Lean logistics in Air force

Key Features of the Cosmological Argument Essays

Key Features of the Cosmological Argument Essays Key Features of the Cosmological Argument Paper Key Features of the Cosmological Argument Paper Examine the key ideas of the cosmological argument. The cosmological argument seeks to prove the existence of God on the basis that the universe has not always been in existence and so for it to be created, an external cause was necessary; this outside agent is viewed as God. It creates a posteriori knowledge which provides inductive explanations and makes conclusions on ideas based on actual experiences. It is a non-propositional argument so it cannot be proven but can be argued by offering experience as support. Although the cosmological argument was expressed by Aquinas it was originally introduced and influenced by Aristotle. Aristotle stated ‘the series must start with something since nothing can come from nothing’. This suggests that Aristotle believed that the creation of universe is dependent on a supreme, ultimate primary mover, and is therefore an ‘unmoved mover’. Overall it is the vital cause of the creation of the universe, and is identified in Christianity as God. Aristotle persuaded this using the idea of planet motion which he highlighted as the cause of the change of seasons. For this transformation to happen, it required an ‘unmoved mover’ who would be capable of upholding order of the universe during the alterations. Aquinas used this concept as the labour of God. Thomas Aquinas developed Aristotle’s ideas and offered the ‘Five Ways’ which have the aim to prove the existence of God. Three of the five form the cosmological argument. The first way is motion, the second is cause and the third is necessity and contingency. Aquinas proposed the way of motion through the idea that in the world some things are in motion and whatever is moved is moved by another. He argued that it is impossible for something to be both mover and moved. Motion is therefore a change of state and is not just movement in time and space from one place to another. But motion requires an explanation since nothing can be in both potentiality and actuality in the same respect. Something is needed to bring about the change, therefore proving God as the initiator of change and motions in all things. The second way; cause originates from the nature of efficient cause. Aquinas stated ‘.. t is necessary to admit to a first efficient cause, to which everyone gives the name of God. ’ Aquinas rejects infinite regression but insists that without a first cause there could be no subsequent causes and therefore without a first cause, there would be nothing at all. Therefore, it is necessary to admit to a first efficient cause given the name God. Aquinas argues the third way of necessity and contingency through the view that beings or items in the universe are capable of existing and not existing. The presence of each thing can only be explained by reference to factors which themselves depend on. The factors require reasoning in the form of a necessary being who is dependant on nothing but itself. This being is identified as God. Aquinas argues that the very nature of items in the universe demands that God exists necessarily and not contingently. Aquinas third way supports the cosmological argument as items are dependent on their creator therefore something must be independent in order for things to be created therefore this something is seen as God.

Law Essay - Criminal Law Example | Topics and Well Written Essays - 2250 words

Law - Criminal Law - Essay Example Therefore in respect of the facts at hand unless a case beyond reasonable is made in respect of John he would be deemed to be innocent. (Woolmington v. DPP)1 (Oremond et al, 2011) On the basis of the above discussion it is important to bear in mind that criminal liability would accrue if the offence is proved beyond reasonable doubt and the burden of proof vests with the prosecution. An important principle that is also laid down is that the actus reus and mens rea of the offence must coincide, however the courts have adopted a broad approach in respect of the same. (Clarkson et al, 2010) In respect of proving an offence the requirement is that of actus reus, mens rea and the absence of any defence (Lord Diplock in R v Miller). There has been an important requirement that actus reus and mens rea need to coincide, however it is pertinent to mention that the said requirement has been interpreted broadly. (Fagan v. Commissioner of Police)2. A situation where it was found that the actus r eus and mens rea had coincided was that the conduct of the defendant created a situation of danger (R v. Miller)3. (Oremond et al, 2011) The actus reus of an offence is usually satisfied when a positive act is committed. There has often been the requirement that the act that has been committed must be voluntary, as was defined by Lord Denning that ‘No act is punishable if it is done involuntarily, and an involuntary act in this context...means an act which is done by the muscles without any control by the mind such as spasm, a reflex action or a convulsion; or an act done by a person who is not conscious of what he is doing such as an act done whilst suffering from concussion or whilst sleepwalking...’ (Bratty v Attorney General for Northern Ireland)4 . Thus the act of the defendant must therefore be voluntary and a wilful movement of body. (Simester et al 2009), The second element is that of mens rea which deals with the state of mind of the accused. The criteria for m ens rea has been developed and is ongoing for a number of years and the cases that were decided upon took into consideration the intention, subjective recklessness, objective recklessness, lacuna etc. (Simester et al 2009), As far as mens is concerned the current situation is that of Woollin5 and R v. G which has been attained after refining of the original test for intention. Thus the test is that there must either be direct intent that is the defendant had intended a result by committing the particular act; or oblique intent that is the result may have been that which was a virtually certain consequence of the act. (Oremond et al, 2011) The issue in respect of the liability that requires an evaluation is that whether in respect of the facts at hand there is an element of causation which would break the chain of causation. The test of causation first deals with factual issues that is would the harm have occurred but for the action of the defendant, this is what is known as the â₠¬Ëœbut for’ test (R v. White)6. It is evident by the facts that the act of John had led to the harm and so the ‘but for’ test proves the fact that the harm was in fact caused by John. The second issue requires determination of legal causation that is whether the acts of John were the substantial and the operating cause

Management Essay Example | Topics and Well Written Essays - 1750 words - 2

Management - Essay Example As per the forms of emergencies, they require skills, interventions, and special knowledge of their management. Despite the fact that treatment settings vary in terms of their organization and resources and health professionals may be having different ways and levels of experience of working, they must deal with dangerous situations when they arise (Kleespies, 2009, p. 65). There are no rules and guidelines to be followed and applied equally in all cases. However, certain principles should be understood and well known by all those who are exposed to non medical emergencies. This paper will attempt to explain some issues, which involve the management of non medical emergencies which can occur in a treatment setting. It acknowledges the importance of clinical officers in controlling and containing the expressions in treatment settings and stressing the needs of properly trained staff in limiting and identifying some risk factors. It reinforces some needs for members of the treatment gr oup and patients to understand their roles in the treatment process. In addition, they should be aware of the impacts of undesirable code of conduct and behaviors if they occur. It is obvious that we learn from experience. When problems or difficulties are experienced in hospitals or health centers, all the staff, clinicians or the treatment team should learn from it and make some improvements. This is very important so that the same incidences cannot appear in the future. The first step is to examine the department or parts affected by the incident. Then they should identify the opportunity in which it needs an improvement. For example, the clinicians might have identified a process, which is not effective in the health Center or hospital. The clinicians or treatment team should question the production team about the process and how it was implemented. After all these stages, the team should consider if the process needs to be improved or replaced. In addition, it is very important to consider who will benefit from the improvement of the process

Corporate Collapse - The demise of Enron Essay Example | Topics and Well Written Essays - 750 words

Corporate Collapse - The demise of Enron - Essay Example The duration of the project that was expected by the company was 10 years and the company expected that it will generate huge amount of profit from this project. But the reality is opposite to what Enron forecasted and it had to bear huge loss in terms of finance and social image (Ahmed, 2012). The project was considered as the largest direct foreign investment project in India’s history but it became debacle for Enron because many countries criticized Enron for its poor performance and fake promises (Bettauer, 2009). Enron’s liquefied natural gas power plant development project stated in 1992 in Maharashtra state of India. It was supposed to fulfill India’s energy need with more than 2000 megawatts of electricity (Ahmed, 2012). But due to various issues like dispute over prices between India’s government and Enron and criticism of Indians on this project turned the venture into an example of what can go wrong when two different cultures collide in a large scale development project (Bajaj, 2010). The project became debacle for Enron because it produced no electricity and in 2001 the company got bankrupted. Enron Corporation in 1992 proclaimed that it would develop a natural gas power plant worth of $3 billion in Dabhol western state of Maharashtra, India. The project was expected to be the poster child of India’s economic liberalization but unfortunately it became the symbol of project failure and people consider it as a human rights nightmare and an economic failure. The project was subject of criticism from the beginning. The company worked hand in hand with dishonest Indian bureaucrats and politicians in order to complete the project but Indian public interest group filed charges against Enron and in 1993 Indian Reliance Company bribed Indian petroleum minister to secure the contract (Leuz, & Schrand, 2009). Due to this bribery

Activities for Sc1 and Sc4 Skills Development

Activities for Sc1 and Sc4 Skills Development Primary Science Task Introduction It is important that assessment in primary science is linked to learning outcomes if it is to be successful (Hudson, 2005). It is therefore important that all primary teachers in science understand the learning outcomes which are appropriate to their year, and that learning activities and assessments are based on that. Most children in year 4 at school would be expected to be working between levels 2 and 5, although most children would only be expected to reach level 4 by the age of 11 (DirectGov, 2008). Here a set of activities based around circuits are discussed in terms of how they allow for development in Sc1 Scientific Enquiry and Sc4 Physical Processes skills. Assessment of Sc1 and Sc4 Skills In order to ensure appropriate development through both Sc1 and Sc4, it would be considered preferential to change the order of the learning activities. The first activity which would be approached would be that of the safety session. This would be approached first due to the importance of approaching safety considerations before approaching any practical activities utilising electricity. This activity is not only considered crucial to safety, but presents a good introduction to circuits, as the learning objectives would be considered to be at level 2 (L2) of Sc4. For example discussion of the differences between mains and battery electricity corresponds to pupils being able to compare the way in which devices work in different electrical circuits (QCA, n.d.). The learning outcomes of this activity, being able to record the characteristics of the devices using mains electricity, would also be at L2 of Sc1, which states that pupils should be able to describe observations using simple scientific vocabulary. The second activity approached would be that of looking at drawings of circuits. This is an important step before practical work with circuits as it may address some of the gaps in knowledge of circuits which may be present in children of this age (Glauret, 2008). The learning objectives and the activity itself allow for development from L2 of Sc 4 to L3. For example while knowing that a circuit needs a power source means that pupils are able to compare the way in which devices work in different electrical circuits (L2), it could also be developed so that pupils are able to discuss cause and effect (L3). The same could be said of the knowledge that a complete circuit is needed for a device to work. The actual activity itself, in which children look at drawings of circuits and decide and explain which will work and which will not could be performed at L2 of Sc1, where pupils are able to observe and compare objects and events, and say what is expected. It could however allow for develo pment to L3, where pupils are able to use their knowledge and understanding of physical phenomena to link cause and effect in simple explanations. By asking children to design a circuit which will work, record it, and annotate it, this is however only tackling L1 of Sc1 in terms of notation, where pupils are able to communicate their findings in simple ways (QCA, n.d.). Although not specifically addressed in this learning activity, it may also be useful to include some discussion in pairs or small groups. This is due to evidence that vocalisation of scientific concepts may help with development of scientific vocabulary (Mercer et al., 2004). This may then assist in developing from being able to communicate findings in simple ways (Sc1 L1) to using simple scientific vocabulary (Sc1 L2) and beyond. Using the third activity, in which pupils test their ideas about what make good conductors would allow for further development of Sc1 and Sc4. For example the learning objective about how to find out which materials allow electricity to pass through them could be approached from L1 if suggestions are actively offered to the pupils (Sc1 L1), or could be developed through the L4 if pupils are given freedom to design their own approach with lower levels of guidance. The learning objective relating to the development of the knowledge that some materials are better conductors of electricity than others relates to both L3 and 4 of Sc4. This involves development from being able to use knowledge to link cause and effect to being able to use knowledge to create generalisations. This development is also addressed by the objective that pupils are able to use results to draw conclusions about which materials conduct electricity. This objective also addresses development of L3 to L4 in Sc1 in tha t pupils develop from being able to provide explanations for their observations (L3) to pupils being able to relate their conclusions to patterns in their data and scientific knowledge. The specific learning outcomes of this activity would be that pupils would be able to use equipment to make observations, by being able to construct a circuit to test which materials let electricity pass through (Sc1 L2) and that they would be able to provide explanations for their observations by explaining that with some materials the bulb did not light because the circuit was not complete (Sc1 L3). This may even be developed through to Sc1 L4, where pupils begin to relate their conclusions to patterns in their data and scientific knowledge, if pupils are able to relate their findings to other sources of information. Rather than approach it as a separate activity, it would be better to incorporate the activity of making simple switches here, as it too relates to conductors and complete circuits. As such, it does not particularly offer further development of any of the learning targets, so does not warrant investigation as a separate session. As a development of the third activity, it then makes logical sense to proceed to discuss the uses of metals and plastics as conductors and insulators. This would lead to the development of Sc1 L4 if pupils were not previously able to relate their own work to outside information. This also includes exploring secondary sources, which can also be developed from L2 of Sc1 to L4, depending on the sophistication of sources used and what is done with the information. For example using the information to explain why metals are used for some purposes and plastics for others indicates being able to link cause and effect in simple explanations (Sc4 L3), although if pupils are also able to make generalisations about physical phenomena and use physical ideas to explain, then this may indicate development to L4. The final activity in the paper would be included last, as this is generally a culmination of the information gathered to this point, and offers development of Sc1 and Sc4 to L4. For example making predictions about what will happen indicates that pupils are able to make generalisations and use physical ideas to explain simple phenomena (Sc4 L4). Deciding how to change the brightness of bulbs and speed of a motor in a circuit also shows that pupils are able to decide on an appropriate approach towards answering a question and also able to vary one factor while keeping the others the same (Sc1 L4). Designing their own experiment also indicates that pupils are able to describe physical phenomena, for example how a particular device may be connected to work in a circuit (Sc4 L4). This type of self-directed activity may also be essential for some young children in developing scientific confidence (Glauert, 2005). Finally, a self-directed activity at the end of the series of sessions also allows for a better assessment of progress through the levels, as it allows for complete flexibility as to how much assistance is given in the task, thereby allowing for a better assessment of competency. Conclusions By utilising the appropriate activities from those given, it is possible to allow for development of both Sc1 and Sc4 right through from level 2 to level 4, which is appropriate for this age group. There is also some degree of flexibility in the levels which the selected activities could be approached from to allow for individual achievement levels within the class. The sessions lend themselves to culmination in a self-directed session, which allows for more accurate assessment of levels within Sc1 and Sc4. References DirectGov (2008) National curriculum teacher assessments and key stage tests. DirectGov. Available [online] from: http://www.direct.gov.uk/en/Parents/Schoolslearninganddevelopment/ExamsTestsAndTheCurriculum/DG_10013041 [Accessed 22/08/2008]. Glauert, E.B. (2005) Making sense of science in the reception class. International Journal of Early Years Education, 13(3), 215-233. Glauert, E.B. (2008) How young children understand electric circuits: Prediction, explanation and exploration. International Journal of Science Education, DOI: 10.1080/09500690802101950. Hudson, P.B. (2005) Analysing preservice teachers’ rubrics for assessing students’ learning in primary science education. Proceedings Australian Curriculum Studies Association. Available [online] from: http://eprints.qut.edu.au/archive/00002102/ [Accessed 22/08/2008]. Mercer, N., Dawes, L., Wegerif, R. Sams, C. (2004) Reasoning as a scientist: Ways of helping children to use language to learn science. British Educational Research Journal, 30(3), 359-377. QCA (No date) Attainment targets for science. Qualifications and Curriculum Authority. Available [online] from: http://curriculum.qca.org.uk/key-stages-1-and-2/subjects/science/attainmenttargets/index.aspx?return=/key-stages-1-and-2/subjects/science/keystage2/index.aspx%3Freturn%3D/key-stages-1-and-2/subjects/index.aspx [Accessed 22/08/2008].

Oil Refinery and Norwegian Petroleum Directorate

Chartek 59, marketed the world’s first intumescent epoxy material, is a production from the Apollo Program conducted by NASA, in which spacecraft was tested in every aspect to ensure that the astronauts and the spacecraft themselves can withstand the harsh condition of space and the extremely high temperatures of re-entry into the Earth’s atmosphere. The material is used in the heat shield of the Apollo. When re-entering, the shield will burn because of the high temperature due to friction. However, Chartek chars, dissipates heat through burn-off and creates a protective coating which prevents the heat from penetrating anywhere further than the outer surface of the spacecraft, keeping the inside cabin at a comfortable temperature of 21oC. When exposing to high temperature heat or flame, Chartek expands in volume, acting as an insulating barriers. Although there is not yet any serious fire accident reflecting its quality, Chartek is considered an effective material used in modern fireproofing systems, based on the results of tests on stability, integrity and insulation conducted by the Underwritten Laboratories (UL) and Norwegian Petroleum Directorate (NPD). The following table shows some comparison fire endurance times for various composite panels. The black bar shows 60 minutes for the time endurance of a Chartek-coated panel, which is relatively long. It is constantly improved and recently has been marketed out in form of intumescent paints and foams; its innovations are critical fire-proofing materials in such industrial facilities as oil refineries, petrochemical plants, as well as in commercial infrastructures and such public buildings as schools, hospitals, airports and shopping malls. Chartek and one of its innovations, Interchar, contribute largely to the development of safer workplace and public buildings. In normal condition, Chartek coating provides a resilient and smooth finish to the exposed steel structure. In emergency fire events, the materials offer longer time of fire protection, slowing down the process of collapsing and providing more time for the building occupants to evacuate safely. The use of Chartek in fireproofing systems significantly benefits the economy. The infrastructures are so effectively protected in fire events that the cost of repairing the buildings is greatly reduced. The material also acts as a corrosion protection layer, increasing the durability of the inner material, which can save a great deal of money on maintaining the buildings in good condition. In addition, human damage and injury payment can be considerably cut down since the workplace is much safer. Some of Chartek innovations, such as Chartek 3, Chartek 7 and Chartek 1709, are used in the fire-proofing systems of offshore structures as in the oil refinery platform of Norwegian Petroleum Directorate and Caltex Lytton refinery in Brisbane, Australia.