed shaft, a nacelle, a pitch, a rotor, a tower, a wind vane, a yaw drive and a yaw motor. Wind Turbines 3 Figure 1 (U.S. Department of Energy, 2006) Figure 1 shows the components of the wind turbine. Each has a different function to aid the conversion of kinetic energy into mechanical energy. According to U.S. Department of Energy, the anemometer measures the wind speed and transmits wind speed data to the controller. The blades are lifted by wind and from that start to rotate. The brake is a disc brake, which is used to stop the rotor in emergencies. The controller starts up the machine at wind speeds of about 8 to 16 miles per hour; turbines do not operate at wind speeds above about 55 miles per hour because they might be damaged by the high winds. The gearbox is where gears connect the low-speed shaft to the high-speed shaft and increases the rotational speeds from about 30 to 60 rotations per minute (rpm) to about 1000 to 1800 rpm, the rotational speed required by most generators to

Influence of TV And Radio :: essays papers

Influence of TV And Radio One of the most important means of communication by pictures and sounds is the television. Most of what we learn comes from television. Just think of all that we see in just one hour of television-commercials, educational programs, sitcoms, etc. The TV is another source that we can learn from about lands far away, people, and places. You can sit in your living room while visiting Europe, Asia, or even Australia. Television is a huge influence on our daily lives, as shown by how much time is spent staring at its screen. Unfortunately, the heaviest viewers of television are children. Of course, there are worthwhile programs on TV suitable for kids, such as Sesame Street and the Magic School Bus, but just imagine what a child would think if he saw just one episode of Melrose Place. Do we tell the children that this is acceptable? Radio is important, but is not used as frequently anymore due to the birth of television. We hear the news and can listen to different opinions of controversial subjects. Millions of families used to gather around the radio to listen to dramas, light comedies, variety shows, live music, and other programs. However, people can communicate a lot more quickly between any two points either on land, at sea, in the sky, or also in space, with the use of the radio. Politically, the radio made it possible for the people to be informed about government policies directly. Radio was "born" in the twenties, and "died" in the forties. Because the depression made listening the only amusement people could afford, the thirties were radio's finest years. Later, in the fifties television was making a breakthrough. By 1961, 88% of the United States' households had two sets which were in use for an average of 5 hours a day. Television killed off small-club boxing, minor league baseball, and practically any other activity that meant leaving the living room. Television is the perfect baby-sitter. We just plop our kids down in front of the set, while we go among our business. Television has spent more time raising our kids than we have. Children no longer play baseball or swing on the swings in the park or play tag in the back yard as much anymore. Television and radio have, obviously, been a huge influence on our lives. But the main question is: have they been a good influence or a bad

Organizational Systems and Quality Leadership Essay

A. Understanding Nursing Sensitive Indicators Nursing sensitive indicators include the configuration, process and outcomes of nursing care. The configuration of nursing care concludes the nursing staff, their nursing skills, and the level of education that each nurse holds. The process of nursing care concludes the nursing assessments, intervention and implimentation. The outcome of nursing care either positive or negative depends on the quantity and quality of the care provided to the patients by the nursing staff (â€Å"Nursing world,† 2013) Each nurse should hold proper information and knowledge of nursing care such as knowledge of pressure ulcers. In this scenario every nursing personnel should provide the ultimate nursing care in dealing with pressure ulcers. In order to prevent any pressure ulcer each nursing personnel should be aware of the pressure ulcer concept, their prevention and the correct technique of reducing any other complication related to pressure ulcers. In this case the nurse and the CNA should use their knowledge of preventing any pressure ulcer. The first action is to assess completely the patient for any sign of pressure ulcer such as any erythema or bruising. It is essential that the nursing staff know to reposition the patient and reasses the out of sight sites parts of the body for any sign and symptoms of bruising and shearing. Also it is important for nursing staff to know that, the patients with restraint order, are at higher risk of getting pressure ulcer so the nurse is responsible for proper and effective way of using restraints and on the other hand is supposed to know at what time the restrains are not proper to be used. In the nursing sensitive indicator category also it is included,the patient satisfaction, which was missing out in this scenario; due to the fact that the nurse did not consider the patient satisfaction fact, and she dismissed the incorrect diet, which was being so easily delivered for the patient.if the nurse had the patient satisfaction category in her mind, She also would have report the daughter about the increct diet incident, and  also the nurse would also avoid commenting inappropriate words to the daughter. How Hospital Data Could Advance Quality Care In this scenario the hospital in order to advance the quality of care, could have shared the information about the incident with the nursing personnel. The hospital could provide the best quality of care to the patients and achieve the patients’ satisfaction, by sharing the data. Advancing the quality of care would have positive effect on both patient satisfaction and nursing care. Knowledge of nursing care empowers the nursing staff in such cases. In this scenario the knowledge of pressure ulcers, restraints and patient care is significant. On the other hand the nursing care in this scenario could have been better and the family/patient could have been cared better if the nursing staff had gotten the best patient care knowledge. Resources Available Several resources exist in the hospital in order to address the nursing sensitive indicators. In this scenario as a nurse I could partner with dietician in order to address the tray issue and deliver the correct tray to the correct patient. To resolve any misunderstandings I would apologize to the daughter of the patient for the incident. I would speak to the nurse who commented inapprotely to the daughter of the patient. I would discuss the situation and possible solutions with the doctor/nurse in charge. I would educate the CNA the proper information about noticing the signs of any pressure ulcers and proper techniques in avoiding them. I also would ask a wound care consultant to provide proper information to the nursing staff about pressure ulcers. To fully provide the best patient care I also would refer the patient and family to any social worker in dealing with any ethical issue that may interfere in the quality of care. References http://www.nursingquality.org http://www.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/PatientSafetyQuality/Research-Measurement/The-National-Database/Nursing-Sensitive-Indicators_1 Nursing world. (2013)

Debating and discussing the benefits and drawbacks

Thematic instruction is a method of learning that is going more and more outstanding within schools across the state due to the Government ‘s instruction reappraisal and their proposed new course of study for 2011. The switch to this method of instruction is intended to assist reorganize the traditional capable countries into ‘thematic ‘ countries of acquisition, easing the force per unit areas on schools to learn purely to the course of study and give their instructors the freedom they need in order to make cross-curricular thematic lessons. This study will try to specify both thematic and cross-curricular instruction and discourse their several advantages and disadvantages. Shoemaker ( 1989 ) states that a cross-curriculum instruction is one that is set up so that schoolroom topics overlap with one another, the method efforts to convey together legion facets of the course of study into assorted lessons to reflect the ‘real universe ‘ such that pupils can â€Å" utilize cognition learned in one context as a cognition base in other contexts † ( Collins, Brown, & A ; Newman, 1989 ) . Shanahan ( 1995 ) agrees with this definition, he states that â€Å" thematic instruction is a method of forming learning about subjects or subjects doing it possible to incorporate direction across nucleus countries†¦ Thematic units are designed to promote pupils to dig deep into subjects developing both an consciousness and apprehension of bing connexions across thoughts. † The above definitions suggest that thematic and cross-curricular instruction is indispensable for kids to tie in that accomplishments learnt in one category are of import to ols for finishing undertakings within other topics in school and undertakings outside. Applebee, Langer, & A ; Mullis ( 1989 ) study why the alteration to this method or instruction is necessary â€Å" while pupils are larning the basic information in nucleus capable countries, they are non larning to use their cognition efficaciously in thought and logical thinking † Marzano ( 1991 ) and Perkins ( 1991 ) construct on this ; they believe that these methods work towards turn toing some ‘recurring jobs ‘ in instruction, one in peculiar being that of stray accomplishment direction. Ofsted ‘s study ‘The Curriculum in Successful Primary Schools ‘ ( 2002 ) in which it was noted that successful schools were the 1s in which â€Å" The instructors recognised that where links are effectual they enable students to use the cognition and accomplishments learned in one topic to others. † Because cross-curricular and thematic instruction involves the linking of activities that are designed around subjects or subjects every bit good as traversing legion countries within the National Curriculum they â€Å" provide an environment that Fosters and encourages procedure acquisition and active engagement of all pupils † ( Fisher, 1991 ) , this would therefore aid instructor turn to the different acquisition manners of students within their schoolrooms. A claim that Komorowska ( 2001 ) backs up, saying that because â€Å" teaching kids is non systematic, the methods and techniques chosen by the instructor are of a higher significance than their consequences. † With respects to the diverse acquisition manners that kids have, experts have identified three ( hypertext transfer protocol: //www.time4learning.com/learning-styles.shtml ) : Auditory scholars remember by speaking out loud, like to hold things explained orally and may hold problem with written instructions. Auditory scholars may speak to themselves when larning something new. Ocular scholars easy retrieve ocular inside informations and prefer to see what they are larning. They prefer to compose down instructions and may hold problem following talks. This type of scholar enjoys art and drawing ; reads maps, charts and diagrams good ; fascinated with machines and innovations ; dramas with Lego ; likes labyrinths and mystifiers. Kinesthetic scholars prefer activities that allow them to make what they are larning about. Haptic scholars like to touch things in order to larn about them and wish to travel around when speaking or listening. Shows you instead than Tells you. Through the usage of thematic and transverse curricular instruction, schoolroom instructors are able to provide for these three distinct groups of scholars and, hence, make an ambiance in which each group remains interested in the lesson therefore battling any ennui and increasing the students ‘ potency for larning. Former Secretary of State for Education and Skills, Charles Clarke, wrote in the Excellence and Enjoyment Strategy ( 2004 ) , â€Å" What makes good primary instruction great is the merger of excellence and enjoyment. Children learn better when they are excited and engaged – but what excites them and engages them best is genuinely first-class instruction, which challenges them and shows them what they can make. † Which falls in line with Larsen-Freeman ‘s statement ( 2000 ) that larning becomes even more effectual due to it being â€Å" facilitated in a cheerful environment † , and Resnick ‘s ( 1989 ) claim that this method increases students ‘ motive for larning and their degree of battle because they can see the value of what they are being taught and become more actively engaged in the lesson as opposed to the isolated accomplishment larning that other methods offer. It is, nevertheless, of import to see general larning features every bit good as the antecedently mentioned groups of features and how these are successfully manipulated through the usage of these methods. Thaiss ( 1986 ) , Krogh ( 1990 ) and Jacobs ( 1989 ) all write that kids that are able to utilize fact-finding accomplishments to research what they are larning, and interact with other members of their acquisition community, whether that ‘s other students, instructors or schoolroom helpers, really learn more than those kids that are non encouraged to inquire inquiries and portion sentiments with other scholars. Vygotsky ( 1962 ) gives us an account as to why this technique is successful. He pointed out that kids who have different accomplishments, learn from each other. This is because through the encouragement of probe, oppugning and working together, students are given the chance to see undertakings from the point of position of others. Finally, the humanistic attack in learning emphasises the importance of single and typical features of a human being and the desire for fulfillment. In instruction it means student-oriented learning instead than teacher-oriented one Biskup ( 1990 ) . Fisher et Al says, â€Å" what promotes creativeness is a oppugning schoolroom, where instructors and students ask unusual and ambitious inquiries ; where new connexions are made ; where thoughts are represented in different ways- visually, physically and verbally ; where there are fresh attacks and solutions to jobs ; and where the effects of thoughts and actions are critically evaluated. † In a humanistic schoolroom, such as the 1 that uses thematic and cross-curricular methods, the instructor is non merely a protagonist and assistant but besides a scholar. This is because the work is based on subjects that the instructor may non be used to, it brings the instructor down to the same degree of the kid and the student about takes charge in look intoing by inquiring inquiries. The instructor ‘s chief function is to make an ambiance in which scholars feel relaxed and do non hold any suppressions therefore scholars ‘ endowments are exploited during the learning procedure. Of class, whilst there are legion benefits to utilizing these methods, there are besides a figure of drawbacks which must be considered. David Hart, former general secretary of the National Association of Head Teachers, â€Å" Theme-based instruction will disfavor students in the passage to secondary. And it will do the secondary instructor ‘s undertaking much more hard. † This is to state that even though there may be benefits to learning like this within a primary schoolroom, students heading from a mostly thematic based manner of learning could perchance happen that the generic manner of learning within secondary instruction i.e. topic-based acquisition, hard to set to. Thus disfavoring the student ‘s learning experience, compared to schoolmates who are used to this type of instruction. Further drawbacks of the methods include the demand for ongoing coaction between instructors and planning, as the subjects must be carefully and thought through in order for them to be meaningful and do sense within the course of study. Chris Woodhead, states in his study of 1992 that, â€Å" It ‘s harder for instructors to construction a consistent proviso in the topics that are deserving analyzing if they ‘re seeking to build links between these topics every bit good. † The excess work that Woodhead remarks on is necessary for the success of the methods because the intertwining of the course of study within that one subject, as stated earlier, may be hard and would necessitate a batch of planning and coaction with other members of staff, and without this excess work from the instructors it is possible that some content that could be covered may be missed. Finally, with respects to planning, the resources available to instructors within a school could besides be a possible obstruction for the two methods. For illustration a school may non hold sufficient ICT resources for all twelvemonth groups to utilize in order to develop these accomplishments during literacy or numeracy lessons. There is besides the possibility that within these Sessionss that some students get confused and lose sight of the chief constructs of the activity or lesson. This could be down to hapless planning and administration of the instructor or due to the student being over-stimulated with the many different activities in gesture within the lesson, therefore, ensuing in the student being ‘spread thinly ‘ across the lesson, go forthing attempts for larning uneffective. The cross-curricula and thematic methods of instruction can be good to instructors and pupils, as discussed antecedently they allow kids to larn in a manner that is most natural to them. As Scott and Ytreberg ( 1990 ) province: â€Å" some kids develop early, some later. Some kids develop bit by bit, others in springs and bounds. It is non possible that at the age of five all kids can make x, at the age of seven they can all make Ys, or that at the age of 10 they can all make z.. † This is to state that kids are all different human existences larning things at different rates. These methods allow all students to pick up the intended acquisition aims and ends through this fact-finding procedure, it ‘s through this procedure that the students become more responsible and engaged in their ain acquisition. In consequence this ‘levels the playing field ‘ leting the students to successfully finish the acquisition aim in their ain manner and within the intended perio d of clip. However, it would be prudent to take to these methods with cautiousness as the drawbacks discussed do look to hold footing such as

A Vivid Dream Zechariah 3:1-10

Introduction The book of Zechariah is full of vivid imagery and peculiar visions that all help in the conveying of God’s message. This paper will examine the specific vision described in Zechariah 3:1-10. The intent of this essay is to examine the message of this vivid vision that Zechariah received and also to determine the application for readers at that time and for believers today. Compare English Versions The first step in studying this passage had been to read it over and over in multiple English translations to get a feel for how it could be interpreted in English.While there is some difference in the wording of different English translations it does not seem to change what is being communicated in the text. Some interesting differences in v. 4b do appear when describing the new clothing that is given to Joshua, it is described as simply a â€Å"change of raiment† (King James) or more elaborately â€Å"pure elaborately† (ESV) and in the NRSV â€Å"festal apparel†. The following verse describes the charge unto Joshua from the Angel of the Lord as being â€Å"protested† (King James) or â€Å"gave his charge† or even â€Å"spoke very solemnly† (Living Bible) which all seem much different than â€Å"assured† (NRSV).There is obviously some discrepancy as to the tone of this charge. Overall, the different English translations all describe a very similar vision experience. Structural Outline 1. Clean clothes for Joshua (3:1-5) 1. 1 Set the scene (3:1) 1. 2 Rebuke of Satan (3:2) 1. 3 Removal of iniquity (3:3-4) 1. 4 Clean garments and turban (3:5) 2. Promises from the Angel of the Lord (3:6-10) 2. 1 Joshua’s Commission (3:6-7) 2. 2 Promise of a coming Servant (3:8) 2. 3 In that Day (3:9-10) Genre of the Text This section of text is from the Prophet of Zechariah which places it in the genre of prophetic literature; however it also resembles apocalyptic iterature like that found in the book of Revelati on. What distinguishes this type of literature as apocalyptic is the obvious vision that is being described here (Miller 134). The scene for this vision is a courtroom with Joshua being on trial before the angel of the Lord. The vision then concludes with some messianic prophecy referring to the Messiah as â€Å"the Branch† (v. 8) and a promise is made for that day when â€Å"every one of you will invite his neighbor to come under his vine and his fig tree†. This is apocalyptic literature in the form of a vision conveying a messianic promise to those who will listen.Research the Text When reading this genre of literature, understanding whom it was written by is important to fully interpret the text. Zechariah’s name means â€Å"the Lord remembers† and is one of the most commonly used names in the OT (Miller 135). Zechariah’s name, along with his message, consistently reminded the nation that the Lord had made a covenant with Israel† (Klein 20 ). It is also a priestly name which could indicate Zechariah was a Priest as well as a Prophet (Miller 134) but this could also mean that he simply comes from a line of Priests (Klein 21).The first two chapters develop Zechariah as a â€Å"young man† (v. 4) who has an ear turned toward God in a difficult time in Israel’s history. It is also essential to understand the historical context that this text was written into. The book of Zechariah would fit into the Post-Exilic era of Israel’s history, after the return of God’s people to the city and the re-construction of the temple in Jerusalem had started. The message was directed to the â€Å"struggling Jewish returnees† (Miller 134) who would have been largely affected by the time in exile in Babylon.The Babylonians had recently been conquered by the Persian Empire and so great change for the nation of Israel was happening once again. Haggai and Zechariah (written at the similar time periods) both em phasize the everlasting Kingdom of God and the coming of a Messiah. The people of Judah would have been concerned about how their nation would survive in a world of such large superpower empires like Assyria, Babylon and now Persia. Would God ever demonstrate his power and establish his people as the most powerful of nations? Have the people paid their dues in exile?Why had he allowed them to go and return to their land and rebuild the temple? These questions would have been on the minds of the people at the time when Zechariah received this vision. This vision describes a courtroom scene involving some specific characters. The first character is introduced simply as â€Å"he† (3:1). This would be the same he as is mentioned in the previous chapter as â€Å"a man with a measuring line in his hand! † (2:1), and this man continues to be a messenger declaring the coming of the Lord (2:10) from his Holy dwelling (2:13).It seems as if it could be the same angel who â€Å"c ame again† in 4:1. Other commentaries say it is more likely that â€Å"the Lord himself made the revelation since the fourth vision, unlike the former visions, does not identify an angelic interpreter† (Klein 131). It seems however that ch. 3 continues on from the vision in chapter 2 and all the visions so far have had an angel to guide Zechariah through what he is seeing not the Lord personally. The next difficult part of this text is the uncleanliness of the High Priest named Joshua.The rebuilding of the temple was occurring at this time in Jerusalem and the High Priest would have been needed to oversee the running of the temple when it was completed but here Zechariah receives the revelation that the high priest is not fit for this service. The scene is this; the Angel of the Lord is the judge, the High Priest is on trial and the ‘adversary’ or the persecutor is â€Å"Satan† who is accusing the High Priest (3:1). The mention of the â€Å"filthy g arments† (v. 3) was significant when referring to a Priest in particular as the clothing of the Priest was to be to very specific standards (Lev. 8:5-9).This indicates that Satan’s accusations would have proved true. Yet, the Lord rebukes Satan. It seems that the Lord is asserting his authority and making the statement that he is the one who declares purity and innocence, he is the judge not Satan or the enemy or the adversary (the word Satan could be interpreted with any of those words). One commentator comments on this section that â€Å"Satan was reminding the Lord of the nation’s past wretchedness (1:2,4-6) and its unworthiness† (Miller 163) another commentator emphasizes this point â€Å"If the high priest is so filthy, how much more the nation as a whole† (Klein 133).Klein goes onto describe how this Joshua figure played a key role in the restoration of the returning community at this time in history and would have served as an excellent symbo l to represent the returning remnant. So the beginning of this text paints a significant picture of the nation of Israel’s guilt and the Lord’s rebuking of Satan for being so audacious as to make such a claim. The Lord responds by declaring Joshua’s innocence. In v. 4 the angel who is standing as Judge (most likely the LORD himself as he has the divine authority to bring judgment) declares that the filthy garments shall be removed.This reveals not the innocence of guilt but the pardoning of guilt. There is a demonstration of God’s forgiveness happening in this vision. Another question that arises has to do with who the witnesses are that are surrounding this trial scene and assist with the redressing of Joshua the High Priest as his pure clothes (vv. 4&5)? They are also brought up in v. 8 as â€Å"your friends who sit before you, for they are men who are a sign†. Klein refers to them simple as the â€Å"unknown angels† (139). The imagery of the Priest being dressed in clean garments is a common imagery and is used in Ps 132:9 â€Å"May your priests be clothed with righteousness†.The clean turban seems to be â€Å"the finishing touch. On the high priest’s turban was a plate of pure gold inscribed with the words: â€Å"HOLY TO THE LORD† (Exod. 28:36; 39:30). All of this is witnessed by the â€Å"Angel of the LORD [who] was standing by† (3:5b), adding to the legitimacy and importance of what is occurring. The Lord has sent his personal emissary to oversee what is occurring (Klein 141). The filthy garments have been removed and replaced with pure and clean clothes, now Joshua is ready to receive his commission. Now we arrive at the angel of the LORD’s commission of Joshua in v. . The discrepancy in the English translation of the description of this commission (described above) is not commented by Klein or Miller. The best translation seems to be â€Å"solemnly assured† (ESV) as it raises the importance on what it about to be said and that it will be a positive commission, an assurance. The commission has three parts. The first part is a call to be obedient, the second part is the reward if he is obedient which includes authority to rule in the temple, and the third part is the right to be included in the witnesses who surround them.Klein comments on this second reward, that it will allow Joshua â€Å"the high priest, whom the Lord exalts still higher, will have a direct access to the throne of God. Only the high priest could enter the holy of holies, and only once a year (Lev 16), but the declaration made to Joshua far surpasses this privilege by granting Joshua entry into the Lord’s heavenly throne room. † The scene in the courtroom has now moved from one of accusation to a scene of forgiveness and of honoring the high priest and therefore also the people of Judah.Next, the angel of the Lord prepares to make a promise (v. 8a) by calling Joshua to listen! â€Å"The verbal form mirrors that found in the Shema in Deut. 6:4, emphasizing the importance of the message to follow† (Klein 143). The message is to be directed to Joshua’s â€Å"friends who sit before you, for they are men who are a sign† (3:8a). It would seem reasonable that these friends of Joshua are fellow priests, or at least people who also hold a place of leadership among the returning community of Judah.Klein comments that this sign is that â€Å"Joshua’s fellow priests, however, symbolize good things the future will bring† (143). The future embodiment of this blessing will be in the servant who is the one called â€Å"the Branch†. These titles â€Å"servant† and â€Å"the Branch† are very common in the OT. The title â€Å"the Branch† links the messiah figure directly to the line of David (Miller 165) and the title of servant is reminiscent of the significant affirmation God gives to characters su ch as Abraham, Isaac, and Jacob (Deut. 9:27) and the same Hebrew word (ebed) is translated as â€Å"servant of the Lord† (Klein 145).The messianic imagery continues with the imagery of the stone as it has elsewhere in scripture, â€Å"The stone the builders rejected has become the capstone; the Lord has done this, and it is marvelous in our eyes† (Isa 8:13-15; 28:16). Other interpretation of this stone is that it is referring to the cornerstone that would be used to build the new temple (Klein 147). This entire passage however seems to be concerned with the messiah and continued representation of him seems to be more likely, especially when considering the temple was most likely already completed at this time (Klein 147).The seven eyes on the stone would then represent the all-seeing and all-knowing power of this messiah. The concluding verse of this text affirms that this Messiah figure will bring about the desired peace and continued relationship that his people desi re. The imagery of sitting under a vine and â€Å"his fig tree† seems related to the title of â€Å"the Branch† as well and links the time of well-being with the Davidic Messiah who is to come. The vision concludes with an image of peace, prosperity, community and relationship. Relate the Parts In the concluding image the main purpose of this vision seems to be captured.The opening scene acknowledges the guilt of the accused and then removes that guilt, rebuking Satan, declaring that no one but the LORD is the judge. It welcomes the community to come around and participate in the removing of the guilt and the placing on of purity. However, the second section reveals that there is a further command now to live a life worthy of these shiny new clothes. Then it all concludes with the revelation of the source of this forgiveness and acceptance, who is â€Å"the Branch†, servant and stone, the messiah. The Theology How does this text reveal the nature of God?The visi on sets God up as the Judge, but what kind of judge? One who sees the guilt of his high priest and the people of Judah but removes that guilt. What gives him this kind of power? The prophets serve to remind God’s people of the covenant that they have with God and this should be kept in mind when considering who this Judge is. He made the law that the people are guilty of iniquity against. They sinned against him. Just as a debtor is the only one who can release someone from their debt, so the lawgiver is the only one who can forgive the lawbreakers.What is the Judge’s reason then for pardoning his people? The iniquity of the priest would have prevented the coming of his people to worship at the temple. Here is a judge that longs to be part of his people’s lives. He will also provide the means for this to happen in the future with the coming of his servant, he wants to be directly involved, personally involved. The end result of all this sounds much like street p arty. Through the cleansing of our iniquity we gain the honor beyond or expectation and with our neighbor in a prosperous land (v. 10).This is God’s reason for pardoning his people; this is the God we worship. Application How often have I worn the filthy clothes around this week? I constantly believe in the accusations of Satan, that I am a terrible friend, a terrible boyfriend that I simply use the people around me. What happens then? I live like that. When I believe those accusations I lie in light of those accusations. The importance of believing that God has dressed me in clean clothes is undeniable; he has got me ready for a party and declared me worthy of that invitation.Now it is time to live like I am heading to that party. I am who God declares me to be. Another application exists communally. Now the church knows who the messenger who was spoken of here is. We know Jesus and in this text in Zechariah he is once again emphasized as the one who came from God to bring a bout the peace and love of community when he comes. Should not the church also live as people free to enjoy the community of each other and of God? That is why Christ came, that is why he was sent.

Eagle Airlines

[pic] Eagle Airlines Business Decisions with Data Models Assignment on Risk Analysis Team Members: Sfykti Dimitra Goumas Evangelos Manikas Athanasios Papaspirou Yiannis As assigned by Mr. Hadjistelios, President of Eagle Airlines, a simulation analysis is developed in order to evaluate company’s intention to proceed with the purchase of a new aircraft. According to the President’s estimations, the uncertain parameters which affect the annual cash flow are the below; 1. Hours flown 2. Charter Price/Hour 3. Ticket Price/Hour 4. Capacity of Scheduled flights 5. Ratio of charter flights 6.Operating Cost/hour The main assumption to work upon the scenarios is that the numbers generated for the different variables remain the same across the years. Initially, a base scenario is built and a profit-and-loss account for a typical year of operation is derived using the most likely values of the different parameters. Upon construction of the base scenario, the optimistic and pessimi stic scenarios are also formulated in accordance to the assumptions by the President in respect to possible variations to higher and lower values than the most likely ones used for the base scenario.For all three scenarios, the demand/cash flow is calculated revealing a wide range of values (from â‚ ¬273. 180 to -â‚ ¬39. 040) among the 3 possible cash flows. In addition, the one-way sensitivity analysis conducted for all six uncertain parameters demonstrate the impact of each parameter on annual cash flow and by the designation of a scatter plot, we can identify to what range of values every uncertain parameter affects the demand. Upon that, a Tornado diagram is plotted in order to visually demonstrate the range of impact of each parameter.According to the diagram, ticket prices/hour and capacity of Scheduled flights seem to be the two important parameters that most influence the annual cash flow, whereas the ratio of charted flights and operating cost/hour are the ones affect the least. Following this determination, a two-way sensitivity analysis is implemented and the outputs shown in a 3D plot illustrate a one-level relationship between the variables. By assuming that the probability distributions are the ones assessed by Mr. Hadjistelios, a test scenario is run using the @RISK add-in with 50. 00 iterations and the results’ interpretation is described below. Interpretation of results The basic data and the main decision factors to be taken into consideration by the President are raised below in order to provide substantial argumentation for the final business decision. ? According to the given data, the annual cash flow of the base scenario is â‚ ¬46. 184, less than the breakeven point by â‚ ¬7. 513. Therefore, in case the base scenario will actually happen, the company will need more than a 5-year lifetime in order to pay out the investment of the new aero plane. In the optimistic scenario, the annual cash flow is â‚ ¬273. 180 and the difference from the breakeven point is â‚ ¬219. 483. According to this scenario, the investment is highly profitable and will be paid off by the end of the first year while a number of approximately â‚ ¬93. 180 profits will be generated. ? In the pessimistic scenario, the annual cash flow is – â‚ ¬39. 040 and the difference from the breakeven point is â‚ ¬92. 737. , which is a bad scenario but at the same time quite unlikely to happen. According to @RISK analysis, as illustrated in the figure below, some important observations are derived; [pic] The probability that the investment will be profitable within a 5-year lifetime is 73. 4%, meaning that the annual cash flow will be greater than the breakeven point of â‚ ¬53. 697. ? The probability the annual cash flow to be less than the breakeven point is 26. 6%, as presented in the graph above. ? However, it is important to refer that the same probability (26. 6%) applies for the company to generate cash over ↚ ¬96. 511. The above implies the fact that if in one year the cash flow is below breakeven point, this under the same probability can be offset by another year’s revenues. [pic] According to the normal probability distribution, the expected value (mean) is approximately â‚ ¬77. 342 that actually is translated into a â‚ ¬23. 645 return on investment. ? A probability over 50% that the company will generate cash flow of at least â‚ ¬74. 467 (median) which represents the 40% of the aeroplane current value. ? However, another important statistical parameter to be taken into account is the standard deviation of â‚ ¬35. 257 that describes a quite wide dispersion/variability of the probability distribution. ? If we do not take into consideration the discount rate of 15%, then the breakeven point will be 36. 00 (180. 000/5) and the probability of the investment to be profitable is 89%. ? In case the company self-funds the purchase out of the cash surplus of the company, t he investment seems to be less risky since potential deviation from the breakeven point does not imply financial obligations to third parties, such as banks (loans and interest rates). [pic] ? The probability that the investment will be paid off already by the end of the first year is 0. 7% while the probability that the company will generate negative values by the end of the first year is 0. % which seems a quite extreme case, with a smallest value of -â‚ ¬22. 642. [pic] ? However, it should be considered that the company operates a number of business parts and it is being taxed for the total activities as a whole, thus with a tax rate of 33% the actual loss will be â‚ ¬22. 642 * 0. 67 =â‚ ¬15. 170, with the assumption that the company is profitable overall. Another important factor to consider is the operations’ expansions by 33% with the purchase of one additional aircraft to the current equipment of the three twin – engine aircrafts which provide charter f lights and scheduled commuter services.The company may redefine the strategy and decide to add new destinations in the services, currently limited to south Balkans, so as under the promising prospects analysed above, to further strengthen the company’s brand name and grow the Share of Market (SoM). The above can be well justified considering both cases of charter and scheduled flights. On the one hand, in respect to charter flights the company seems to have already identified available ground to grow by further building on the level of service.On the other hand, the scheduled flights, currently holding a percentage of 60%, represent the variable that mostly affects the cash flow, according to Tornado diagram. This in combination with the fact that the company â€Å"had slightly more control over the ticket price per/hour of scheduled flights† demonstrates a high future development potential with a thorough strategy. The critical service category in the context of the n ew investment risk analysis for Eagle airlines to analyze is Scheduled flights.Ticket prices/hour and capacity of Scheduled flights, the two most important and correlated variables, should be in depth evaluated according to the most likely possible estimations. For example, according to the data given, the variability for the price per ticket is greater in the higher values than the lowest ones. However, the actual price per ticket is highly correlated to the capacity/utilization rate and the flight hours. The base scenario argues for good prospects, but a deeper analysis could identify opportunities that Eagle airlines should closely monitor and evaluate in order to maximize its profits.It is important also to refer that according to the estimations, there is no high variability of the operating costs compared to the expected value of â‚ ¬445/hour (only â‚ ¬15 in either direction). Some important facts are given also throughout the case providing additional argumentation over the purchase; Piper Chieftain has been maintained according to the legislations and regulatory environment, is in a good condition and the expected normal use is 5 years with possibilities for more, contains the necessary navigation and communication equipment, and insurance has been included in the fixed costs.The above, in case were unknown, would be important cost factors to analyze and include in the risk analysis assessment. The above analysis argues the business decision to proceed with the investment in the Piper Chieftain, having calculating and evaluating the risks involved while recognising the opportunities.