Hell Essays - Christian Philosophy, Hell, Free Will In Theology, Sin

Hell Hell In his sermon, On the Eternity of Hells Torments, Jonathan Edwards argues that eternal punishment for sin is justified. He observes every aspect of God, sin, and hell and attempts to present a logical explanation of scripture. I will take a similar approach and refute the idea that eternal punishment for sin is justified with particular focus on his representation of eternity, perfection, and justice. Jonathan Edwardss argument is as follows: Mankinds obligation to honor, obey, and love god is infinite and sin which violates this obligation, is a violation of infinite obligation, and is therefore an infinite evil. The evil of sin is infinite; consequently infinite retribution is a proportional punishment. To coincide with gods infinite nature, God should hate sin and opposite it infinitely. Sin as proven before is an infinite evil and God should express infinite hatred towards this evil. The expression of this hatred is punishment for this sin, which itself is infinitely evil and should therefore be punished infinitely. Sin against an infinite God incurs infinite demerit. Sin is refusal of our infinite obligation to obey God so it incurs an infinite demerit. Gods justice is understood retributively. God has granted human beings free will and each individual is accountable for his or her actions. Just as each individual is rewarded for positive actions they should be equally punish ed for their negative actions. Therefore it is in absolute fairness to those who avoid sin and granted an infinite heaven that sinners be punished and granted an infinite hell. Eternal punishment is everlasting or absolutely without end. Edwards states that infinite also means eternal and loosely interprets scripture but never makes the full connection. Edwards cites the words forever, and eternity but never in relation to the infinite punishment that is promised to sinners. Edwards states that hell is infinite conscious torment because if sin was committed against an infinite God then the fitting retributive punishment is justifiably infinite. Thus sin deserves infinite conscious torment. The punishment will occur in a manner that allows individuals to be sensible of the punishment they are receiving and that god has upheld and executed his threat. They will understand that justice has taken place upon them and they will be sensible of their guilt as a result. Those punished are said to weep, wail, and gnash their teeth which implies not only real existence, but life, knowledge, and activity, and that they are in a very sensible and exquisite manner affect ed with their punishment (Edwards 5). Logically I contend that infinite punishment does not necessarily mean everlasting, but rather a very long duration of torment such that the torment is at an extremely high level. Punishment can be infinite in its intensity and still finite in its duration. Infinite punishment is more consistent with the punishment God has bestowed upon mankind in scripture. The great flood of immeasurable rainfall used to punish the people of Noah lasted only a few days but was of infinite proportion to typical rainfall. If past examples illustrate the infinite punishment of God, and there is no indication of eternal punishment upon man in the past, then it is more logical to assume that God will punish mankind with infinite and not eternal punishment as he has done in the past and therefore the two cannot be one in the same. A flame of infinite intensity does not need to last eternally nor does one need eternal torment in this flame to be punished for his sins. Edwards clearly states that sinners w ill remain in a state that allows them to be conscious of the torture they are receiving and feel guilt. In this state only a definite amount of time is necessary to punish an individual who feels guilt, which acknowledges the individuals accountability for their actions. A feeling of guilt can only occur when one feels they have done something wrong, otherwise they would only feel regret, anger, or sadness. Gods infinite mercy is broken if he can not forgive an individual after a duration of time, after all the individual only sinned or disobeyed god for a finite period of time. This would allow an individual to be held accountable for his

Cold War Essay Topics, Questions, and Ideas with BestEssay.education

Cold War Essay Topics, Questions, and Ideas with Cold War Essay The cold war was a long period of extreme political tensions between Russia and its Warsaw Pact Allies, and the United States and its Nato Allies. Historians disagree about the exact years of the Cold war, but most agree that it started shortly after the end of World War II and Ended around 1991. It is referred to as the Cold War because there were never any direct military conflicts between the United States and Russia. There were however, wars and other military actions that occurred during the cold war period that were a direct result of these political and military tensions. Because The Cold War went on for so long, and because so many events happened during this time period, there are literally hundreds of potential essay topics. However, this doesn’t mean that choosing a topic for your cold war essay is going to be easy. For example, do you want to focus on the events leading up to the cold war (causes of the cold war), events that occurred during the cold war, or the ev ents that happened after the cold war was over. In order to help you decide, we have compiled a list of potential essay ideas for you to use. Please feel free to use any of the following topics. Sample Cold War Essay Questions and Prompts What role did the Soviet Union Play in causing tensions between the USSR and the United States What role did the United States play in causing tensions between the United States and Russia How did the Cold War cause the Vietnam War? How did the Cold War cause the Korean War? Describe the lasting impact that Cold War on North Koreans How did the Cuban Revolution impact the development of the Cold War? Explain the Domino Theory What was the cultural impact of the reunification of Germany How did the Cold War impact pop culture in the 1980s What were the causes and effects of the Red Scare How did the Cold War impact the space race? Explain Containment Does Ronald Reagan receive too much credit for the end of the Cold War? Write an analysis of the Cold War and the arming of Middle East extremists today Who started the Cold War? Detail the influence of the Cold War on the nuclear arms race Were there any nations that were negatively impacted by the end of the cold war? These are only a small portion of the potential essay topics that one could explore when writing about The Cold War. However, we do believe that these are some excellent ideas that will serve most students very well. As always, has many writers on our staff who are experts in history and foreign policy. In the event that you need help with your essay, please feel free to contact us for help. We can get your Cold War essay finished quickly and you can review and download your essay online.

Assignment 1 Essay Example | Topics and Well Written Essays - 500 words

Assignment 1 - Essay Example It is true that in today's world the Iranian government was â€Å"Feeling its oats.† The government is looking for a way for Iran to gain more influence in the region. That is one of the reasons they were pursuing a nuclear program. At the same time they were also pursuing partnerships with both Syria and Hezbollah in Lebanon which has allowed them to further hem Israel into its corner. They wanted to have more influence and impact on the countries in the region. The truth is that because the American invasion of Iraq left a power vacuum in the region, the Iranians have been able to capitalize on it and gain more influence in Iraq. In a sense, Iranian interests have been served, but so have American ones. This has encouraged them and given them confidence as they pursue the expansion of their belligerent programs. They must be stopped. The United States must not allow this aggression to stand. At risk is their relationship with their ally Israel. Israel is under direct threat from Iran whose leaders have many times threatened to destroy them (The Economist). The truth is that the U.S. Can only take Iran at its word.

The enforcement procedure of Article 228 (2) ECT is in dire need of Essay

The enforcement procedure of Article 228 (2) ECT is in dire need of reform. Discuss this statement in the light of the existing case law of the ECJ - Essay Example Indeed in Francovich & Boniface v Italy [1993]3 the ECJ stated that 'Community law lays down a principle according to which a Member State is liable to make good damage to individuals caused by a breach of Community law for which it is responsible'. The Commission is empowered to bring enforcement actions under Article 226. Article 228 provides the remedy for an Article 226 action. Steiner and Woods et al4 argue that the ability to bring Member States to book for non-compliance is 'vital for the success of the Community' as it ensures both effective implementation of European Community law and 'illustrates certain supranational elements in the Community structure.' In order to ensure the proper functioning and development of the common market, the Commission shall: -- ensure that the provisions of this Treaty and the measures taken by the institutions pursuant thereto are applied. If the Commission considers that a Member State has failed to fulfil an obligation under this Treaty, it shall deliver a reasoned opinion on the matter after giving the State concerned the opportunity to submit its observations. A 'failure' can be an act or an omission to act to prevent an infringement by any agency of the State, even if that agency is constitutionally independent: Case 77/69 Commission v Belgium [1970]5. Such acts/omissions include any obligation arising from EU law and cover the Treaties, other EU legal instruments such as directives and general principles of EU law.The primary purpose of Article 226 is to persuade Member States to be compliant. Note in the wording of Article 226 that although the Commission has to deliver a reasoned opinion it would appear that it is optional whether or not it brings the matter before the Court6. To this end Article 226 provides Member States with ample opportunity to seek a non-contentious settlement of any dispute between itself and the Commission. 30% of all disputes are settled under the administrative procedure at the preliminary informal stage7. The main criticism of Article 226 is that it is a lengthy process with the ultimate outcome being nothin g more than a declaration of non-compliance by the ECJ. Given the latitude Member States have prior to the Commission commencing action under the second paragraph of Article 226, it is no wonder that the Commission is particularly sensitive to non-compliance with an Article 226 ECJ decision in its role of 'guardian of the treaties', stating: 'Non-compliance with a judgement of the ECJ thus strikes at the heart of the legal order of the Community'8. It is only after the Commission has continuously monitored the situation, issued a formal notice, received the Member State's observations and sent it a formal notice and another reasoned opinion - and there is

Equities and Fixed Income Investments Assignment

Equities and Fixed Income Investments - Assignment Example While the analysis of the free cash flow will indicate if the company enjoys an unobstructed flow of cash. The analysis of the free cash flow to equity will indicate if the company is in a position to service the equity holders after clearing all the expenses, reinvestment and repayment of debt. The analysis of the EBITDA indicates the cash flow from the operations (Hatten and Ruhland, 2005). The cash flow from the operations will indicate if able to optimize its operational performance. With the increase in the efficiency of the operations the cash flow of the firm will increase. Table 1: Tabulation of different ratios    2013 2012 2011 2010 2009 Gearing ratio 0.95 0.91 0.90 0.90 0.90 EBITDA 492.2 469.8 497.7 507.4 451 FCFE N/A -86.8 -89.9 -376.6 -162.1 FCFF N/A 252,286.60 239,185.37 220,906.19 2,284,070.11 Source: (Severn Trent Annual Report, 2013) Fig 1: Gearing ratio Source: (Severn Trent Annual Report, 2013) The gearing ratio increased considerably in the last 5 years. This in dicates that Severn Trent increasingly resorted to debt financing. The increase in the debt financing puts Severn Trent in a risky state, since higher the debt, higher the chance of insolvency, if the company is not able to finance the debt with the revenue (Jang and Namkung, 2009). This also indicates that the company has already resorted to huge amount of debt financing Severn Trent is in a highly leveraged position due to the presence of significant percentage of debt in its capital structure. Being in a highly leveraged position indicates that the company has a strong credit score otherwise the investors would not have taken Severn Trent into confidence (Kutner, Nachtsheim and Neter, 2004.). The highly leveraged position of Severn Trent also puts enormous pressure on the company to finance the debts. Fig 2: EBITDA Source: (Severn Trent Annual Report, 2013) The EBITDA does not indicate a linear increasing trend or decreasing trend. It is a mixed trend of intermittent ups and down s. Earnings before interest, tax, depreciation and amortization are highest in year 2010, while it is lowest in the year 2009. The increasing trend in the EBITDA is an indication that the company is in a position to finance the interest payments quite efficiently (Miravete, 2003). Although the previous graphs already indicate that the company is already in a highly leveraged state. This means that although the EBITDA shows an increasing trend but the highly leveraged position of the company are putting severe pressure on the EBITDA due to the need to clear the interest payments (Pinhanez, 2001). Fig 3: FCFE Source: (Severn Trent Annual Report, 2013) The free cash flow to equity showing a constant negative trend for the past 4 years, which is a cause of concern. The negative value of the ratio indicates that the company has been suffering cash crunch for the past 4 years. This clearly indicates that the company faced trouble trying to clear the dividend for the equity holders (Stumpf , Dunbar and Mullen, 2001). This is because of the reason that the equity holders are paid only after clearing the expenses for reinvestment and debt repayment. The negative ratio of the free cash flow to the equity shareholders is a clear sign of the fact that the expense due to the reinvestment

Diabetes Education: The Increase In Diabetes

Diabetes Education: The Increase In Diabetes Diabetes is becoming a worldwide epidemic. It is one of the biggest health challenges that the United Kingdom (UK) is facing today with one person being diagnosed with diabetes every 3 minutes (Diabetes UK, 2009). The latest data indicates that there are now 2.8 million of people with diabetes in UK and nine out of ten people diagnosed with diabetes are Type 2 diabetes (2.5 millions). According to health experts, UK is now facing a huge public health problem and the figure is set to rise to four million by the year 2025. (Diabetes UK, 2010). The alarming increase in diabetes prevalence is a great cause of concern and has a devastating economic effect. Recent estimate shows that 10% of National Health System (NHS) spending equivalent to 9 billion pounds a year, 1 million pounds per hour goes on diabetes (Diabetes UK, 2008). The direct and indirect cost to the NHS of caring for people with Type 2 diabetes and its complications are staggering and will continue to rise with the increasing incidence of the disease. As a result of this health crisis and significant financial burden, the NHS needs to respond to this massive strain by looking at more effective and efficient ways of providing diabetes care. It is therefore of primary importance for our local primary care diabetes services to identify ways to deliver an effective quality care for people with diabetes to counter this worrying trend. 1.1 Diabetes Education Diabetes education has been considered as one of the key components of diabetes care since the 1930s and has been increasingly recognised as an integral part of the disease (Atak Arslan, 2005). Nicolucci et al (1996) demonstrated that people who have never received diabetes education had a striking fourfold increased risks of developing major diabetes complications. Furthermore, the study done by Rickiem et al (2002), showed that diabetes education has an overall positive effect on the health and psychosocial outcome. It helps to improve patients skills and knowledge on the condition and enables beneficial change in the behaviour. Diabetes education has a profound effect on glycemic control, quality of life and treatment satisfaction (clinical governance support team, 2004). Stratton et al (2000) suggested that improving Hba1c by just 1% through diabetes education can significantly reduce risk of complications. In view of all the evidence, the importance of diabetes education has been highlighted and well advocated by the National Service Framework (NSF) and National Institute of Clinical Excellence (NICE, 2003) . The NSF emphasizes that diabetes education should be made available from the point of diagnosis onwards and proposes that education should involve a structured program for people who have been newly diagnosed. This has been encouraged by NICE which recommends that all patients received structured education at initial diagnosis and then on a regular basis according to need (NICE, 2003). However there is insufficient evidence currently available to recommend a specific type of education or provide guidance on the setting for, or frequency of, sessions. In this context, how best to provide structured education to people with diabetes is an important question. NICE acknowledge the limited evidence to suggest which approach is most appropriate and state that to achieve maximum effectiveness, some principle of good practice should be in place(NICE, 2003). According to NICE criteria, diabetes education should reflect the principle of adult learning, provided by trained educators including a DSN or practice nurse with diabetes experience, and a dietitian, use a variety of techniques to promote active learning, be accessible to the broadest range of people taking into account their ethnicity, culture and beliefs. 1.2 Aim of Diabetes Education The National Institute for Health and Clinical Excellence (NICE, 2003) states that the aim of education for people with diabetes is: To improve their knowledge and skills, enabling them to take control of their own condition and to integrate self-management into their daily lives. Diabetes education should allow people to engage in their own health to put what theyve learned into action. Traditional health education can give them the information they need but the learning experience may not engage and empower them to use what theyve learned in their daily lives. Education was focused on passive didactic format where patients do not interact with the educator and generally use a lecture or print format (Norris et al, 2001). Middleton et al (2006) found that its purpose was often unclear to both patients and health care professionals. The old model of education is outmoded and ineffective (Skinner et al, 2007). Education has now moved towards a collaborative format where patient actively participate in the learning process through small group discussion, role playing and other interactive techniques (Norris et al, 2001). 1.3 Patient Centered Approach and Empowerment The National Service Framework for diabetes (DoH, 2001) standard 3 states that all people with diabetes will: Receive a service which encourages partnership in decision-making, supports them in managing their diabetes and helps them to adopt and maintain a healthy lifestyle. The purpose of diabetes education is clear. It should empower people with diabetes to make informed choices about their condition (Funnel and Anderson, 2003). Anderson et al (1991) at the Michigan Diabetes Research and Training Center (MDRTC) introduced empowerment into patient education in diabetes at the beginning of the 1990s in the US. They implemented empowerment group education programmes in diabetes (empowerment programme) and evaluated their programme. An improvement in self-efficacy and glycaemic control was reported among the patients who had participated in the programme compared to those in the wait-listed control group. Following the valuation of patient educational interventions for people with type 2 diabetes during the 21st century, Deakin et al (2006) showed that there is a trend to actively involve patients in their care in accordance with the empowerment philosophy. The investigator compared group education programmes with routine diabetes care and found that group-based programmes involving patient empowerment has positive effect on biomedical and psychological out come. The concept of empowerment requires an initial understanding of what the treatment pathway is trying to achieve and is continual information sharing process encompassing learning and behaviour change which aims to allow the patient to take responsibility for their own condition. (Meetoo and Gopaul, 2004) For empowerment to be effective it is important for patients to have the appropriate information to enable them to make informed choices, if they have the capability and desire to do so. They need to be able to agree plans and set goals with the support of the care team. To do so, it is important for them to understand their disease.The NSF set to ensure that people with diabetes are empowered to enhance their personal control on a day to day management of the condition. Implications for service planning were highlighted detailing how NHS will need to develop, review and audit education program to empower people with diabetes, (DoH, 2001) People are more likely to make behavioural changes if they are facilitated through patient centered care rather than imposed by care based on the medical model of delivery (DoH, 2001a).The philosophy of practice which support patient centered approached for diabetes education is well documented in chapter 3 of the DoH publication structured patient education in diabetes: report from the patient education working group (DoH, 2005). Specific strategies that grew out of the patient centered model included the following: affirming that the person with diabetes is responsible for and in control of the daily self-management of diabetes; educating patients to promote informed decision making rather than adherence/compliance; learning to set behavioural goals so that patients can make changes of their own choosing; integrating clinical, psychosocial, and behavioural aspects of diabetes self-management; affirming the participants as experts on their own learning needs; affirming the ability of participants to determine an approach to diabetes self-management that will work for them; affirming the innate capacity of patients to identify and learn to solve their own problems; respecting cultural, ethnic, and religious beliefs of the target population; creating opportunities for social support; and Providing ongoing self-management support. Overall the diabetes education must provide knowledge and skills, be tailored to the needs of the individual and include skills-based approaches to education. It should support people with diabetes to adopt and maintain a healthy lifestyle, prevent and manage diabetes related complications that will result in improved quality of life and self-management. Healthcare professionals are encouraged to work in partnerships in the decision-making process to support the individual to manage his or her condition. 1.4 Effectiveness of Diabetes Group Education The manner in which education is delivered can be the subject of much debate. Education can be delivered in a one to one session or in group settings. Diabetes group education has been seen as an effective intervention since 1970 (Mensing, 2003). Traditionally, it was more of a medical model where patients handed their medical problem for the doctors to cure. They are told what to do and expecting good results (Calabretta, 2002). As the process of group education has evolved over time, diabetes education has changed from a medical didactic presentation to more of theoretical, patient centered and empowerment model. Diabetes group education is now seen as a first line approach to improve diabetes outcome. With the increase in number of people diagnosed with diabetes, more education is being delivered now in groups as compared to the past. The environment should support and reinforce self management and patients and their health care should work in collaborative way. Self management can only be successful in a well organised and coordinated diabetes service where patients are supported to make informed choices (Norris et al, 2001). Several reviews and meta- analyses provide valuable information on the effectiveness of group education. Mullen et al( 1985) found that patient knowledge about their medication significantly improved in group education, one to one counselling , written and other audiovisual material. Norris et al (2002) suggest that the literature in diabetes education is divided although there may be more positive effect on group education as compared to the individual one. Deakin et al(2006) showed that there is some evidence to support group-based diabetes self-management education as an effective way to improve knowledge and glycemic control and to reduce BP, body mass index (BMI), and the need for diabetes medication. However, a number of issues arise when reviewing the literature on the relative effectiveness of group education compared to individual ones. Some researchers make comparison difficult by focusing on different outcome rather than the delivery format whereas others compare it with usual program without considering the relative effectiveness (Mensing,2003). Wilson (1997) noted that it is not easy to figure out whether the outcome is from an educational approach based on a specific theory or from intervention applied to a specific setting and population. Given these issues and limitation, it is difficult to draw conclusion about group effectiveness. More evaluation research must be done in this field to answer these questions. NICE (2003) has highlighted the effectiveness of group education sessions .For healthcare professionals, group sessions are considered as the most cost-effective way of delivering education. In the present financial climate, and with the increase in the numbers of people with newly diagnosed diabetes, it could be argued that group education is the only way forward if healthcare professionals are to be able to provide education for the majority of people with diabetes. A group approach to patient education makes sense from what we already know about the positive effects of peer support and the inadequacies of the brief medical appointment. The potential benefit of an effective group education programme for people with type 2 diabetes is to enhance skill and knowledge, to make positive behavioural changes for better metabolic outcome, psychological outcome and improve quality of life. 1.5 The Two National Programs for people with type 2 Diabetes : XPERT AND DESMOND Most people diagnosed with diabetes are offered some sort of education, at least when they are diagnosed (NICE, 2008). However, there is still much debate over the educa ­tional approach that is most effective in delivering such crucial health information in a way that leads to measurable changes in patient behaviour and improved clinical outcomes. The two national group education programs available for adults with type 2 diabetes are (DESMOND) and X-PERT program. Both are patient centered, meet the NICE key criteria, flexible in their content and adaptable to patients educational and cultural background. However, the two structured group varies in their cost implication and duration of the program. Depending upon primary care trust funding funding, avaibility of health care professionals and what best suits patients, either DESMOND or X_PERT are chosen to be delivered by the primary care trust. 1.51 XPERT DIABETES PROGRAM The X-PERT diabetes programme is a six-week professionally-led programme based on the theories of patient empowerment and patient activation. The X-PERT course is designed to be delivered to anyone diagnosed with diabetes It aims to increase knowledge, skills and confidence leading to informed decisions regarding diabetes self-management (Deakin Whitham,2010). Participation in the X-PERT Programme by adults with type 2 diabetes has been shown at 14 months to have led to improved glycaemic control, reduced total cholesterol level, improved body mass index and waist circumference, reduced requirement for diabetes medication, increased consumption of fruit and vegetables, increased enjoyment of food, and improved knowledge of diabetes, self-empowerment, self-management skills and treatment satisfaction (Deakin et al, 2006). Contents of the X-PERT Diabetes Programme include: What is diabetes? The eatwell plate and energy balance. Carbohydrate awareness and glycaemic index. The benefits of physical activity. Supermarket tour and understanding food labels. Possible complications of diabetes and their prevention. Lifestyle experiment. Are you an X-PERT? Game. Care Planning: the lifestyle experiment. There is a one off cost to run X-PERT and this is approximated to  £1400. 1.52 DESMOND The DESMOND programme was launched in 2004, and is currently the most familiar education programme provided in the UK. It was developed as a collaborative project involving a multidisciplinary, multicentre collaborative team which agreed upon a core set of philosophical principles to the use of informed choice as the key to empowerment. They drew the program on three theoretical approaches: the common-sense model of illness, social learning theory, and use of a discovery learning process (DESMOND, 2004). DESMOND aims to educate patients about type 2 diabetes. It provides resources for them to manage their disease, and offer a group-based opportunity to meet and share experiences with others in the same situation .The DESMOND programme is facilitated by two health care professionals who have been formally trained. The course is usually delivered for 6 hours and is based on a formal curriculum. It is offered either as a 1-day or 2 half-day sessions and accommodates 6-10 patients in one group. DESMOND helps to promote the understanding of type 2 diabetes, allowing the patients to be more knowledgeable about the condition and what can benefit their long-term health. It encourages patient to work together with the health care professionals to take an active role in the management of their type 2 diabetes. It helps patients to see their illness in a well define way which drives them for positive changes. The program content includes: Thoughts and feelings of the patients around their condition. Understanding diabetes and glucose: what actually happens in the body. Understanding the risk factors and complications associated with diabetes. Understanding monitoring and medications. How to take control: Food Choices and Physical Activity. Future care plan. DESMOND was piloted in 15 English PCTs between January and May 2004 (Skinner, 2006). Initial abstracts of preliminary research findings were presented at the Diabetes UK annual conference in 2005. Pilot data indicated the DESMOND course for newly diagnosed individuals changed important illness beliefs. At three month follow-up there was a reported improvement in quality of life and metabolic control. DESMOND was revised following feedback from all involved parties. A larger randomised controlled trial was conducted involving 824 adult patients in 207 general practices in 13 primary care sites in the United Kingdom. The results showed that compared to patients who did not undergo the DESMOND programme there were greater improvements in weight loss and smoking cessation and positive improvements in beliefs about illness but there were no differences in haemoglobin A1C levels up to 12 months after diagnosis (Davies et al,2008). The author feels that it is difficult to compare DESMOND to X-PERT because of the different populations (newly diagnosed diabetes compared with established diabetes) and because the study concerned multiple sites and educators. In response to the Hba1c the author commented that it is usual for noticeable reductions to occur in levels shortly after diagnosis and in terms of showing a difference in levels between groups, patients with newly diagnosed type 2 diabetes may be the most difficult in which to demonstrate this(Davie s et al,2008). To investigate this further, a follow-up was carried out three years later. 743 participants were eligible for follow-up at 3years. Biomedical data were collected from 604 (81.3%) and questionnaire data from 536. Those followed up were older, had a higher BMI , higher waist circumference and higher depression score than those who were not. The result indicates a lack of difference in biomedical and lifestyle measure but the author reckoned that this is not unexpected as drift towards pre intervention values is commonly observed (Khunki et al, 2010) . However accumulated effects, which were not significant individually, did manifest themselves as a difference in UKPDS score. The differences in illness belief scores show that attending DESMOND results in positive changes in understanding of diabetes, which are sustained at 3 years.Therefore attending a single course at diagnosis is beneficial, but patients need to continue receiving ongoing support to help them to manage their diabetes. The study done on cost effectiveness for DESMOND found that per patient cost of providing the DESMOND Newly Diagnosed or Foundation programme compares very favourably to the provision of oral glycaemic agents(Gillet et al, 2010). The therapeutic benefit of the DESMOND structured education programme is effective as a once-off intervention to help lower biomedical markers as well as having a positive impact on peoples health beliefs and health outcomes (Gillet et al, 2010). Although it is likely that the one off DESMOND intervention is cost effective, it must be noted that the DESMOND programme was never intended as a one off intervention. Moreover, in the real world, costs of delivering the DESMOND programme are likely to vary considerably across primary care trusts. The main variables affecting the cost are the number of educators trained, the grade of healthcare professional delivering courses, venue cost, ratio of demand to head of population (including participation rate), number of patients per course, and overhead rates. It hopes to promote understanding of type 2 diabetes, allowing patients to be more knowledgeable about what will positively benefit their long-term health as they live with the condition. 1.6 Diabetes Conversation Map: Recently, healthy interaction in collaboration with Diabetes UK, sponsored by Lilly company, has introduced Diabetes Conversation Maps in UK. Diabetes Conversation Maps was created in 2005 in Canada and since then over 60% of diabetes educators has been trained for the program. It was next launched in America in 2006 and now over 20,000 health professionals have been trained. Diabetes Conversation Map serves as a facilitation tool to engage individuals in conversations around their condition and usually last for 2 hours. (Healthyi, 2005) Diabetes Conversation Map is an educational tool which has transformed healthcare education throughout the world by engaging people in meaningful conversations about their health(Healthyi, 2005). The American Diabetes Association (ADA) believes that it is one of the most important innovation in a decade. Conversation Mapà ¢Ã¢â‚¬Å¾Ã‚ ¢ education tools have been developed by Healthy Interactions. They are built on the philosophy that people respond better when they are engaged, empowered, and draws their own conclusions as to why they need to change behaviours (ADA, 2006). In this way, that will be an impact on their overall health as opposed to didactic interventions where patients are told what to do by a healthcare professional. The Diabetes Conversation Map methodology creates an experience whereby patients develop their own self-management solution that accounts for their individual challenges and situation. The patients, in turn, then own the solution because it is theirs. They are subsequently much more likely to embrace and implement the change needed to improve their condition The main philosophy is that people will act on their own conclusions by engaging themselves in an experience(Healthyi, 2005). It allows them to explore health facts through dialogue and enable decision making. Conversation map shapes the way in which people are motivated for positive behavioural change. The 6 components of the map are map visuals, facts, questions, group interaction, facilitator and action plan. The program is delivered to a small group of 3-10. It facilitates discussion, not lectures and must be delivered by trained health professionals. It benefits the patients as people are visual learners and like exploring and discovering their own answers. The map is fun and provides a process that patient use to internalise and personalise health information. For educators, it is simple to use, portable and non technology dependent. The program content includes basic facts about diabetes, healthy eating, self-monitoring of blood glucose, diabetes complications, and gestational diabetes The evaluation done in Enfield showed that Diabetes Conversation Map offers several advantages (Monk, 2009). First and foremost, it enables better use of staff time as it requires one member of the healthcare team to facilitate the session, allowing more time for direct patient contact. In terms of financial implication, to run the education program, cost is very minimal. Hand-outs are provided for free from Diabetes Uk and Lilly company which can be photocopied. Although the non-attendance rate remains high in enfield, it was observed that the number of patients attending Conversation Map is better and most patient who come to the first session the other sessions. It is reported that patient get to know each other during the program which help to break down barriers and improve group dynamics (Monk , 2009). Overall, the evaluations done in Enfield area have been positive. However, the result could have been influenced by the fact that the evaluations were completed at the end of the session and handed to the facilitator. In April 2008 a survey was done to assess the effectiveness of the Diabetes Conversation Map training sessions and initial impact on diabetes self-management education (Grenci, 2010). The survey results indicated that sixty-five percent of diabetes educators attribute improved patient self-management to the Diabetes Conversation Map tools. Eighty percent of healthcare professionals say that the tools make group facilitation more interactive and engaging. More than sixty percent say that there was an increase in patient interest in diabetes education and it boosts their willingness to learn. When asked about the most effective method in helping patients to adopt positive behaviours and achieve good outcomes, forty percent of the diabetes educators believe that Diabetes Conversation Map session is most effective. Only twelve percent report that the traditional education means as effective in this survey. Ninety percent of those who have had firsthand experience with the tools suggest that they would recommend them to their peers (Grenci,2010). In terms of metabolic outcome such as Hba1c, cholesterol, blood pressure, weight and patient satisfaction, so far there is no data available. However there will be an upcoming clinical trial called Interactive Dialogue to Educate and Activate (IDEA), which is sponsored by Merck, to identify outcomes using three separate treatment arms:, patients using the Conversation Map tools, patients using individual intervention without using the Conversation Map tools, patients using no formal diabetes education but the data will only be available in five years time. The data will be gathered on an annual basis over the duration of five years and the study will look into metabolic outcomes (A1C, blood pressure, cholesterol, weight) as well as patient and educator satisfaction, knowledge retention and several other behavioural markers of success(Merck , 2009). Nevertheless, the group-based IDEA education method using the Conversation Map approach was executed as planned and showed promise to improve diabetes self-management behaviours. Clinical and behavioural outcome data are necessary and will be forthcoming. 1.7 Current Diabetes Group Education Program in NHS Bromley To fulfil the NICE criteria and provide a quality diabetes care, the NHS Bromley chose to deliver DESMOND education program for all patients who are newly diagnosed patients. DESMOND has been ongoing for the past four years but the cost implication to deliver DESMOND is  £5000 per year plus ongoing  £5/person for the resources. With a diabetes population of 13,000 and about 10-15 referrals received on a weekly basis for DESMOND, NHS Bromley is striving towards an enhanced Diabetes Service to meet the increased demands and to curb the economic burden. In view of the strong positive feedback from diabetes educators in the US, the short duration of the program and the cost, NHS Bromley feel that Diabetes Conversation Map may be an alternative that could be used. As there is a lack of data for metabolic outcome and patient satisfaction, this study will be undertaken to evaluate which group education is more effective to be delivered at NHS Bromley. 2.0 Aim of the study: The aim of the study is to evaluate the effectiveness of DESMOND Group education program versus Diabetes Conversation Map group education program for people who are newly diagnosed with type 2 diabetes at NHS Bromley. It is a requirement of the NSF for diabetes that education is available to everybody with type 2 diabetes. At present, DESMOND is the most widely used programme available in the community setting, however this may not meet the needs of every local population. The Conversation Map tools may be an alternative or additional tool that could be used. In Enfield these have been used with success. The author is aware of work that has been ongoing to ensure that this method of education is fully compliant with the NICE criteria and is keen to implement this as soon as it is available. 2.1 Objectives: To measure patient biomedical outcome before and 3 months after the delivery of both group educations To assess patient satisfaction before and after the delivery of both group educations. 2.2 Hypothesis: DESMOND and Diabetes Conversation Group Education will have different biomedical outcome DESMOND and Diabetes Conversation Group education will have different patient satisfaction and quality of life outcome. 2.3 Study Design: Questionnaire Survey involving both quantitative and qualitative design analysis.

Utopia in Gulliver Travels and Paradise Lost Essay -- comparison compa

The Inconceivable Utopia in Gulliver Travels and Paradise Lost  Ã‚      In Jonathon Swift's Gulliver Travels and in John Milton's Paradise Lost, the reader is presented with two lands representing utopias. For Swift this land is an island inhabited by horse like creatures called Houyhnhnms who rule over man like beasts called Yahoos. For Milton, the Garden of Eden before the Fall of man represents Paradise. In it, Adam and Eve are pure and innocent, untested and faithful to God. The American Heritage Dictionary defines utopia as "an ideally perfect place, especially in its social, political, and moral aspects." And while Houyhnhnm Land and the Garden of Eden may seem like ideally perfect places, they are not. Indeed, they contradict our ideas of utopia.    Our fascination with utopias stems from our attraction to and pursuit of progress within our own society. We study utopias with the hope that our society will someday evolve into one. But what often goes unnoticed is that if our society improves enough to become utopian, it won't be able to improve any longer. Hence, it will be rigid and unchanging, the complete opposite of what it was as it evolved to its elevated state. This is an awful truth for us because we place value and virtue in the ideas of desire and progress. Our reason tells us: once in an ideal land, desire cannot simply cease to be, because desire is part of our human nature. And our reason is right. An ideal society should accentuate our human nature, not suppress it. As we desire a perfect society we know that a perfect could not exist without our desire. And as long as we desire, we hope for progress. The idea that an utopia wouldn't allow such progress to occur is enough to make us stop believing in utop... ...ames Holly. "Milton and the Art of War." John Milton, Poet and Humanist: essays by James Holly Hanford. Cleveland: Press of Western Reserve U, 1966. 185-223. Lock, F. P. The Politics of Gulliver's Travels. Oxford, Great Britain: Oxford University Press, 1980. Milton, John. Paradise Lost. Ed. Roy Flannagan. New York: Macmillan, 1993. Patrides, C.A. Milton and The Christian Tradition. (Oxford: Clarendon Press, 1966) Revard, Stella Purce. The War in Heaven. Ithaca and London: Cornell University Press, 1980. Rodino, Richard H. "The Study of Gulliver's Travels, Past and Present." Critical Approaches to Teaching Swift. New York: AMS Press, 1992. Swift, Jonathan. Gulliver's Travels. Mahwah, NJ: Watermill Press, 1983. Tuveson, Ernest. (Ed.) Paradise Lost: A Collection of Critical Essays. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1964.

Qatar’s Economy

Business in Qatar Should one do business in Qatar? Qatar is a small country in the Middle East. I've come to realize that Qatar, just like any other country has it's poor and plentiful sides. Qatar is a small country with immense expectations for future business with other countries. Let’s start by looking at Qatar’s political and economic standpoint. While Qatar is more of a conservative society than others, it has set out on a path towards economic modernization and political stability. Amir Hamad bin Khalifa Al Thani has been the chief of state since 1995 and has led Qatar to becoming more open to global markets.He is a strong advocate to having relations with the United States as well. In 2003 and 2004 the economy of Qatar was growing and expected to continue growing. According to Douglas Walter, author of Consider Qatar, stated that Qatar's economy is driven by revenues from natural gas and oil resources. Qatar has one of the largest oil reserves in the world, with as much oil to last as long as 200 years, that was said in 2005. I can only imagine how much oil it has now. Qatar is striving to make itself more attractive for investments and trade with other countries.With the importance of foreign trade on the economy of Qatar, export taxation is a primary source of funding public spending and development in Qatar. In 1994, Qatar succumbed to the General Agreement on Tariffs and Trade, which is now known as the World Trade Organization. They have built its trade and investment state so that they are following their obligations to the World Trade Organization by reducing tariffs, removing unnecessary restrictions and barriers to trade, and providing foreign investor more opportunities.The United States is still trying to get Qatar to become part of the Free Trade Agreement. It seems like doing business in Qatar, is easier than some countries. Some companies that do business with Qatar have reported that going through customs is not a hassle. Qa tari companies and customers seem eager to work with Americans and like buying U. S. Made products and services. Qatar has a stable currency, and the country inflicts no foreign exchange controls.Qatar permits up to 100% of foreign ownership in agriculture, manufacturing, health, education, tourism, power and projects involved in the development of natural resources, pending approval from the government. Qatar is also a member of various international financing bodies. It levies no taxes on the individuals' income and no fees on exports, whereas he fees on imports are exceedingly low and are estimated at 4 percent. Qatar is also famous for its banking market. There are no restrictions on transferring capitals overseas, which make the whole of Qatar a free trade zone.The issuing of law No. (1) in the year 1980 regulating industry in Qatar provided for incentives for local investors in the industry field and in addition to the promotional incentives regulated by law No. (19) in the ye ar 1995 which facilitates the process of obtaining industry licenses and unifies the executive bodies that grant promotional incentives. U. S. exports to Qatar in 2004 totaled $423 million. Within the span of five years, U. S. exports to Qatar have increased by over 200%. All indicators – the growing strength of the U. S. Qatar geopolitical relationship, growth in the world demand for natural gas, and Qatar’s successful economic reform and diversification strategy among others – strongly suggest significant growth in future U. S. exports to this market. Qatar has its own specific rules when it concerns other countries operating in this country. There are several services that are available for interested parties looking to do business within Qatar, such as legal, financial, tax matters, business counseling, company background checks, and feasibility studies.Now there is not any personal income tax within Qatar, but foreign-owned companies must pay tax on corpora te income. One downfall to this is that U. S. Companies wanting to do business in Qatar will have double taxation. Now with labor in the country of Qatar, all non-Qataris must have a valid work permit issued by the Department of Labor to work in Qatar. Qatar has a new labor law which aims to balance the rights of employers and employees, also institutes hiring priority to Qatari nationals.It gives the employers obligations that the employment contract must be in writing, the recognition of the concept of end-of-service benefits, and limitations on how many hours can be worked per week. Now seeing a country prosper with it's oil and natural gas revenues and to see how beautiful the country actually is, who wouldn't want to do business in Qatar. I've been there and can see how a U. S. Company could become a success over there. I've been to several places in Doha and have seen familiar places, such as Apple-bees, Chili’s, and Fuddruckers.With Qatar’s great relationship wi th the United States, it couldn't hurt for a company to open up over in Qatar and bring more to the country that is striving. Works Cited â€Å"Qatar Now. † N. p. ,n. d. Web 21 Nov. 2012 http://www. diwan. gov. qa/english/qatar/Qatar_now. htm â€Å"Rules of Business in Qatar-Export. gov† N. p. ,n. d. Web. 21 Nov 2012. http://www. export. gov/middleeast/country_information/qatar/considerqatarguide. pdf â€Å"Grasp, Rules of Business in Qatar† N. p. ,n. d Web. 21 Nov 2012. http://graspcorp. co. uk/en/about/about-qatar/

The Creation Myth in Different Cultures

The Creation Myth in Different Cultures Myths can be discussed as the important elements of each culture because ancient people expressed their vision of the world and its laws in the form of mythological stories as the attempt to explain the unfamiliar objects and processes.Advertising We will write a custom essay sample on The Creation Myth in Different Cultures specifically for you for only $16.05 $11/page Learn More Thus, myths included the description of the processes which nature was rather difficult to be understood by the ancient people. That is why, a lot of myths which are presented in different cultures are based on the similar topics, but the details of the myth can be various. From this point, the theme of the world creation is one of the most popular topics of myths, and the creation myth is typical for different cultures. To understand the significance of the creation story for different cultures and explore the particular features of the myth, it is necessary to focus on the Mesopo tamian myth known as the Enuma Elish, on the Pelasgian myth characteristic for the Greek culture, and on the Egyptian myth about Atum. Although the Mesopotamian, Egyptian, and Greek cultures developed their own mythological stories based on the topic of the world creation, these myths have a lot of similarities which accentuate the common form of the creation myth and its significance for different cultures. The problem of the world’s beginnings is one of the most controversial points for the discussion today. Furthermore, it is the central idea of many ancient myths. According to Murtagh, â€Å"at the foundation of nearly every culture is a creation myth that explains how the wonders of the earth came to be† (Murtagh). The ancient people could not understand the world processes and explained them with the help of mythological imagery. Different cultures used their own approaches to explaining the birth of the Universe, but the basic aspects of the process are similar because they depend on the people’s beliefs, values, and expectations.Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to people’s visions, the world can have its origin from the chaos or water, and the myths where the earth emerges out of water are known as diver myths (Murtagh). For instance, the story of creating the world out of water as a result of the struggle with the chaos is depicted in the Mesopotamian Enuma Elish. The role of the water and chaos is also significant for the Pelasgian creation myth. Furthermore, the watery chaos Nu is accentuated in the Egyptian creation myth as the roots of the Universe. The role of water in the creation stories can be explained with references to the role of water in the ancient people’s everyday life as it was in Egypt or in the Mesopotamian territories. Nevertheless, it is possible to determine various actors as the world creators in different cultures. It is stated in the Enuma Elish that the Universe was organized as a result of the struggle between the body of water Tiamat who lost her husband Apsu and the god Marduk (â€Å"The Babylonian Creation Story†). The bodies of water have definite gender features, and they are perceived as the god and the goddess. When Marduk killed Tiamat in the struggle for superiority, the heavens and the earth were made from her body. Thus, it is possible to speak about the origin of the Universe from the water body of Tiamat. In the Pelasgian creation myth, the main actors are Eurymone and Ophion, and the major symbol is the Cosmic Egg after breaking which the Universe was made (â€Å"Greek Creation Story†). The Egyptians focused on their sun-god Ra or Atum and his children as the gods creating the world (Hagin). In spite of the fact different gods and creators of the world depicted in various creation myths have different names and characteristics, there are a lot of similar features in their portraying. The Enuma Elish and the Pelasgian creation myth are similar in depicting female powers of Tiamat and Eurymone known as the Goddess of All Things.Advertising We will write a custom essay sample on The Creation Myth in Different Cultures specifically for you for only $16.05 $11/page Learn More According to the Enuma Elish, the world was made out of Tiamat, and Eurymone who was born from the chaos divided the water and heavens to dance on the sea waves in the Pelasgian myth. In the Egyptian creation myth, the accents are made on the role of male gods, but the goddess Tefnut as the daughter of Atum plays the important role in creating the other gods. It is necessary to pay attention to the fact that those myths the central idea of which is to present the story of the Universe creation include definite elements which are typical for all the myths on the topic. The creation myth should inc lude not only the mentioned images of the world’s creators and describe the process of creating the earth and sky but also present the processes of creating the other gods and the man. Moreover, the Universe can be created by the definite god who is alone as it is in the story about Atum, by the god with assistants or by the active and passive creators as it is in the myth about Eurynome, or as a result of the gods’ struggle as it is in the Enuma Elish. From this point, the processes of creating the earth and sky, the gods and the man can be discussed as the mythemes of creation stories. The water and the chaos are two important symbols which are used in all the studied myths as the source for the other parts of the Universe. However, the birth of the man is the next important mytheme. According to the Mesopotamian myth Enuma Elish, people are created from the blood of Kingu, the henchman of Tiamat. It is stated in the Pelasgian creation myth that the first man is made from the dust of Arcadia. The usage of dust or dirt as the source for creating the man is typical for many myths and religious traditions. Nevertheless, the Egyptians were inclined to think that the first man was made out of Atum’s tears of joy when the Universe was created.Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, there are similar stories about the birth of new gods. According to the Enuma Elish, there were several gods, and they fought with each other before the Universe was created, but the emergence of gods in the Egyptian and Greek traditions is a result of the main gods’ unions. Thus, Shu and Tefnut became the parents of Geb and Nut who became the parents of the other gods in relation to the Egyptian myth. Moreover, Eurynome gave the birth to Eros, also known as Protagonus or ‘firstborn’, and then to the seven Powers which also became the gods (â€Å"Greek Creation Story†). Those myths which are based on the topic of the world creation have a lot of specific details characteristic for different cultures, but there are many similarities in the basic symbols of these myths. The specific details accentuate the uniqueness of the cultures and the particular features of the people’s interpretation of the world with references to the geographical and social characteristics. The similar aspects which are depicted in the myths with the help of certain symbols stress the importance of the topic for all the cultures and its universal character. Greek Creation Story. n.d. Web. Hagin, Stephen. Egyptian Creation Stories. n.d. Web. Murtagh, Lindsey. Common Elements in Creation Myths. n.d. Web. The Babylonian Creation Story (Enuma Elish). n.d. Web.

Relief From Tax Penalties and Interest

Relief From Tax Penalties and Interest The best way to not have to pay tax penalties or interest to the Canada Revenue Agency (CRA) is to file your income tax return on time and to pay your taxes when they are due. However, if exceptional circumstances beyond your control have made it extremely difficult or impossible for you to do that, you can submit a written request to the CRA asking that penalties or interest (not taxes) be canceled or waived. Taxpayer relief provisions in Canadian income tax legislation make a provision for the Minister of National Revenue to grant full or partial relief from penalty or interest payments at his/her discretion, although it is by no means handed out easily. Even if you cant pay your taxes in full, file your income tax return anyway. Before the CRA will even look at an application for relief from penalties or interest, all of your tax returns need to be filed. Deadline for Requesting Taxpayer Penalty or Interest Relief In order to be considered for relief, a request must be made within 10 years from the end of the calendar year in which the tax year or fiscal period at issue ended. Reasons Tax Penalties or Interest May Be Cancelled or Waived The CRA considers four different types of situation when considering relief from tax penalties or interest. Extraordinary Circumstances: These can include disasters, such as a flood or fire which destroyed your tax records; civil disturbances or disruption in services, such as a riot or postal strike; a serious accident or illness; or serious emotional or mental distress such as a death in the family. The circumstances of some divorces could fall into this category also.Actions by the CRA: This category is for delays that were caused primarily by the CRA. Examples are if a taxpayer was not informed within a reasonable time that an amount was owing; if a taxpayer was given incorrect information; and unreasonable and extended delays in the resolution of an objection or an appeal, or in the completion of an audit.Inability to Pay for Financial Hardship: In these situations, financial hardship means that penalties or interest are causing such hardship that the taxpayer cant provide for basic necessities such as food, rent or medical assistance. Another situation might be if tax interest or pen alties are preventing the taxpayer from ever paying taxes owing. This category requires full financial disclosure and extensive and detailed supporting documentation. Taxpayers are expected to borrow money and to sell assets if possible to meet their tax obligations. Other Circumstances: For unique situations not covered by the other categories. How to Submit a Request for Taxpayer Relief The best way to submit your request is to use the form provided by the CRA: RC4288, Request for Taxpayer Relief Be sure to read Information to Assist in Completing this Form on the last page of the form for definitions and guidance. Examples of the supporting documents that are required to support your request are also given in that section. You can also write a letter and send it to the correct address. Clearly, mark TAXPAYER RELIEF on the envelope and on your correspondence. Whether you use the form or write a letter, make sure to include a complete description of the circumstances and your tax information. Make your case in as straightforward, factual and complete a manner as possible. The CRA provides a list of information to include with your request. More on Taxpayer Relief on Penalties and Interest For detailed information on Taxpayer Relief Provisions see the CRA Guide Information Circular: Taxpayer Relief Provisions IC07-1. See Also: Penalties for Filing Your Canadian Income Taxes LateWays to Pay Your Canadian Personal Income Taxes

Gender Buying Behaviour within the Beauty Industry Essay

Gender Buying Behaviour within the Beauty Industry - Essay Example This research will begin with the statement that the beauty sector is part of a vast multi-national industry. The value of the professional beauty industry in the UK in 1998 was  £366 million, which represented a growth of almost 6% on the previous year. This figure includes beauty therapy/ products treatments in a variety of sites including mobile, hair and beauty salons, health clubs, high street retailers as well as the conventional beauty salon. The growth in the customer base stood at over 13%. This means that 13% more people, visited salons and bought products in 1998 compared to 1997. The beauty industry operates through a variety of sites, all sectors of which are supported by media and advertising. However, in recent years there’s a whole new target market. Traditionally, the only thing men are interested in putting on their faces is shaving cream and aftershave. But, as a generation of men raised in a culture where youth is a good age, cosmetic companies are increa singly targeting men. The sheer number of aging men is piquing the curiosity of cosmetic marketers. The number of men between 35 and 54 is expected to reach 40 million by 2000 –up from 32 million in 1990. Cosmetic marketers have never had much success targeting men. Lancome launched a men’s line about five years ago, then quickly pulled it. Two California companies, Jan Stuart and Inner-Face also launched men’s lines during the 1980s that flopped.

Literature Review For Creating strong teacher-student relationships to Research Paper

Literature Review For Creating strong teacher-student relationships to improve student achievement in Mathematics class - Research Paper Example Joffrey, with preparation and a sense of delight and gratitude, gave students a chance to explain mathematics inculcating a love for the subject (Strogatz and Joffray, 2009). The Calculus of Friendship is not only a delightful read for aspiring mathematics teachers, but also emphasized the importance of teacher-student relationship for mathematics learning. Mathematics education has evolved over the last hundred years (Jankvist, 2010). Recent perspectives on mathematics teaching and learning have stressed on the importance of mathematical reasoning, problem-solving skills, and their application of real life situations. Depaepe et al. (2007) argued that aspects of classroom culture assumed to enhance beliefs and problem-solving competencies include establishment of classroom norms; instructional techniques and classroom organizational forms; and set of tasks. Strong focus on heuristic skills and embedding tasks in real life are aspects that are easier to implement. The use of technology has been brought about by professional thinking about pedagogy (Katz and Solomon, 2008). Systems include the use of computer-based tools and resources (Smith, 1998; Pear and Crone-Todd, 2002). Ruthven et al. (2004) described the contribution of technology in seven themes including improving working processes and production; supporting processes such as trialling, checking, and refinement; enhancing the variety and appeal of classroom activity; fostering independence among pupils and peer support; overcoming difficulties among pupils and building reassurance; broadening reference and increasing activity currency; and focussing on overarching issues and accentuating important features. Professional thinking and use of technology is anchored in student motivation and classroom learning. Kilpatrick et al. (2001) argued that students need to think mathematically for learning mathematics. In order to be mathematically proficient, students must